Complex Models and Authentic Assessment

Complex Learning Project Scenario

In my personal learning experiences, I described how I was able to learn the basics of web development on Codecademy.

Back then, the site did not offer projects or portfolio like we have today for paid users, so in order to improve the learning experience, I would have added an authentic project-based learning component paired with a service-learning approach by having learners work collaboratively on a real-world web project.

Nowadays, many small non-profits lack the funds needed to meet the demands of their sector (BusinessWire, 2016).¹ Many such associations catering to low-income communities play an essential lifeline role, yet they may not always be able to reach their goals due to lack of sufficient web presence or adequate web tools. They may balk at the cost of hiring web developers or maintaining complex web applications which too often results in a missed opportunity to make the impact necessary to carry out their mission. Simply put, they cannot afford to hire developers to work on their web projects despite the impact that they could make.

Likewise, as seen in authentic learning models, working on real world projects can have many benefits for learners ranging from identifying their own gaps in knowledge and skills, to an increase in motivation derived from solving a problem and working on a real-world application (Genareo & Lyons, 2015).²

As such, I would improve the learning efficacy of the Codecademy course by adding a Project based component combined with service based learning approach where learners would work on a project following the PBL model, and work in groups to identify the problem faced with nonprofit’s website or app. During the course of the project learners would discover gaps in their knowledge and find solutions through research, investigation, and collaboration with other group members (Woods, 2012).³

Throughout the project the instructor would perform formative assessment tasks by observing the learners’ work and discussions, reading reports about the work done, and watching presentations of the products students are building to tackle the problem. This would allow the instructor to provide feedback to the students which in turn would help them make progress (Genareo & Lyons, 2015).² After each milestone in the project, learners would reassess how to proceed forward and do further research. They might also be asked to assess each other’s products during this stage.

Once their project is completed, the instructor could use the same rubric made available to the students as the basis for summative assessment of the work. In this case the course could make use of gamification or other behaviorist approach to reward the learners by awarding points for each completed milestone, and a badge for final completion.

These changes to the codecademy course would not only help the learners learn better, but also provide a real world service that would serve to enhance the learning experience for learners while benefiting the community as a whole (Bandy, 2011, Student Benefits of Community Engagement). ⁴

Further reading

Donovan, D. (2013, March 25). Money Woes Plague Charities Struggling to Meet Demand. The Chronicle of Philanthropy. https://www.philanthropy.com/article/money-woes-plague-charities-struggling-to-meet-demand/

Nonprofit Finance Fund. (2018). 2018 National State of the Nonprofit Sector Survey. NFF.org. https://nff.org/2018-national-state-nonprofit-sector-survey

1. Business Wire. (2016, December 13). Nonprofits Are Struggling to Serve More People with Fewer Resources, Marks Paneth Survey Reveals. BusinessWire.Com. Retrieved December 04, 2017, from https://www.businesswire.com/news/home/20161213005800/en/Nonprofits-Struggling-Serve-People-Resources-Marks-Paneth[↩]
2. Genareo, V. R., PhD, & Lyons, R. (2015, November 30). Problem-Based Learning: Six Steps to Design, Implement, and Assess. Faculty Focus. Retrieved December 04, 2017, from https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/[↩][↩]
3. Woods, D., Dr. (2012). CTE – Problem-Based Learning. Cornell University Center for Teaching Excellence. Retrieved December 04, 2017, from https://cte.cornell.edu/teaching-ideas/engaging-students/problem-based-learning.html[↩]
4. Bandy, J. (2011). What is Service Learning or Community Engagement? Vanderbilt University Center for Teaching. Retrieved December 04, 2017, from https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/.[↩]