Explore the context and try to relate this to the WoW Note: be aware that it is not always possible to connect an existing task to a practice from the WoW in an authentic way. Think of a workplace practitioner and a workplace activity that fit the task (as a backbone for the (re)design) Use artefacts, tools and language from the workplace where possible and adapt and connect this to disciplinary use Make the professional role as concrete as possible Determine a product connecting to the WoW for an audience Stimulate collaboration and communication Ask for products that can be presented or discussed Make sure the task asks for collaborative work (e.g. sharing of responsibilities) Organize peer feedback Finally, be aware of the changing role of the task in the learning process of the students. In addition to content-related goals, the new task aims to develop process skills. In some cases this might be at the cost of attention for content knowledge. In other cases it might offer opportunities to deepen content knowledge, or to better assess students’ abilities. Examples Calculating Body Mass Index This example shows two versions of a task. The first one is a highly structured version of the task that guides the students along all the steps needed to discover the mathematics behind a Body Mass Index calculator. The sub-questions ‘do the thinking’ for you. In the second version of the task, structuring is the responsibility of the students. First version of Body Mask Index (highly structured) Second version of Body Mask Index (structure is responsibility for student) Drug Concentration These two versions of a similar task show how a task can be redesigned to support IBL and to connect to the World of Work. The second version of the task does not provide the sub-questions that guide the students along the solution process. In addition, it asks for a clear product that provides a purpose and connects to a workplace practice. The flyer can be used to have the students give each other feedback on the result of the activity. A structured version of the task A version for IBL and connecting the task to the WoW
Explore the context and try to relate this to the WoW Note: be aware that it is not always possible to connect an existing task to a practice from the WoW in an authentic way. Think of a workplace practitioner and a workplace activity that fit the task (as a backbone for the (re)design) Use artefacts, tools and language from the workplace where possible and adapt and connect this to disciplinary use Make the professional role as concrete as possible Determine a product connecting to the WoW for an audience Stimulate collaboration and communication Ask for products that can be presented or discussed Make sure the task asks for collaborative work (e.g. sharing of responsibilities) Organize peer feedback Finally, be aware of the changing role of the task in the learning process of the students. In addition to content-related goals, the new task aims to develop process skills. In some cases this might be at the cost of attention for content knowledge. In other cases it might offer opportunities to deepen content knowledge, or to better assess students’ abilities. Examples Calculating Body Mass Index This example shows two versions of a task. The first one is a highly structured version of the task that guides the students along all the steps needed to discover the mathematics behind a Body Mass Index calculator. The sub-questions ‘do the thinking’ for you. In the second version of the task, structuring is the responsibility of the students. First version of Body Mask Index (highly structured) Second version of Body Mask Index (structure is responsibility for student) Drug Concentration These two versions of a similar task show how a task can be redesigned to support IBL and to connect to the World of Work. The second version of the task does not provide the sub-questions that guide the students along the solution process. In addition, it asks for a clear product that provides a purpose and connects to a workplace practice. The flyer can be used to have the students give each other feedback on the result of the activity. A structured version of the task A version for IBL and connecting the task to the WoW