Authentic Learning Element 6

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Articulation - "illuminates the coherence of current understanding" (Koschmann, 1995, p. 93)

Articulation can be regarded as the process whereby a learner immerses him/herself deeply into understanding the learning concepts and further on expressing or explaining to his peers or other learners their understanding of the elements that made up their problem-solving activities or grasping a given concept.

A typical example could be a student explaining how algorithms as a concept is at the core of every technology program to another student. Now this process goes hand in hand with reflection as the other student might reflect on this concept and then further articulate or form their understanding. This process gives students the opportunity to apply critical thinking skills, communicating the methods by which they arrived at their further understanding through presentation with their peers. In other words, Articulation goes beyond just helping learners retain information, it additionally "illuminates the coherence of current understanding" (Koschmann, 1995, p. 93). Activities that further enhances the abilities of the students to better articulate could range from simply providing learners with the platform for public presentation of argument to aid coherent and confident putting forward of their ideas, presentations to an audience and blogging in every sense. Articulation requires time and effort.

Two key benefits of Articulation amongst a number of many are –

Increased learning and its outcomes - Articulation brings the learner to the point of critically examining the learning contents and experiences as well as further expressing verbally what they have learned. Embedding articulation into other teaching practices and element of authentic learning like modeling, coaching, scaffolding can increase learning and further outcomes for any given engaged students.

Strengthens the critical thinking skills – In the course of the student interacting with the learning content, student engage by asking questions, probing and investigating, solve problems and build new knowledge. All of these encourages learners to think through critically before articulating or expressing in words or writing.

References
  • Harkness, T., Porter, C., & Hettich, D. (2001). Articulation and Reflection. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://epltt.coe.uga.edu/
  • Herringon, J., & Knibb, K. (1999). Multimedia and student activity: An interpretive study using VideoSearch. Australian Journal of Educational Technology 15(1), 47-57. Retrieved October 16, 2006 from ERIC.
  • Diezmann, C., & Watters, J. (1997). Bright but bored: Optimizing the environment for gifted children. Australian Journal of Early Education, 22(2), 17-21. Retrieved October 16, 2006 from ERIC.

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