The Use of Microclimatic Data in Authentic Learning: A Two-Site Case Study Between Hanoi and Singapore

2019 ◽  
pp. 91-104 ◽  
Author(s):  
Kenneth Y. T. Lim ◽  
Hieu Nguyen Vu ◽  
Jun You Sim ◽  
Ming De Yuen ◽  
Joshua Lee
Keyword(s):  
Authentic Learning

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

scholarly journals Integration of Virtual Reality Fire Drill Application into Authentic Learning Environments

2019 ◽  
Vol 10 (4) ◽  
pp. 241-249 ◽  
Author(s):  
Tansel Tepe ◽  
Devkan Kaleci ◽  
Hakan Tüzün
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Authentic Learning ◽  
Virtual Reality Technology ◽  
Case Study Methodology ◽  
Student Opinions ◽  
Head Mounted Display ◽  
Study Methodology ◽  
Fire Drill

In this study, a virtual reality fire drill application was developed with Head-Mounted Display virtual reality technology for university students. The aim of the study is to evaluate the integration process of this virtual reality application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless virtual reality goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments. Keywords: Virtual reality; Head-Mounted Display; virtual fire drill; authentic learning environments

Supporting a 1:1 program with a student technology team

2017 ◽  
Vol 34 (5) ◽  
pp. 396-408
Author(s):  
Lana Peterson ◽  
Cassandra Scharber
Keyword(s):  
High School ◽  
Information Technology ◽  
Design Methodology ◽  
Qualitative Case Study ◽  
Authentic Learning ◽  
Cost Savings ◽  
Content Type ◽  
K 12 ◽  
Academic Year

Purpose The purpose of this paper is to describe the practice of using student technology teams (STTs) offered at a high school within a 1:1 district. Design/methodology/approach This qualitative case study (Merriam, 1998, 2009) documents how an STT program functioned in 2015-2016 academic year. Findings Findings show the STT provided a rich and authentic learning opportunity for students interested in information technology. The district benefits greatly through both cost savings and personnel support related to its 1:1 initiative. Originality/value As there is no current research on K-12 STTs, this study serves as a foundation for a practice that is growing within schools.

Leveraging the Technology-Enhanced Community (TEC) Partnership Model to Enrich Higher Education

2011 ◽  
pp. 191-203
Author(s):  
Amy Garrett Dikkers ◽  
Aimee L. Whiteside
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Authentic Learning ◽  
Human Rights Education ◽  
Community Resource ◽  
Partnership Model ◽  
K 12 ◽  
Authentic Learning Experiences ◽  
Academic Interests

This chapter provides the Technology-Enhanced Community (TEC) Partnership Model to enrich higher education. The TEC Partnership Model addresses the incorporation of community resource professionals into coursework to provide authentic learning experiences for students. The model is situated in a case study of an online Human Rights Education course, designed to serve the needs and academic interests of K-12 practitioners, community practitioners, and students in a variety of disciplines. This chapter describes the experiences and impact from both perspectives of the partnership and provides examples from the Human Rights Education course to show the model in practice. The final section also provides an overview of the strategies others can use to incorporate similar partnerships and collaborations among instructors, students, student-practitioners, and practitioners in the field.

The Music Room

2006 ◽  
pp. 34-47
Author(s):  
Di Challis
Keyword(s):  
Staff Development ◽  
Learning Environment ◽  
Curriculum Design ◽  
Authentic Learning ◽  
University Teaching ◽  
Supportive Environment ◽  
Funded Project ◽  
Second Year ◽  
Shared Understandings

To explore the synergies of an integration of the conceptual and practice worlds, this chapter draws on part of an Australian Committee for University Teaching and Staff Development funded project for students of architecture and construction. Composing Architecture — The Music Room, involved 74 second-year students at an Australian university. The case study is used as an illustration of curriculum design, including assessment aimed at creating learning experiences that were purposeful, rich in their complexity, and mirrored the demands of a profession fostering development in a supportive environment. To support this aim the elements of the music room project were tested against proposed criteria for authentic learning. While recognising the differing views of scholars and challenging some claimed attributes, the case study indicates that, irrespective of discipline, there are some fundamental shared understandings of what an authentic learning environment entails.

scholarly journals Building souls and CVs with a student-run podcasting course

2018 ◽  
Vol 2 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ethan Pohl ◽  
Emily Liatsis ◽  
Jessica Riddell
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
Student Leaders ◽  
Radio Station ◽  
The University ◽  
Key Questions ◽  
The Ideal

This case study discusses an experiential learning course comprising a 12-episode podcast series dedicated to transformative learning in higher education. The three-credit course, which was designed by two student leaders (station managers at the university radio station) in collaboration with a faculty collaborator, was informed by the 10 design principles of authentic learning. The central premise of the podcast series hinged on two key questions: What are the ideal conditions where students build their souls as they build their CVs?; What are the conditions for transformative learning whereby students reflect on their learning experience as collaborators with their professors and with one another? The case study offers recommendations to students, faculty, and educational developers who might integrate this model into their own practices. 

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