Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities

2017 ◽  
Vol 17 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jessica Riddell
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Literature ◽  
Authentic Learning ◽  
Undergraduate Teaching ◽  
Legal Studies ◽  
Learning Contexts ◽  
Learning Scenarios ◽  
Enhance Student Learning

Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

scholarly journals The nature and application of formational learning in the distance medium

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Marilyn Naidoo
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
Current Literature ◽  
Theological Education ◽  
Teaching And Learning ◽  
Student Support ◽  
Approaches To Teaching ◽  
Education Students ◽  
Learning Contexts

As theological education increasingly uses more flexible approaches to teaching and the number of distance education students increases, more attention needs to be placed on how formational education takes places in this environment. It is assumed that we cannot successfully address student formation in online learning contexts. However, with the advances in technology, the debate has moved on to exploring how theological education might adapt to new teaching and learning environments and use new pedagogies and technologies to prepare students for ministry. This article poses the question of how formational education is possible in the distance environment, considering the nature of formational education. In attempting an answer, the foundational dynamics of formation are unpacked using an analysis of the current literature together with highlighting the essential pedagogical factors of community, student support and faculty that are central to student formation. This article is of value as it highlights how formational education can be locally adapted within the distance mode.

scholarly journals PENGEMBANGAN MEDIA PENDIDIKAN UNTUK INOVASI PEMBELAJARAN DI PESANTREN

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 35-44
Author(s):  
Sukandi
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Field Trials ◽  
Learning Activities ◽  
Large Field ◽  
Small Field ◽  
Design Validation ◽  
Advantages And Disadvantages ◽  
The World ◽  
Enhance Student Learning

The increasingly dynamic development of information technology has implications for the world of education, especially learning activities. One of them by using media for helping the easy learning process that is very receive as benefit. Learning media can enhance student learning help to create joyful learning. But is not all learning media that can be applied in every learning environments, because learning media has advantages and disadvantages in several aspect. For the example is classical learning methods such as wetonan and bandongan become a characteristic teaching and learning activities in pesantren. Because of that, require a efforts to develop educational media suitably with the learning and the needs of students. Learning media development procedures iclude are potential and problems, data collection, product design, design validation, revision, small-field trials, revision, large-field trials, revision, massive production.

scholarly journals Journey to Authentic Learning - Enacting Reciprocity in Nursing Graduate Education - A Reflective Writing Circle

2020 ◽  
Vol 2 (1) ◽  
pp. 111-121
Author(s):  
Sara Scott ◽  
Tracey L. Clancy ◽  
Carla Ferreira
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Social Relationships ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Reflective Writing ◽  
Transformative Experience ◽  
Making Meaning ◽  
Nursing Graduate ◽  
Self Authorship

The transformative experience of engaged presence in teaching and learning fosters trust and supports learners and teachers to explore, learn, and grow in their understanding of who they are becoming. Enacting presence in teaching becomes an act of care and creates an embodied space for learners to engage in authentic learning and enter the realm of self-authorship. Self-authorship encourages the cultivation of one’s internal voice to construct beliefs, identity, and social relationships to be able to give up one way of making meaning to adopt a deeper meaning (Baxter Magolda, 2009, 2014). This reflective writing circle captures the essence of a master’s student and two educators’ transformative learning as they journey together in relationship towards a deeper understanding of their Indigenous and Settler identities and respond to the Calls to Action. Keywords: presence, authentic learning, self-authorship, Calls to Action, writing circle  

scholarly journals Patterns of engagement in authentic online learning environments

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver ◽  
Thomas C. Reeves
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Authentic Learning ◽  
Short Review ◽  
Online Learning Environments ◽  
Educational Design ◽  
Student Activities ◽  
Learning Scenarios ◽  
Design And Practice ◽  
Authentic Activities

The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns of engagement that have emerged from our own research on authentic learning tasks, in particular, the initial reluctance to willingly immerse in learning scenarios that some students experience, and the need for the suspension of disbelief before engaging in the task. The paper proposes ten characteristics of authentic activities, based on educational theory and research, which have been used as criteria for the selection of existing online units or courses for in depth investigation. The paper includes a short review of the literature, a description of the research and some preliminary findings and identification of issues related to the necessity for students to willingly suspend disbelief in order to fully engage in learning scenarios based on authentic tasks.

Authentic Learning on the Web

2011 ◽  
pp. 26-35 ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver ◽  
Anthony Herrington
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Authentic Learning ◽  
University Teaching ◽  
Philosophical Approach ◽  
Models Of Teaching ◽  
Realistic Problem ◽  
The Web

In response to the growing influence of constructivism as a philosophical approach to learning, and a wide range of research studies investigating alternative models of teaching and learning over the last decade, many universities have experimented with the development of ‘authentic’ learning environments. How successful they have been in this quest is a subject of some debate. For instance, Gayeski (2005) has argued: Many of today’s programs are no better than those from the early days of interactive video—in fact, they are worse. We still see too many textbooks or PowerPoint slides ‘ported’ over to the Web with a few links or silly questions added to make them ‘interactive’ (p. 98) The challenge instructors face is to align university teaching and learning more substantially with the way learning is achieved in real-life settings, and to base instructional methods on recent theories of learning which reflect this shift, such as situated learning (Brown, Collins, & Duguid, 1989; Collins, Brown, & Newman, 1989; McLellan, 1996; Choi & Hannafin, 1995). Authentic approaches, as well as requiring students to apply theory, also allow students to create theories by starting with a realistic problem, and then developing their own knowledge within the practical situations in which the need for learning was created. This chapter proposes nine critical characteristics of learning as a framework for the design of more authentic learning environments on the Web. The elements are based on situated learning theory and other compatible research, with particular emphasis on computer and Web-based applications.

scholarly journals PENGEMBANGAN MEDIA PENDIDIKAN UNTUK INOVASI PEMBELAJARAN DI PESANTREN

AL MURABBI ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 102-116
Author(s):  
Abd. Aziz ◽  
Muhamad Aso Samsudin
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Field Trials ◽  
Learning Activities ◽  
Large Field ◽  
Small Field ◽  
Design Validation ◽  
Advantages And Disadvantages ◽  
The World ◽  
Enhance Student Learning

The increasingly dynamic development of information technology has implications for the world of education, especially learning activities. One of them by using media for helping the easy learning process that is very receive as benefit. Learning media can enhance student learning help to create joyful learning. But is not all learning media that can be applied in every learning environments, because learning media has advantages and disadvantages in several aspect. For the example is classical learning methods such as wetonan and bandongan become a characteristic teaching and learning activities in pesantren. Because of that, require a efforts to develop educational media suitably with the learning and the needs of students. Learning media development procedures iclude are potential and problems, data collection, product design, design validation, revision, small-field trials, revision, large-field trials, revision, massive production

Using the COVA Approach to Promote Active Learning in Digital Learning Environments

2018 ◽  
pp. 22-44
Author(s):  
Cindy Cummings ◽  
Dwayne Harapnuik ◽  
Tilisa Thibodeaux
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Digital Learning ◽  
Master's Program ◽  
Learning Principles ◽  
Digital Learning Environments

Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.

Blending Collaborative Online Learning with Workplace and Community Contexts

2011 ◽  
pp. 125-143
Author(s):  
Peter J. Smith ◽  
Elizabeth Stacey ◽  
Tak Shing Ha
Keyword(s):  
Collaborative Learning ◽  
Adult Students ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Online Collaborative Learning ◽  
Learning Contexts ◽  
Large Numbers ◽  
Enhance Student Learning

The majority of research and literature in collaborative learning online has been focussed on groups of students organised into units of study by an educational institution. There are, however, large numbers of adult students for whom participation in institutionally controlled online collaborative learning occurs side by side with participation in situated learning contexts such as their work or their community. This chapter draws on research conducted by the authors with adult learners who participate in communities of practice and communities of learning in their own work or life contexts, and provides insights into how these outside-institution learning environments can be used in a more deliberate blending to enhance student learning experience.

Mobile Web 2.0

2010 ◽  
pp. 123-151 ◽  
Author(s):  
Thomas Cochrane
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Learning Contexts ◽  
Constructivist Learning Environments ◽  
Social Constructivist Learning ◽  
Wireless Mobile

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing upon student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning environment, particularly with the advent of the iPhone (nicknamed “the Jesus phone”) and iPod Touch. Today’s wifi enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, and upload user generated Web 2.0 content. This chapter explores the potential of wireless mobile devices and Web 2.0 (social software) to create social constructivist learning environments that bridge multiple learning contexts. The chapter provides an overview of current literature in the field, and discusses the pedagogical design of six example mobile Web 2.0 trials undertaken during 2007 and 2008 as part of research into the potential of mobile Web 2.0 to enhance tertiary education. The trials were based in three different courses and illustrate the application and integration of mobile Web 2.0 to bridge a range of learning contexts. The chapter argues that wireless mobile devices can be used to intentionally create disruptive learning environments that facilitate a social constructivist approach to teaching and learning.

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