CURATING A TECHNOLOGY-RICH AUTHENTIC LEARNING ENVIRONMENT (TALE): USING A MOBILE APP TO ENGAGE STUDENTS IN REAL WORLD LEARNING

This chapter is based on the authors’ vision that “A virtual university should be, to the learner, a distance or online learning environment that can be transmitted via the World Wide Web by an intelligent tool that is intuitive to use, a simulation of the real-world learning experience and, at all stages, interacts with the learner’s changing profile.”

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Leveraging the pandemic to build a community of networked, engaged and curious learners – our future leaders

10.14742/ascilite2021.0136 ◽

2021 ◽

Author(s):

Peter Bryant ◽

Natasha Arthars ◽

Danielle Eden ◽

Elaine Huber

Keyword(s):

Real World ◽

Community Of Inquiry ◽

Business Students ◽

Authentic Learning ◽

Global Scale ◽

Innovative Design ◽

Connected Learning ◽

The World ◽

Real World Learning ◽

Key Features

The COVID-19 pandemic has undoubtedly presented a multitude of challenges to the way education is delivered; its wide-reaching multidisciplinary impact has also presented a unique opportunity as a focus for real-world authentic learning. For some time now, technology has enabled interaction at a global scale, allowing students to connect with teachers and industry experts around the world. This paper reports on the innovative design of an intra-curricular program utilising COVID-19 as a focus for online, real-world connected learning, delivered to business students at a large Australian university during the pandemic lockdown. Implemented as an online intra-curricular initiative, ‘Leading in a Post-COVID World’ encouraged student engagement with the challenges of leadership to address issues on a personal, local, and global scale. Using a community of inquiry (CoI) lens we explore key features of the program and find that a CoI approach combined with principles of real-world learning and authentic experiences encourages student participation and engagement in this intra-curricular space.

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HUNT: Scavenger Hunt with Augmented Reality

Interdisciplinary Journal of Information Knowledge and Management ◽

10.28945/2207 ◽

2015 ◽

Vol 10 ◽

pp. 021-035 ◽

Cited By ~ 2

Author(s):

Yan Lu ◽

Joseph T. Chao ◽

Kevin R. Parker

Keyword(s):

Augmented Reality ◽

Real World ◽

Interactive Multimedia ◽

User Involvement ◽

Mobile App ◽

Educational Tool ◽

World Views ◽

Correct Object ◽

Multi Media ◽

Iphone Application

This project shows a creative approach to the familiar scavenger hunt game. It involved the implementation of an iPhone application, HUNT, with Augmented Reality (AR) capability for the users to play the game as well as an administrative website that game organizers can use to create and make available games for users to play. Using the HUNT mobile app, users will first make a selection from a list of games, and they will then be shown a list of objects that they must seek. Once the user finds a correct object and scans it with the built-in camera on the smartphone, the application will attempt to verify if it is the correct object and then display associated multi-media AR content that may include images and videos overlaid on top of real world views. HUNT not only provides entertaining activities within an environment that players can explore, but the AR contents can serve as an educational tool. The project is designed to increase user involvement by using a familiar and enjoyable game as a basis and adding an educational dimension by incorporating AR technology and engaging and interactive multimedia to provide users with facts about the objects that they have located

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PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

PUAN INDONESIA ◽

10.37296/jpi.v2i1.28 ◽

2020 ◽

Vol 2 (1) ◽

pp. 45-54

Author(s):

Hikmah ◽

Ance Jusmaya

Keyword(s):

Learning Environment ◽

Learning Strategies ◽

Real World ◽

Financial Management ◽

Learning Activities ◽

Teaching English ◽

Financial Survival ◽

Stage 1 ◽

Everyday Learning ◽

At Home

Being a housewife is a multi-tasking tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter as well as taking care of everything. Besides, the mother is also a teacher. As we know that, the first teacher of a child is a mother. Then, the mother is also a financial manager and general administration at home. Many problems have been encountered, so a housewife tasks are very hard, in this case they have to harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding with financial management, the problem face also relates with the lack of knowledge of housewives in English. As a housewife needs an ability of English skill to help their children in studying later on. Those phenomenon happens in families who live in Griya Batu Aji stage 1.The solution offered housewife that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English, parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

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Facilitating Student Learning in Accounting through Scaffolded Assessment

Issues in Accounting Education ◽

10.2308/iace-51320 ◽

2015 ◽

Vol 31 (1) ◽

pp. 29-49 ◽

Cited By ~ 7

Author(s):

Anne Abraham ◽

Hazel Jones

Keyword(s):

Formative Assessment ◽

Real World ◽

Authentic Learning ◽

Learning Design ◽

Sociocultural Context ◽

Design And Implementation ◽

Qualitative Feedback ◽

Technological Tools ◽

Authentic Learning Experiences ◽

Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

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