Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
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.

scholarly journals What is an Authentic Learning Environment?

2011 ◽  
pp. 68-77 ◽  
Author(s):  
Anthony Herrington ◽  
Jan Herrington
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Theory ◽  
Real World ◽  
Authentic Learning ◽  
Effective Learning ◽  
Design And Implementation ◽  
Learner Centered ◽  
Effective Learning Environments ◽  
Subject Areas

Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as examples of authentic learning environments in diverse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.

Providing an Environment for Authentic Learning Experiences

2020 ◽  
pp. 71-86
Author(s):  
Matthew Treskon
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Software Design ◽  
Real World ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Authentic Learning ◽  
Proof Of Concept ◽  
Capstone Projects ◽  
Authentic Learning Experiences

The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”

scholarly journals What is an Authentic Learning Environment?

2006 ◽  
pp. 1-14 ◽  
Author(s):  
Anthony Herrington ◽  
Jan Herrington
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Theory ◽  
Real World ◽  
Authentic Learning ◽  
Effective Learning ◽  
Design And Implementation ◽  
Learner Centered ◽  
Effective Learning Environments ◽  
Subject Areas

Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as examples of authentic learning environments in diverse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.

scholarly journals Leveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Jill Stefaniak ◽  
Meimei Xu
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Real World ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Dynamic Decision Making ◽  
Instructional Designers ◽  
Design Decisions ◽  
Online Environments ◽  
Authentic Learning Experiences

Authentic learning is a pedagogical approach that situates students in real-world settings. Authentic learning experiences in online environments allow learners to solve real-world problems when they immerse in real-world settings. It thereby requires instructional designers to make contextualized design decisions to enhance students’ online authentic learning experiences. The purpose of this paper is to provide instructional designers with a conceptual framework to help guide their instructional design decisions for authentic learning experiences in online environments. We purport that these design decisions should be guided by three constructs: authentic learning, decision-making, and contextual analysis. We also provide recommendations for future research on decision-making practices and processes in instructional design contexts.

scholarly journals Meeting the challenge of (co-)designing real-world laboratories: Insights from the Well-Being Transformation Wuppertal project

2020 ◽  
Vol 29 (3) ◽  
pp. 154-160 ◽  
Author(s):  
Michael Rose ◽  
Katrin Maibaum
Keyword(s):  
Real World ◽  
Well Being ◽  
Lessons Learned ◽  
Design Phase ◽  
Structured Interviews ◽  
Project Proposal ◽  
Management Communication ◽  
Design And Implementation ◽  
Project Documentation ◽  
Organisational Structures

As transdisciplinary and transformative research approaches, real-world laboratories (RwLs) come with many pitfalls. Their design and implementation place high demands on everyone involved, which means that realistically, things rarely go smoothly. The following Design Report shares the lessons learned about establishing and adjusting communication and organisational structures in RwLs.What should we take into account when setting up real-world laboratories (RwLs)? In our analysis of the experience of (co-)designing three RwLs within the Well-Being Transformation Wuppertal research project, we examine both the origin of the project proposal and its implementation, from management, communication and inter- and transdisciplinarity to actor dynamics and recruitment criteria for staff. We especially highlight the effects of the initial co-design phase (project proposal) on the RwL’s implementation, focusing on the challenges which arose and how these were addressed.We conducted 19 semi-structured interviews, analysed relevant project documentation and reflected on the research team’s own experiences. The transdisciplinary and transformative dimensions of the RwL approach are the areas where significant lessons were learned. RwLs are unique in their extraordinarily strong need to balance different roles and resources, even as many of their challenges and solutions resemble those which also arise in transdisciplinary research. The uniqueness of RwLs lies in their objective to co-produce not only socially robust knowledge but also tangible real-world change through experimentation.

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

scholarly journals The Use of Technology to Facilitate Authentic Learning

10.28945/2889 ◽  
2005 ◽  
Author(s):  
Virginia MacEntee ◽  
Shirley Wells
Keyword(s):  
Real World ◽  
Authentic Learning ◽  
Use Of Technology ◽  
Power Point

The Use of Technology to Facilitate Authentic Learning will discuss the rationale for developing authentic learning assignments that use technology and allow students to be engaged in exploration and inquiry. Constructivists believe that the most effective way for students to acquire knowledge is to apply that knowledge or instruction to resolve problems that are common to their experience. Therefore, these assignments involve real-world projects that are both relevant and interesting to the learner. Students become involved in an effort to influence an audience beyond their classroom. The Power Point Presentations and the Brochures are developed for their peers and for an audience outside the class (their host teachers and schools).

Multimedia Learning Designs

2005 ◽  
pp. 350-376
Author(s):  
Mike Keppell ◽  
Jane Gunn ◽  
Kelsey Hegarty ◽  
Vivienne O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Design ◽  
Student Centered ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centered, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

2012 ◽  
pp. 561-572
Author(s):  
Douglas L. Holton
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Open Source ◽  
Management System ◽  
Online Courses ◽  
Learning Experience ◽  
Learning Design ◽  
Design And Implementation ◽  
Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2018 ◽  
pp. 1419-1441
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

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