scholarly journals Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom

2018 ◽  
Vol 9 (1) ◽  
pp. 7 ◽  
Author(s):  
Lisa Bosman ◽  
Stephanie Fernhaber
Keyword(s):  
Student Perceptions ◽  
Engineering Students ◽  
Online Discussion ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Online Discussions ◽  
Learn By Doing ◽  
Limited Opportunity ◽  
Authentic Learning Experiences ◽  
Engineering Classroom

Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.

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.

The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning

2015 ◽  
Vol 81 ◽  
pp. 49-58 ◽  
Author(s):  
Teemu Valtonen ◽  
Jari Kukkonen ◽  
Sini Kontkanen ◽  
Kari Sormunen ◽  
Patrick Dillon ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Authentic Learning Experiences ◽  
The Impact

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 Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

2021 ◽  
Vol 12 (2) ◽  
pp. 377-398
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim ◽  
Melor Md Yunus
Keyword(s):  
Second Language ◽  
Teacher Training ◽  
Service Learning ◽  
Training Program ◽  
Training Programs ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teacher Training Program ◽  
Teacher Training Programs ◽  
Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

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