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.

Authentic Learning at Work

2006 ◽  
pp. 262-282 ◽  
Author(s):  
Lynne Hunt
Keyword(s):  
Situated Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Authentic Learning ◽  
Theory And Practice ◽  
Western World ◽  
Successful Implementation ◽  
Learning Tools ◽  
Learning At Work ◽  
The Way

This chapter describes models of work-based learning and outlines key features of the authentic learning pedagogy that informs its application. It contextualises work-based learning in the political and economic imperatives driving curriculum change in universities in the Western world. In so doing, it refers to curriculum development based on generic skills and notes analyses of the role of universities in contemporary society, with particular reference to the relative importance of practical and theoretical training. Innovative case studies provide practical examples of the implementation of authentic learning pedagogies through work-based university programs. The key to successful implementation is assessment, which links theory and practice. The underlying message of the chapter is that what counts are not the teaching and learning tools you have, but the way that you use them. There can be nothing more real than real, and this is the strength of work-based university learning: it offers authentic or situated learning environments that reflect the way knowledge will be used in real life.

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.

Virtual Situated Learning Environments

2010 ◽  
pp. 72-86 ◽  
Author(s):  
Sandra Jones
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Human Services ◽  
Real Life ◽  
Virtual Community ◽  
Learning Opportunities ◽  
Employment Relations ◽  
Related Field ◽  
Secure Environment ◽  
Learning Principles

This chapter explores how ICT can be used to create environments in which students engage in workrelated learning opportunities through virtual situated learning environments. These VSLEs are created digitally as real-life learning opportunities. Situating students of human services in these environments presents the opportunity for learning opportunities that are authentic, apply adult learning principles and are learner centred. They enable participants to develop inter-professional skills by presenting scenarios that require inter-professional engagement in a safe and secure environment in which participants can experiment with different approaches to problem-solutions. They provide a safe-fail environment in which students can experiment with different approaches and see the consequences of not working appropriately without negatively affecting real clients. The chapter presents an example of a VSLE used to engage students in a related field of employment relations and outlines an example of how a virtual community centre may be used to develop employability skills for students in human services.

Enabling Adult Learning Advantage in Online Learning Environments

2021 ◽  
pp. 735-756
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Integrative Approach ◽  
Educational Goals ◽  
Reflective Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

scholarly journals Why are Euro ELF (English as a lingua franca) user attitudes ambivalent? Pre-service teachers from Spain and Sweden

2021 ◽  
Author(s):  
Hyeseung Jeong ◽  
Raquel Sánchez Ruiz ◽  
Georgia Wilhelmsson
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
University Teaching ◽  
Lingua Franca ◽  
Policy Documents ◽  
European Student ◽  
User Attitudes ◽  
Student Cohorts ◽  
Contact Language ◽  
Linguistic Backgrounds

English as a lingua franca, or ELF is a well-known concept referring to English used as a contact language among people from different linguistic backgrounds. ELF users are thus people using English as ELF. This study investigated the ELF user attitudes of pre-service teachers from Spain and Sweden, towards English and its users. From the convergences and divergences of their attitudes, it emerged that the ELF user attitudes of the two European student cohorts tended to be ambivalent, mixed, and self-contradictory. After discussing factors for participants’ attitudinal tendencies, we conclude that the ambivalence in their overall attitudes seem to mirror the ambivalence of the ‘double’ definitions of English in policy documents, which are largely incompatible in setting the goals of teaching and learning the language. We suggest that university teaching help pre-service teachers experience real-life use of English and critically engage with policy documents for future teaching practices.

scholarly journals Peer Observation of Teaching in E-learning environments in UK Universities

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Zeynep Kacmaz
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Developmental Process ◽  
University Teaching ◽  
Peer Observation ◽  
Institutional Practice ◽  
E Learning ◽  
Training Programmes

Peer observation of teaching (POT) is presented as a valuable mechanism allowing for the dissemination of ‘best practice’ within university teaching. With the rapid rise of online learning courses, it could be expected that POT would be extended to the online environment. In practice, however, it appears that this development is inconsistent. Likewise, there has been little research into the experiences of teachers of online teaching, with research focused more on the technological aspects than on the delivery of teaching. Using a document analysis of a sample of UK universities and interviews with academics to assess a cross section of current institutional practice, this paper explores the intersection between POT and the online delivery of teaching and learning. The findings indicate that POT has not yet become a standard evaluative and/or developmental process in e-learning environments, although some universities do implement it within their CPD or teacher training programmes.

Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods

2020 ◽  
pp. 52-76
Author(s):  
Jamie Mahoney ◽  
Carol A. Hall
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Real Life ◽  
Interactive Whiteboards ◽  
Asynchronous Learning ◽  
Chat Rooms ◽  
Asynchronous Learning Environments ◽  
The World ◽  
Technological Tools

Teaching and learning in the online environment are challenging. Students and instructors must employ technological tools and strategies to be successful. Merely having a computer and software does not equate to being technologically literate in the 21st century world of work. Learning how to incorporate virtual reality games, webcams, video conferencing, and brainstorming platforms such as Padlet, Bubbl.us, Zoom, Twitter, Instagram, interactive whiteboards, chat rooms, YouTube, and screencasting videos is encouraged. Polleverywhere, Socrative, and Flubaroo are a few assessments to investigate interest by examining the world of synchronous and asynchronous learning environments. The digital natives of today's classrooms are the future employees of tomorrow's real-life world of work; therefore, organizations must take control of the situation and prepare workers to meet future job demands. The question of how to do so effectively will be answered in this chapter.

scholarly journals An integrated approach to teaching and learning logistics: A case study

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Jacobus N. Cronjé
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Integrated Approach ◽  
Project Based Learning ◽  
University Teaching ◽  
Research Skills ◽  
Theoretical Concepts ◽  
Life Project ◽  
Approach To Teaching

Business managers and students often criticise university teaching for not addressing real-life problems. Furthermore, professors are dissatisfied with the research capabilities of postgraduate students. This paper advocates an integrated approach to teaching and learning based on the features of project-based learning aimed at enhancing the practical and research skills of undergraduate students in Logistics. A case study is presented where third-year students were engaged in a real-life project in collaboration with industry, exposing them to collaborative learning, questionnaire design, surveys, analysing and evaluating results, literature review and report writing. The project was carried out in phases where students were assessed after each phase. The paper analyses the assessment of students and their perception of the value of the project. It is concluded that an integrated teaching and learning approach will increase students’ interest in the subject, understanding of theoretical concepts, research skills, business skills and life skills.

scholarly journals Störungsfaktoren im Bereich der universitären Wissensvermittlung in gesprochener Sprache

2018 ◽  
Vol 142 ◽  
pp. 195-211
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Everyday Life ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Student Mobility ◽  
Real Life ◽  
Spoken Language ◽  
University Teaching ◽  
Central Feature ◽  
Academic Knowledge ◽  
Spoken Interaction

Hochschu­len.  Dies trifft u.a. für die universitäre Wissensvermittlung zu. Auf Grund der steigenden Studie­renden-Mobilität bilden die interkulturell bunt gemischten Seminare einen festen Bestandteil der universitären Lehre. Der interkulturelle insgesamt durchaus positiv zu wertende Austausch unter Stu­dierenden bedeutet allerdings nicht in allen Fällen eine reibungslose Kommunikation. In der kom­munikativen Wirklichkeit ist auch potenziell mit gewissen Störungen zu rechnen. Das Erfassen von Ursachen für diese Störungen stellt einen ersten Schritt für die Optimierung der jeweiligen Kommunikationsabläufe dar. Dieser Problematik widmet sich der vorliegende Beitrag am Beispiel einer interkulturell geprägten Redesituation, in der akademisch gesichertes Wissen vermittelt wird.Disruptions to the communication of academic knowledge through spoken language Intercultural communication has, for some time now, been a feature of everyday life in higher edu­cation institutions. This applies also to the communication of academic knowledge acquired by students during their university studies. Increasing student mobility means that interculturally di­verse seminars are now a central feature of university teaching and learning but, although the ex­change between students certainly ought to be viewed positively, it does not always lead to smooth communication. In real-life communication there may be potential disruptions. Understanding what causes such disruptions constitutes the first step towards optimizing oral interactions. This paper will explore this issue, using the example of a spoken interaction in which academic knowledge is communicated.

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.

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