Using Online Simulation to Engage Users in an Authentic Learning Environment

2011 ◽  
pp. 1460-1476
Author(s):  
Brian Ferry ◽  
Lisa Kervin
Keyword(s):  
Learning Environment ◽  
Authentic Learning ◽  
Support Material ◽  
Learner Engagement ◽  
Future Directions ◽  
Learning Framework ◽  
Virtual Experience ◽  
Online Simulation ◽  
Extended Interaction ◽  
Authentic Environment

This chapter describes how we used an authentic learning framework (Herrington & Oliver, 2000) to inform the design of an online simulation that included gaming features specifically designed to enhance learner engagement. We describe our analysis of user responses to the simulation, focusing particularly on learner engagement and what the users learned from using the software. Our research revealed that users initially approached the software from a gaming framework, however with extended interaction with the software, moved toward treating the virtual experience as an authentic environment, even to the point of empathizing with some of the virtual characters and downloading some of the support material that they might use in real classrooms. We offer some explanations for this change and conclude the chapter by identifying future directions for researchers who may be interested in this field.

Using Online Simulation to Engage Users in an Authentic Learning Environment

2009 ◽  
pp. 315-330
Author(s):  
Brian Ferry ◽  
Lisa Kervin
Keyword(s):  
Learning Environment ◽  
Authentic Learning ◽  
Support Material ◽  
Learner Engagement ◽  
Future Directions ◽  
Learning Framework ◽  
Virtual Experience ◽  
Online Simulation ◽  
Extended Interaction ◽  
Authentic Environment

This chapter describes how we used an authentic learning framework (Herrington & Oliver, 2000) to inform the design of an online simulation that included gaming features specifically designed to enhance learner engagement. We describe our analysis of user responses to the simulation, focusing particularly on learner engagement and what the users learned from using the software. Our research revealed that users initially approached the software from a gaming framework, however with extended interaction with the software, moved toward treating the virtual experience as an authentic environment, even to the point of empathizing with some of the virtual characters and downloading some of the support material that they might use in real classrooms. We offer some explanations for this change and conclude the chapter by identifying future directions for researchers who may be interested in this field.

Developing a Collaborative ELearning Construction Framework for Blended Learning

2012 ◽  
pp. 115-127
Author(s):  
Xin Bai
Keyword(s):  
Life Cycle ◽  
Learning Environment ◽  
Blended Learning ◽  
Knowledge Sharing ◽  
Emerging Technologies ◽  
Future Directions ◽  
Learning Framework ◽  
Full Life Cycle ◽  
Full Life

This paper identifies and discusses some benefits, challenges, and barriers that face instructors in adopting a collaborative elearning construction environment for blended learning. It also proposes several suggestions for what can be done to promote knowledge sharing. The author goes through a full-life cycle of designing and developing SCORM-conformant elearning that allows instructors to harness the power and affordance of emerging technologies to develop a blended learning environment. The author discusses the evaluation of such a collaborative blended learning framework and outlines its future directions.

scholarly journals Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Tian Luo ◽  
Alexander Murray ◽  
Helen Crompton
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Learning Framework ◽  
Authentic Environment ◽  
High Level ◽  
K 12 ◽  
Authentic Learning Experiences ◽  
Web Building

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

scholarly journals How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll
Keyword(s):  
Learning Environment ◽  
Identity Formation ◽  
Sense Of Belonging ◽  
Sociology Of Science ◽  
Authentic Learning ◽  
Learning Task ◽  
Short Answer ◽  
Diversity And Inclusion ◽  
Educational Challenge ◽  
Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

Design-Based Research as a Methodology for Studying Learning in the Context of Work

2018 ◽  
pp. 21-42
Author(s):  
Ditte Kolbaek
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Research Question ◽  
Authentic Learning ◽  
Theoretical Framework ◽  
Organizational Studies ◽  
Learning From Experience ◽  
Methodological Issues ◽  
Design Based Research ◽  
Classroom Training

This chapter presents a suggestion for design-based research (DBR) as a methodology for organizational studies. Although DBR was developed for investigating classroom training, this chapter discusses the methodological issues that are involved when DBR is employed for investigating learning in the context of work. DBR seems to be suitable in this complex context as it is an authentic learning environment. The purpose of this chapter is to provide new perspectives on DBR, including suggestions for guidelines regarding how to conduct DBR for studying learning from experience in the context of work. The research question is: What is needed to utilize DBR to explore learning from experience in the context of work? The theoretical framework is based on Yrjö Engeström and John Dewey's work on learning, and the exploration of DBR is based on a literature review and findings in a seven-year DBR study on learning from experience in the context of work.

Discussion Board Assignments and Their Impact on Creating Engaged Learning Environments in Art History Online Courses

2013 ◽  
pp. 681-689
Author(s):  
Anahit Ter-Stepanian
Keyword(s):  
Learning Environment ◽  
Art History ◽  
Online Courses ◽  
Discussion Board ◽  
Pedagogical Practices ◽  
Discussion Forums ◽  
Learner Engagement ◽  
Engagement Strategies ◽  
Challenges And Opportunities ◽  
Online Format

The adaptation of traditional, face-to-face courses to the online format presents both challenges and opportunities. Many pedagogical practices need to be rethought when designing online courses. A successful online course needs to be intellectually stimulating and engaging. The chapter demonstrates how to create an engaging learning environment without any additional budget. The author describes approaches that she has developed, experimented with, and found to be effective in asynchronous online art history courses, as well as learner engagement strategies she has implemented in the eLearning environment. Advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums are discussed. The author shares examples of personalized discussion board assignments aimed to motivate online learners, create a collaborative learning environment, improve peer-to-peer interaction, and prevent plagiarism.

Authentic and Situated Learning with the Use of an Adaptive Search Engine and a QR-Code in Mobile Mode

2013 ◽  
Vol 4 (3) ◽  
pp. 19-30
Author(s):  
Orlando De Pietro
Keyword(s):  
Learning Environment ◽  
Knowledge Base ◽  
Search Engine ◽  
Situated Learning ◽  
Authentic Learning ◽  
Virtual Learning Environment ◽  
Qr Code ◽  
Adaptive Search ◽  
Learning Platform ◽  
E Learning

The paper presents a technique of interrogation, in mobile technology, of a knowledge base contained in an e-Learning platform. The query is done through the integrated use of an adaptive search engine (ASE) and QR codes. The QR-Code are used to label objects in real environments of cultural matter (eg: museums, art galleries, archaeological sites, etc.). These objects can then be analyzed in more detail during a real learning activity (situated learning and authentic learning). The knowledge base of the virtual learning environment (VLE), is interrogated through a mobile device (smartphone or tablet) which, through an appropriate decoder software, interprets the instructions contained in a QR label previously positioned on the object actually observed by the learner (eg, during a visit to a museum). ASE combines to the data contained in the QR-Code those relating to the user who performs the query (previously recognized via the log-in on the e-Learning platform), therefore, extracts information about the observed object, adapting to the profile of the user-learner. With the help of these tools the learner can expand his real learning experience, while interacting with a virtual learning environment. In this way, situated and authentic learning activities can be upgraded and virtualized, maturing a significative educational experience with the use of intuitive and user friendly digital tools.

Using Characters in Online Simulated Environments to Guide Authentic Tasks

2006 ◽  
pp. 88-95 ◽  
Author(s):  
Shirley Agostinho
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Chief Executive Officer ◽  
Authentic Learning ◽  
Chief Executive ◽  
Authentic Tasks ◽  
Simulated Environments ◽  
Simulated Environment ◽  
The Subject

The use of characters to present tasks and critical information in a simulated environment has proven to be a useful strategy in the creation of more authentic learning environments online. Such characters can not only perform the role of setting and structuring tasks within the fictitious scenario, but also that of providing useful and realistic guidance. This chapter describes a learning environment designed to create an authentic context for learning evaluation skills and strategies appropriate to technology-based learning settings. The subject in which this approach was adopted was a masters-level course in evaluation of technology-based learning environments. The chapter focuses on the use of a fictitious CEO (chief executive officer) who requests certain evaluation tasks of “employees.” Students are given realistic jobs with realistic parameters, and in this way the subject is dealt with in a much more authentic manner than if presented in a more decontextualised way. The rationale for adopting the approach is described together with a description of how it was implemented and summary findings of an evaluation of the approach.

Creating an Authentic Learning Environment in Economics for MBA Studies

2006 ◽  
pp. 76-87 ◽  
Author(s):  
Greg Parry ◽  
Clive Reynoldson
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Learning Task ◽  
Business Administration ◽  
Mba Programs ◽  
Teaching Economics ◽  
Traditional Approaches ◽  
Core Part

This chapter discusses a postgraduate economics program that forms a core part of a Masters of Business Administration (MBA) degree course. The program has been structured so as to create a learning environment in which students construct an understanding of economics through a semester-long, authentic learning task — specifically the development of a competitive strategy for a business in which they have a personal interest. The curriculum, teaching and learning activities and assessment are aligned in such a way that they all contribute to the achievement of this task. The authors have observed that this approach has resulted in greater student engagement and a deeper conceptualisation of the role of economics in business as compared to the traditional approaches to teaching economics in MBA programs.

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