Bringing Reality into the Classroom

2011 ◽  
pp. 219-237
Author(s):  
Antonio Santos

Researchers and practitioners have been advocating that the nature of learning is contextually situated, and that this should be reflected in the development of learning experiences designed to acquire knowledge. However, learning experiences are still being developed as mere one-dimensional processes aimed to move, from the teacher into the student, pure autonomous pieces of content that are stripped from all their contextual and cultural information. The purpose of this manuscript is to propose a methodology to allow instructional designers and teachers to encompass the complexities of reality so that they can bring it pedagogically into their classrooms to build meaningful authentic learning experiences. This methodology permits students to first engage in problem solving activities and then present their solutions using a computer application as a cognitive tool. The paper discusses literature related with the development of situated learning environments, proposes a methodology for facilitating context-dependent knowledge building, and describes a case where the methodology was used and evaluated.

Author(s):  
Antonio Santos

Researchers and practitioners have been advocating that the nature of learning is contextually situated, and that this should be reflected in the development of learning experiences designed to acquire knowledge. However, learning experiences are still being developed as mere one-dimensional processes aimed to move, from the teacher into the student, pure autonomous pieces of content that are stripped from all their contextual and cultural information. The purpose of this manuscript is to propose a methodology to allow instructional designers and teachers to encompass the complexities of reality so that they can bring it pedagogically into their classrooms to build meaningful authentic learning experiences. This methodology permits students to first engage in problem solving activities and then present their solutions using a computer application as a cognitive tool. The paper discusses literature related with the development of situated learning environments, proposes a methodology for facilitating context-dependent knowledge building, and describes a case where the methodology was used and evaluated.


Author(s):  
Xun Ge ◽  
Qian Wang ◽  
Kun Huang ◽  
Victor Law ◽  
Dominique C. Thomas

The purpose of this chapter is to provide some practical guidance and theoretical basis on designing simulated learning environments to researchers and instructional designers, medical educators, instructional design students, and others who are committed to improving learning and instruction in medical education. This chapter will benefit those who are interested in designing simulated learning environments and facilitating simulated learning experiences in instructional settings. The chapter first defines various types of simulations and their cognitive functions in support of students' authentic learning experiences. Following this, the chapter highlights critical components for designing simulated learning environments, including identifying learning objectives, developing problem scenarios, and facilitating students' learning experiences. It is hoped that this chapter will be a useful tool and resource for medical educators, researchers and instructional designers, and graduate students who are pursuing an advanced degree in instructional design and technology.


2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Jill Stefaniak ◽  
Meimei Xu

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.


Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins

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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