scholarly journals Teacher-Facilitators’ Job-Crafting: Making Meaning and Relevance in Authentic Learning Environments

2021 ◽  
pp. 115-126
Author(s):  
Irma Kunnari ◽  
Vesa Tuomela ◽  
Jari Jussila
Keyword(s):  
Learning Environments ◽  
Authentic Learning ◽  
Job Crafting ◽  
Making Meaning

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.

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.

scholarly journals Integration of Virtual Reality Fire Drill Application into Authentic Learning Environments

2019 ◽  
Vol 10 (4) ◽  
pp. 241-249 ◽  
Author(s):  
Tansel Tepe ◽  
Devkan Kaleci ◽  
Hakan Tüzün
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Authentic Learning ◽  
Virtual Reality Technology ◽  
Case Study Methodology ◽  
Student Opinions ◽  
Head Mounted Display ◽  
Study Methodology ◽  
Fire Drill

In this study, a virtual reality fire drill application was developed with Head-Mounted Display virtual reality technology for university students. The aim of the study is to evaluate the integration process of this virtual reality application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless virtual reality goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments. Keywords: Virtual reality; Head-Mounted Display; virtual fire drill; authentic learning environments

scholarly journals Journey to Authentic Learning - Enacting Reciprocity in Nursing Graduate Education - A Reflective Writing Circle

2020 ◽  
Vol 2 (1) ◽  
pp. 111-121
Author(s):  
Sara Scott ◽  
Tracey L. Clancy ◽  
Carla Ferreira
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Social Relationships ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Reflective Writing ◽  
Transformative Experience ◽  
Making Meaning ◽  
Nursing Graduate ◽  
Self Authorship

The transformative experience of engaged presence in teaching and learning fosters trust and supports learners and teachers to explore, learn, and grow in their understanding of who they are becoming. Enacting presence in teaching becomes an act of care and creates an embodied space for learners to engage in authentic learning and enter the realm of self-authorship. Self-authorship encourages the cultivation of one’s internal voice to construct beliefs, identity, and social relationships to be able to give up one way of making meaning to adopt a deeper meaning (Baxter Magolda, 2009, 2014). This reflective writing circle captures the essence of a master’s student and two educators’ transformative learning as they journey together in relationship towards a deeper understanding of their Indigenous and Settler identities and respond to the Calls to Action. Keywords: presence, authentic learning, self-authorship, Calls to Action, writing circle  

scholarly journals A Virtual Learning Environment for Real-World Networking

10.28945/2657 ◽  
2003 ◽  
Author(s):  
Bruce Kneale ◽  
Ilona Box
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Operating Systems ◽  
Virtual Machines ◽  
Authentic Learning ◽  
Physical Space ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Computer Networking ◽  
Assessment Strategies

Virtual learning environments are a solution to some of the problems of providing an authentic learning environment. We encountered problems such as lack of funding and physical space, and risks and threats to our network environment when we contemplated providing a real, physical specialist laboratory to teach computer networking. We solved most of our problems by developing Velnet, a virtual environment for learning networking. Velnet consists of one or more host machines and operating systems, commercial virtual machine software, virtual machines and their operating systems, a virtual network connecting the virtual machines, and remote desktop display software. Our first experiment with Velnet was in a standalone configuration, without remote desktop display. The initial pilot had students connecting to Velnet via our institution’s network. Velnet performed well under this restricted access environment. We are developing a virtual reality overlay of Velnet to be able to present computernetworking concepts. We are also investigating the changes we can make to our instructional design and assessment strategies, and the consequent learning experiences of the students.

What are Alberta’s K-12 Students Saying about Learning with Technologies?

2011 ◽  
pp. 42-67
Author(s):  
Bette Gray ◽  
Karen Andrews ◽  
Susan Schroeder
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Student Voice ◽  
Authentic Learning ◽  
Opportunities To Learn ◽  
Research Projects ◽  
Individual Preferences ◽  
Voice Data ◽  
K 12 ◽  
Authentic Learning Experiences

Students in Alberta, Canada expect rich opportunities to learn with technologies—opportunities that allow them to use technologies to improve their productivity when learning; to facilitate more complex, collaborative and authentic learning experiences; and to personalize their learning with respect to location, time and pace. While students in schools in Alberta share common expectations for learning with technologies, they do not report common experiences, citing individual preferences and/or contexts as their reasons. These findings derive from an analysis of student voice data collected through research projects and student engagement activities conducted in the province’s K-12 community from 2006 to 2010. In this chapter the authors summarize the collected data and discuss themes common to students’ expectations for learning with technologies as well as reasons why students’ experiences using technologies for learning differ. The authors also outline ways in which Alberta’s K-12 community is evolving to meet students’ expectations for learning with technologies. In closing, the authors challenge the reader to consider what can be done to ensure that students have a voice in designing relevant, technology-rich learning environments that meet their expectations.

What are Alberta’s K-12 Students Saying about Learning with Technologies?

2013 ◽  
pp. 1282-1306
Author(s):  
Bette Gray ◽  
Karen Andrews ◽  
Susan Schroeder
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Student Voice ◽  
Authentic Learning ◽  
Opportunities To Learn ◽  
Research Projects ◽  
Individual Preferences ◽  
Voice Data ◽  
K 12 ◽  
Authentic Learning Experiences

Students in Alberta, Canada expect rich opportunities to learn with technologies—opportunities that allow them to use technologies to improve their productivity when learning; to facilitate more complex, collaborative and authentic learning experiences; and to personalize their learning with respect to location, time and pace. While students in schools in Alberta share common expectations for learning with technologies, they do not report common experiences, citing individual preferences and/or contexts as their reasons. These findings derive from an analysis of student voice data collected through research projects and student engagement activities conducted in the province’s K-12 community from 2006 to 2010. In this chapter the authors summarize the collected data and discuss themes common to students’ expectations for learning with technologies as well as reasons why students’ experiences using technologies for learning differ. The authors also outline ways in which Alberta’s K-12 community is evolving to meet students’ expectations for learning with technologies. In closing, the authors challenge the reader to consider what can be done to ensure that students have a voice in designing relevant, technology-rich learning environments that meet their expectations.

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