scholarly journals Leveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Jill Stefaniak ◽  
Meimei Xu
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Real World ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Dynamic Decision Making ◽  
Instructional Designers ◽  
Design Decisions ◽  
Online Environments ◽  
Authentic Learning Experiences

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.

Designing Simulated Learning Environments and Facilitating Authentic Learning Experiences in Medical Education

2017 ◽  
pp. 77-100
Author(s):  
Xun Ge ◽  
Qian Wang ◽  
Kun Huang ◽  
Victor Law ◽  
Dominique C. Thomas
Keyword(s):  
Medical Education ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Instructional Designers ◽  
Simulated Learning ◽  
Medical Educators ◽  
Critical Components ◽  
Authentic Learning Experiences

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.

Bringing Reality into the Classroom

2011 ◽  
pp. 219-237
Author(s):  
Antonio Santos
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Situated Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Computer Application ◽  
Instructional Designers ◽  
Cognitive Tool ◽  
Authentic Learning Experiences

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.

Bringing Reality into the Classroom

2011 ◽  
pp. 177-197
Author(s):  
Antonio Santos
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Situated Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Computer Application ◽  
Instructional Designers ◽  
Cognitive Tool ◽  
Authentic Learning Experiences

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.

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

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.

Designing Games for Learning

2009 ◽  
pp. 1183-1203 ◽  
Author(s):  
Scott J. Warren ◽  
Mary Jo Dondlinger
Keyword(s):  
Instructional Design ◽  
Real World ◽  
Psychological Factors ◽  
Game Design ◽  
Instructional Designers ◽  
Digital Game ◽  
Learning Game ◽  
Games For Learning ◽  
Addie Model ◽  
Instructional Design Principles

This chapter discusses two games that were designed to target learning as well as implications for the design of future games intended for this purpose. It illustrates how the ADDIE model of instructional design can be leveraged to produce digital game spaces as well as the limitations that designers face based on the goals of the project, the chosen technology, and the audience chosen for the digital intervention. The goal of this chapter is to use real-world examples of learning game design processes in order to prepare instructional designers for the complexity of using game and instructional design principles as a means of improving student motivation, learning, and other psychological factors that prepare them for engaging meaningfully in the educational experience.

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