Relevant bibliographies by topics / Authentic learning

Academic literature on the topic 'Authentic learning'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Authentic learning"

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Brennan, Barrie. "Authentic professional learning." Studies in Continuing Education 33, no. 3 (November 2011): 367–69. http://dx.doi.org/10.1080/0158037x.2011.609667.

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Firth, Malcolm. "Authentic practice-learning." Social Work Education 9, no. 3 (January 1990): 20–30. http://dx.doi.org/10.1080/02615479011220181.

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Roach, Kate, Emanuela Tilley, and John Mitchell. "How authentic does authentic learning have to be?" Higher Education Pedagogies 3, no. 1 (January 2018): 495–509. http://dx.doi.org/10.1080/23752696.2018.1462099.

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Reed, Whitney. "LEARNING TO BE AUTHENTIC." CALICO Journal 7, no. 4 (January 14, 2013): 7–10. http://dx.doi.org/10.1558/cj.v7i4.7-10.

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Knobloch, Neil A. "Is Experiential Learning Authentic?" Journal of Agricultural Education 44, no. 4 (December 2003): 22–34. http://dx.doi.org/10.5032/jae.2003.04022.

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Clayden, Elizabeth, Charles Desforges, Colin Mills, and William Rawson. "Authentic activity and learning." British Journal of Educational Studies 42, no. 2 (June 1994): 163–73. http://dx.doi.org/10.1080/00071005.1994.9973991.

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Herrington, Jan, Jenni Parker, and Daniel Boase-Jelinek. "Connected authentic learning: Reflection and intentional learning." Australian Journal of Education 58, no. 1 (January 24, 2014): 23–35. http://dx.doi.org/10.1177/0004944113517830.

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Gratz, Erin, Bettyjo Bouchey, Megan Kohler, Monica L. Simonsen, and Jessica L. Knott. "Creating Authentic Learning Through Online Personal Learning Networks." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 31–47. http://dx.doi.org/10.4018/ijopcd.2021040103.

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As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.
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Hasnine, Mohammad Nehal, Hiroaki Ogata, Gökhan Akçapınar, Kousuke Mouri, and Keiichi Kaneko. "Closing the Experiential Learning Loops Using Learning Analytics Cycle." International Journal of Distance Education Technologies 18, no. 3 (July 2020): 78–98. http://dx.doi.org/10.4018/ijdet.2020070105.

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In ubiquitous learning, authentic experiences are captured and later reused as those are rich resources for foreign vocabulary development. This article presents an experiential theory-oriented approach to the design of learning analytics support for sharing and reusing authentic experiences. In this regard, first, a conceptual framework to support vocabulary learning using learners' authentic experiences is proposed. Next, learning experiences are captured using a context-aware ubiquitous learning system. Finally, grounded in the theoretical framework, the development of a web-based tool called learn from others (LFO) panel is presented. The LFO panel analyzes various learning logs (authentic, partially-authentic, and words) using the profiling method while determining the top-five learning partners inside a seamless learning analytics platform. This article contributes to the research in the area of theory-oriented design of learning analytics for vocabulary learning through authentic activities and focuses on closing the loops of experiential learning using learning analytics cycles.
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Chabeli, Mary, Anna Nolte, and Gugu Ndawo. "Authentic Learning: A Concept Analysis." Global Journal of Health Science 13, no. 4 (February 15, 2021): 12. http://dx.doi.org/10.5539/gjhs.v13n4p12.

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Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21st-century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made.
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Dissertations / Theses on the topic "Authentic learning"

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Zweers, Gerard Antonie. "Learning to be authentic and authentic learning." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020694/.

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Some of the main challenges facing education at the beginning of the twenty first century concern our relationship with life and living beings. More precisely, the main theories of learning which inform educational practice in the west - such as behaviourism, constructivism, information processing, and situated learning - do not allow for a learning that results in the learner having a true understanding of the being of living beings and of life itself. Against this kind of learning, which will be called learning as modification and growth, a second process is proposed, called learning to be authentic, which is based on Heidegger's notion of authenticity as a state in which a true understanding of the being of living beings and life itself is present. This learning to be authentic allows for the entities involved to be approached in a way that is appropriate to life and living beings. It is experienced, on the one hand, as a process of letting go and quieting down, and, on the other hand, as a process of opening up and being in touch with the entities that are encountered. It involves a growing non-reflective self-awareness and the awakening of another way of being, and it demands a kind of educational practice that is in many ways different from what is current in most educational settings. Learning as modification and growth and learning to be authentic can merge into one process, which allows for the process learning as modification and growth to take place in such a way that it is guided by the openness that characterizes authentic existence. This integrated process, which constitutes a form of learning that results in the learner having a true understanding of the being of living beings and of life itself, will be called authentic learning.
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Sasse, Craig M. "Authentic learning : what makes a classroom and its tasks authentic? /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840031.

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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.

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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Lasry, Nathaniel. "Understanding authentic learning : a quasi-experimental test of learning paradigms." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100642.

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This thesis is about "authentic learning": learning from life-like contexts. The construct derived from the social situated approach (Lave & Wenger, 1991), has surprisingly no counterpart in cognitive psychology. The first objective of this thesis is to develop a cognitive formulation of authentic learning from classical cognitive works and recent neuroscience studies findings. The characteristically cognitive feature posited is "n-coding", the encoding of multimodal input (verbal, visual, kinesthetic, social...). To test quasi-experimentally the effectiveness of this cognitive definition, a review of the instructional literature identified Collaborative Group Problem Solving (Heller et al., 1992) as an appropriate candidate for authentic instruction in physics.
The study design was comprised of one control and three treatment conditions varying in degrees of n-coding: (high, medium and low) while controlling for each treatment group's "participatory framework". All students were assessed before and after instruction on the FCI (Hestenes et al., 1992). Confidence levels were measured with each FCI question resulting in four new measures (gain in mean: confidence, right answer confidence, wrong answer confidence and weighted FCI). Procedural problem solving skills were measured through final exam grades.
Two empirical questions are posed. First, does increasing n-coding enhance learning? Second, since cognitive n-coding is unaccountable from the social perspective, does the situated perspective "subsume" the cognitive (Greeno, 1998)? Here, a quasi-experiment was not only used to test interventions but paradigm effectiveness, a methodological first.
Results shows that high and medium n-coding groups were significantly more effective than the situated low n-coding group (p=0.003) showing the effectiveness of increasing n-coding and refuting the claim that social approaches must subsume cognitive ones. No significant difference was found between high and medium n-coding groups (p=0.74) whereas all treatment groups differed from the control (p=0.0497), replicating findings on the effectiveness of non-traditional instruction (Hake, 1998).
Competing cognitive and social perspectives (Schoenfeld, 1999) may be better replaced by cross-paradigm symbioses such as importing authentic learning from situated approach into cognition. A model for reflecting on cross-scale symbioses is developed through the presence of self-similar patterns across scales (from micro-cognitive to macro-social). The fractal is put forward as a metaphor for the field of education and may serve to unify paradigms and yield optimal pictures of learning.
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Mrwebi, Mandosi Betty-Sarah. "An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7177.

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The provision of authentic teaching and learning in the Mathematics classroom is one of the corner stones of the National Curriculum Statement (NCS). This study investigated to what extent teachers provide authentic teaching and learning in their Mathematics classrooms. A literature study was undertaken to explain authentic teaching and learning. The use of teaching methods and strategies, learning activities, assessment methods and strategies, and the role of the teacher and learner in the context of authentic teaching and learning in the classroom were explored. The literature review provided the conceptual framework for the study; as well as the framework for designing questionnaires and an observation schedule. The questionnaires were utilized to obtain the perceptions of teachers and learners regarding opportunities provided by teachers for the provision of authentic teaching and learning experiences in the Mathematics classroom, and the observation schedule determined how and to what extent the principles of authentic teaching and learning were translated into practice. Data was collected by means of quantitative, non-experimental descriptive survey research. The self-constructed questionnaires were administered to a convenient sample of a purposively selected group of Grade 4, Grade 5 and Grade 6 Intermediate Phase Mathematics teachers (n = 24) and learners (n = 440) in the Johannesburg South District of the Gauteng Department of Education. In addition to this, the classroom practices of six of the teachers who completed the questionnaire were observed over a period of six months. The triangulation of teacher and learner data revealed similarities and differences in opinion related to the opportunities that teachers create for authentic teaching and learning in the Mathematics classroom. In essence, the data revealed that teachers who took part in the study apparently understand the principles that underpin authentic teaching and learning, and to some extent comply with the principles of authentic teaching and learning in their classrooms. In addition to this, the triangulation of the teacher responses to the questionnaire and the observations of the classroom practices of the teachers indicated that in practice all the application of the principles of authentic teaching, learning and assessment have not yet fully become a reality in the Mathematics classroom. According to the learner responses, to the questionnaire, as well as the observations, it appeared that the application of teaching and assessment strategies that promote authentic teaching and learning are under-utilized by the teachers. This study is concluded with recommendations to teachers on how to create classroom climates that promote the provision of authentic teaching and learning in the Mathematics classroom.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Ozverir, Ildeniz. "Task-based authentic learning activities in computer assisted foreign language learning." Thesis, Ozverir, Ildeniz (2015) Task-based authentic learning activities in computer assisted foreign language learning. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/27393/.

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One of the challenges that English as a Foreign Language (EFL) learners experience is the lack of authentic use of the language. In most cases they are confined to the activities conducted in classrooms and lack opportunities to use and practice the target language outside the school in genuine settings. However, the activities done in class are generally decontextualized and lack real world relevance. As a result of this, while learners may have extensive knowledge about the target language—which is referred to as know what—they can scarcely use it for communication in real life—which is referred to as know how. This study suggests that with the advances in pedagogical theory, authentic learning has much to offer in order to situate learning tasks in contexts that close the gap between the classrooms and real life. In so doing, the aim of this research is to provide learners with opportunities to use the target language in the kinds of purposeful and complex ways that it is used in real life. In order to achieve this aim, characteristics of authentic learning environments were used as guidelines to design an e-learning environment which was based on real world activities. The study sought to investigate: how students engage with and respond to a computer-assisted language learning environment designed to incorporate characteristics of authentic activities in foreign language education; how students and teachers view the importance of each of the characteristics of authentic activities; how teachers support and scaffold student learning in a computer-assisted language learning environment designed to incorporate characteristics of authentic activities; and the ways in which students achieve foreign language competency through the use of computer assisted task-based authentic activities. The research was conducted in North Cyprus with pre-university level EFL learners over a period of two semesters. Three teachers and 12 students participated in the study. A design-based research approach was employed in two iterative cycles in the form of an interpretive, qualitative study. The activity that learners were required to complete was based on a fictitious scenario set in a newspaper office. In this scenario learners assumed the roles of members of the editorial board, and the teachers were the editors of a newsletter. Learners researched topics that were socially important to them and produced articles for the newsletter, with all products written, and all communication spoken in the target language. Later, the two newsletters were published and distributed at Eastern Mediterranean University (EMU). Design-based research was employed in two cycles over two semesters. Data was collected through observations, interviews (both individual and group), work samples and video recordings. Later interviews and videotapes were transcribed for in-depth analysis. Cross-case data analysis was used in order to be able to draw conclusions in terms of the applicability of the findings to other similar settings. The results indicated that despite the lack of learners’ experience in using computers as part of their formal education, they found it motivating and educational. Basing the learning environment and activity on the characteristics of authentic activities have provided a real purpose to complete the activity, and many opportunities to use the target language in context, as well as to develop relevant skills. Teachers supported and scaffolded learners to direct their attention to the different resources available and to the different components of their articles. This process has provided the opportunity to focus on the author, content, language, audience and process, and thus enabled learners to develop authorship skills, to develop the content of their product, to correct and improve linguistic errors, to address the needs of the audience, and to develop problem solving skills. A key outcome of the research was the development of a framework for the design of authentic learning environments to be used in the teaching of foreign languages, in the form of 11 design principles. These principles contribute both theoretically and practically to understanding of how students learn languages in authentic and meaningful contexts.
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Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Edrenius, Roger. "Authentic Materials in Listening Lessons: : A Study of Swedish Upper-Secondary English Teachers' Attitudes toward Authentic Materials in Listening Lessons." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65489.

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This study examines Swedish upper-secondary English teachers’ attitudes toward authentic materials in listening lessons in order to shed light on whether or not teachers implement authentic material in their listening lessons and if so, the reasons teachers give for including authentic material. The reason for conducting this research is that teachers might rely too extensively on simplified, graded and/or scripted purpose-written materials (i.e. textbooks) in their listening lessons. Since the listening material commonly found in purpose-written materials is different from the language in the “real world”, these materials might do a less than adequate job at preparing learners for conversations and interactions in the “real world” outside the language-learning classroom.Data were gathered through a researcher-developed questionnaire followed by interviews with two practicing teachers of English. The findings reveal that all of the participating teachers in this study (n=10) use authentic material in their listening lessons and that the primary reasons for including it are that teachers find authentic material more interesting and because teachers believe that authentic material can be better aligned with students’ interests, societal lives and future working lives. In addition, teachers reading this essay can increase their awareness of and reflect on why and how they themselves implement authentic materials in listening lessons, which in turn can assist teachers in aligning their teaching and their material choices with the subject syllabus for English better than they could without using authentic materials.
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2434.

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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
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Anderson, Heather. "Analyzing AP Syllabi for Problem Solving, Authentic Learning, and Collaborative Learning Practices." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18323.

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A rubric was used to determine the frequency of college-readiness practices of Problem Solving, Authentic Learning, and Collaborative Learning present in Advanced Placement Calculus and English syllabi. Chi square tests were conducted and determined Problem Solving, Authentic Learning, and Collaborative Learning were found significantly more often in the English syllabi than in the Calculus syllabi. Problem Solving and its subcomponents understanding the problem and strategizing, as well as the Collaborative Learning subcomponent dialogue, were found in the English syllabi more than in the Calculus syllabi. The Collaborative Learning subcomponent reciprocal teaching was found more frequently in the English Literature and Composition syllabi while peer review was found most often in English Language and Composition syllabi and not analyzed for its presence in the Calculus syllabi. No significant differences were found between subjects for the Problem Solving subcomponent hypothesizing, Authentic Learning or any of its subcomponents, nor the Collaborative Learning subcomponents using out of class time for study group learning or group projects.
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Books on the topic "Authentic learning"

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Webster-Wright, Ann. Authentic Professional Learning. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3947-7.

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How to assess authentic learning. 5th ed. Thousand Oaks, Calif: Corwin Press, 2009.

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Burke, Kay. How to assess authentic learning. 5th ed. Thousand Oaks, Calif: Corwin Press, 2009.

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Burke, Kay. How to assess authentic learning. 5th ed. Thousand Oaks, Calif: Corwin Press, 2009.

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How to assess authentic learning. 3rd ed. Arlington Heights, Ill: SkyLight Training and Pub. Inc., 1999.

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Wee, Keng Neo Lynda. Jump start authentic problem-based learning. Singapore: Pearson Prentice Hall, 2004.

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Authentic university learning, teaching, and assessment. Windhoek, Namibia: University of Namibia Press, 2005.

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Gerald, Luther Michael, ed. Transforming lives: Authentic living and learning. Concord, Ont: Captus Press, 2007.

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1936-, Reeves Thomas C., and Oliver Ron 1955-, eds. A guide to authentic E-learning. New York: Routledge, 2010.

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Herrington, Jan. A guide to authentic E-learning. New York: Routledge, 2009.

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Book chapters on the topic "Authentic learning"

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Anderson, Steven. "Authentic Learning." In The Educator’s Guide to Creating Connections, 28–32. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2016. http://dx.doi.org/10.4135/9781483392868.n5.

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Stanley, Todd. "Collaborative Learning." In Authentic Learning, 49–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-6.

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Stanley, Todd. "Exploring Rigor and Relevance." In Authentic Learning, 29–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-4.

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Stanley, Todd. "5 Practical Strategies to Bring the World to Your Classroom." In Authentic Learning, 117–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-12.

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Stanley, Todd. "Problem-Based Learning." In Authentic Learning, 69–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-8.

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Stanley, Todd. "The Importance of 21st-Century Skills." In Authentic Learning, 17–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-3.

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Stanley, Todd. "5 Practical Strategies to Take Your Classroom to the Real World." In Authentic Learning, 103–16. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-11.

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Stanley, Todd. "What Is Authentic Learning?" In Authentic Learning, 7–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-2.

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Stanley, Todd. "Case-Based Learning." In Authentic Learning, 79–90. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-9.

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Stanley, Todd. "The Authentic Teacher." In Authentic Learning, 91–101. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-10.

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Conference papers on the topic "Authentic learning"

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Plana-Erta, Dolors, Angels Fitó Bertran, and M. Jesús Martínez-Argüelles. "Boosting employability through the use of Authentic Learning Scenarios." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9439.

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Education for employability is one of the greatest challenge for Higher education institutions in Europe, but especially in Spain. The European Higher Education Area assumes that competence development becomes crucial to connect higher education curricula with evolving labour market demands. The Authentic Learning Scenarios foster the competence development bringing work experience to the formal learning. Considering that online learning methodologies seems to have a relevant role into a life long learning perspective to achieve authentic learning environments is a singular challenge. We have introduced the authentic learnig scenarios attributes into a specific subject and we have tested its impact on students competence profile. Apart from testing if the new subject design is effectively atuthentic, the findings show that when the learning process includes authenticity the students perception about their perfomance in the competence more relevant for the job market improves.
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Bardeen, Marjorie, and Mitchell Wayne. "E-LABS – LEARNING WITH AUTHENTIC DATA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0639.

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Kutieva, Marina, Liliya Raitskaya, Olga Vygovskaya-Kazarina, and Tatiana Tyrina. "AUTHENTIC AND NON-AUTHENTIC TUTORIALS IN FOREIGN LANGUAGES TEACHING: THE CASE OF RUSSIAN UNIVERSITY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2551.

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Gordon, Averill. "AUTHENTIC LEARNING IN INTERNATIONAL VIRTUAL TEAMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2331.

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Kasimatis, Katerina, and Theodora Papageorgiou. "CREATING AUTHENTIC LEARNING AND ASSESSMENT ENVIRONMENTS." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end013.

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Eghtesad, Soodeh. "Authentic Online Resources for Learning French." In 2018 12th Iranian and 6th International Conference on e-Learning and e-Teaching (ICeLeT). IEEE, 2018. http://dx.doi.org/10.1109/icelet.2018.8586757.

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Tervakari, Anne-Maritta, and Kirsi Silius. "Towards more authentic learning in hypermedia." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773174.

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ATMAZAKI, Atmazaki. "Authentic Assessment in Indonesian Language Learning." In Sixth International Conference on Languages and Arts (ICLA 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icla-17.2018.52.

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Sukma, Sukma, Asriani Abbas, Nurhayati Nurhayati, and Kaharuddin Kaharuddin. "Authentic Assessment in Language Skills Learning." In The 2nd International Conference of Linguistics and Culture (ICLC-2). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211225.013.

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Sun, Zhuting. "Facilitating Cooperative Learnnig in Blended Learning Through Authentic Assessment." In 2020 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2020. http://dx.doi.org/10.1109/icaie50891.2020.00092.

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Reports on the topic "Authentic learning"

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Alfonso Vargas, Jasmín, and Ximena Romero Molina. Authentic Video Materials, a Tool for Vocabulary Learning and Global Citizenship Skills Reflection. Institucion Universitaria Colombo Americana, June 2019. http://dx.doi.org/10.26817/paper.06.

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Harmon, Dr Jennifer. Exploring the Efficacy of Active and Authentic Learning in the Visual Merchandising Classroom. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1524.

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Preston, Kimberley, Julie Risien, and Kari O'Connell. Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science. Oregon State University, September 2022. http://dx.doi.org/10.5399/osu/1156.

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This report serves the formative evaluation of ARC-Learn. The goal of this document is to support the use of evidence to inform programmatic changes and improvements for year two of the program, during which time Cohort One will complete its second year and Cohort Two will complete its first year of activities.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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