Relevant bibliographies by topics / Authentic Learning Environments

Academic literature on the topic 'Authentic Learning Environments'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Authentic Learning Environments"

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Tan, Heidi, Yeen-Ju, and Mai Neo. "Exploring the use of authentic learning strategies in designing blended learning environments." Journal of Science & Technology Policy Management 6, no. 2 (July 6, 2015): 127–42. http://dx.doi.org/10.1108/jstpm-01-2015-0004.

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Purpose – The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied. Design/methodology/approach – This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social media, as well as being driven by a class project. Part B: qualitative and quantitative data were collected to solicit student feedback on the learning environment. Findings – Results of the study indicated that students responded positively towards the authentic blended learning environment, as it was found to be relevant to their learning. In an authentic blended learning environment, students became more engaged with the content and actively involved in their learning process. These results show strong and encouraging support for the use of authentic learning principles in the development of blended learning environments. Originality/value – Universities in Malaysia are only beginning to move towards a more blended approach in designing learning environments. This paper provides some insights to one possible way of designing a blended learning environment in a Malaysian tertiary setting.
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Gündogan, Aslı, and Mehmet Gültekin. "The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 13, 2018): 771–832. http://dx.doi.org/10.14527/pegegog.2018.030.

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The purpose of this study was to determine the reflections of authentic task-based learning environments upon students’ learning processes and attitudes regarding the course of Life Science. In the study, which was designed in mixed model, the embedded experimental design was used. The study was carried out in an elementary school third-grade class and conducted in five weeks. The research data were collected via the Attitude Scale for Life Science Course, observations and video records, and semi-structured interviews held with the teacher, students and parents. In this respect, the results demonstrated that authentic task-based learning environments had positive influence on the students’ attitudes towards the course of Life Science. In addition, it was found that in authentic task-based learning environments, the students applied higher-order thinking skills, developed different viewpoints, shared their real-life experiences, made related reflections, benefited from the primary sources, studies cooperatively, maintained communication with their friends out of class environment, undertook multiple roles, associated the authentic context with their own lives, and made use of experts’ experiences in real life. Besides all, it was concluded that the students and their parents generally reported positive views about the use of authentic task-based learning environments and found the current application effective.
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Tepe, Tansel, Devkan Kaleci, and Hakan Tüzün. "Integration of Virtual Reality Fire Drill Application into Authentic Learning Environments." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 241–49. http://dx.doi.org/10.18844/wjet.v10i4.4085.

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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
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Herrington, Jan, and Ron Oliver. "An instructional design framework for authentic learning environments." Educational Technology Research and Development 48, no. 3 (September 2000): 23–48. http://dx.doi.org/10.1007/bf02319856.

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Tepe, Tansel, Devkan Kaleci, and Hakan Tuzun. "Integration of virtual reality fire drill application into authentic learning environments." World Journal on Educational Technology: Current Issues 10, no. 4 (October 10, 2018): 72–78. http://dx.doi.org/10.18844/wjet.v10i4.3786.

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In this study, a virtual reality (VR) fire drill application was developed with head-mounted display VR technology for university students. The aim of the study is to evaluate the integration process of this VR 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 VR 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.* ADDRESS
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Riddell, Jessica. "Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities." Arts and Humanities in Higher Education 17, no. 4 (July 27, 2017): 410–32. http://dx.doi.org/10.1177/1474022217722510.

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Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.
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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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Karakaş-Özür, Nazan, and Neşe Duman. "The Trends in Authentic Learning Studies and the Role of Authentic Learning in Geography Education." International Education Studies 12, no. 12 (November 29, 2019): 28. http://dx.doi.org/10.5539/ies.v12n12p28.

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Schools are the basic environments where learning takes place. The quality of these environments and acquirement of the knowledge and skills expected by societies have caused the disconnection between real life and the school. One of the main subjects of education circles in the 21st century has been what to do in order to ensure the connection between real life and education. In this context, the subject of the study is the authentic learning strategy which aims to bring real life subjects and students together. Although this strategy was first introduced in studies conducted in the United States of America in the 1990s, its philosophical roots go back to the 19th century. According to authentic learning, students’ encounter with real life situations or subjects in learning will be effective in raising effective citizens and increasing the quality of learning. The study focuses on how authentic learning is shaped in the literature and what place it takes in the Geography Curriculum of the Ministry of National Education (MoNE, 2018). The main features of authentic learning were determined, and a template was developed by means of the document review method and descriptive content analysis technique. The suitability of this template for the features was examined by reviewing the acquirements with the application principles of the GC 2018 and the explanations in the introduction section. In conclusion, it was determined that all the features required for authentic learning are present in the GC.
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Tobin, Kenneth. "Alternative perspectives on authentic learning environments in elementary science." International Journal of Educational Research 27, no. 4 (January 1997): 303–10. http://dx.doi.org/10.1016/s0883-0355(97)90012-4.

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Yang, Dazhi, and Sally J. Baldwin. "Using Technology to Support Student Learning in an Integrated STEM Learning Environment." International Journal of Technology in Education and Science 4, no. 1 (January 1, 2020): 1–11. http://dx.doi.org/10.46328/ijtes.v4i1.22.

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This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.
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Dissertations / Theses on the topic "Authentic Learning Environments"

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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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Williams, Douglas Charles. "Hypermedia-supported authentic learning environments (HALE) : examination of tools and features which can support student learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Pampel, R. (Rachel). "Leveraging architecture and education:approaching the facilitation of good learning environments in authentic and emerging contexts." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251537.

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Change is rapid, drastic, unavoidable, and complex in education today. Learning environments at once have to respond to these changes and support the process of change (Kumpulainen & Mikkola, 2014; Kuuskorpi & González, 2011). In order to facilitate these new learning environments, educators need support and training to recognize and engage with the multitude of emerging contexts in education (Burns, 2000; Chalas, 2015; Larson, 2004). This master’s thesis intends to address these issues through a pragmatic approach to the learning environment, supported by the bridging of educational and architectural theory and resources. Six Perspectives for Approaching the Holistic Learning Environment are used to explore current themes and trends in learning environment research and practice in the American/Northern European context. Synthesized themes of a good learning environment in the larger context will be brought forward, as well as a wide range of pertinent learning theories, methods, and practical examples. In collaboration with learning landscape specialist Markku Lang, those themes and trends are then contextually engaged to develop a case study teacher training in the facilitation of good learning environments in the Finnish context. The case study was implemented in the Fall of 2016 with a group of Finnish teacher training students at the University of Oulu. The findings and conclusions are developed through a holistic content analysis of the knowledge co-created during the training. An analytical rubric tool is introduced as the method for incorporating the learning environment theory developed in the initial sections of the thesis into the facilitation and evaluation of good learning environments. The analysis centers on a thick description of four learning environment facilitation plans created by the participants in the teacher training. In the final conclusions section, the effectiveness of the teacher training will be discussed, as well as the further development of learning environment theory. The conclusions are meant to offer flexible knowledge and lay a deep context from which to draw on to implement personal methods in contextual learning environments, not final knowledge that lays out rules of conduct. The value of the thesis, then, is in what the process and conclusions offer to the discussion of learning environments, as well as to quality facilitation of learning environments in practice.
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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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Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Chang, Chih-Hui. "Self-directed target language learning in an authentic target language environment : the Taiwanese experience." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/14027/.

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Keating, John G. "The impact of teacher and peer dialogue on online collaborative writing in an authentic science literacy learning environment." Thesis, Open University, 2013. http://oro.open.ac.uk/54711/.

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This research is concerned with authentic science writing, and in particular, investigating collaborative science writing at secondary school level, using an online collaborative-writing environment. Specifically, it investigates how measures of successful authenticity relate to (i) how close to the text-structure of a prototypical library report genre are collaboratively-written student papers (i.e., how close to the model students were taught) (ii) to what extent do the papers use the language of science as expected at this level of schooling, for example, use of nominalization, and finally, (iii) what is the degree of participation and contribution by students in a collaborative writing task? The research also examined how students' collaboratively written texts evolved, or changed, over time in terms of their textual structure and of their key linguistic features. The research provides some insight into how text changes and evolution could be explained in relation to online dialogue and feedback. Finally, the thesis identifies the implications of the above for pedagogy and policy, i.e., for (i) students' language development in science and the use of genre pedagogies, (ii) collaborative writing in science, and (iii) on line pedagogy?
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Arabyan, Petros, and Arnaud Vedelago. "Leading Working Environment to Foster Employees' Creativity." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64571.

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This thesis aims to discuss three main categories such as: leadership, working environment and followers’ creativity. Particularly, the general principle of the work is to define how those notions are intertwined. Having used the principles of the Grounded theory (Corbin & Strauss, 2008), we conducted our research with the main emphasis of originating theory from the data that was collected from empirical and theoretical materials. In particular, we found out that leadership factors classified as “work-related” influence the “organizational culture”. Similarly, “management skills” of the leader are closely interrelated with “organizational structure”. Finally, “team-related” leadership traits have their immediate effect on “organizational climate”. Consequently, we can state leadership is able to set up a creative working environment that fosters individual’s creativity. Later forward, the creative working environment is believed to be an ultimate prerequisite that fosters individuals’ creativity. However, it is pertinent to note that leadership as such, can directly influence employees’ creativity as well. As a final analysis, we claim that authentic leadership due to its indispensable attributes is an ultimate prerequisite that enhances individual’s creativity based on the findings of our research.
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Hunger, Gail M. "Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26455.

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This development design research dissertation used Richey and Kleinâ s (1996) Type 2 model to create guidelines that inform instructional designers when designing authentic tasks in the online environment. Herrington and Oliver (2000) state that designing authentic tasks for online learning can be captured using nine characteristics. Bonk and Dennenâ s (2003) research empirically demonstrated a Framework for Online Instruction. Combining these two research frameworks, guidelines to inform the decisions to of instructional designers when for authentic in the online environment are designed, developed, and validated with expert reviewers in authentic learning.
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Books on the topic "Authentic Learning Environments"

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(Editor), Tony Herrington, and Jan Herrington (Editor), eds. Authentic Learning Environments In Higher Education. Information Science Publishing, 2005.

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(Editor), Tony Herrington, and Jan Herrington (Editor), eds. Authentic Learning Environments In Higher Education. Information Science Publishing, 2005.

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Herrington, Tony. Authentic Learning Environments in Higher Education. Information Science Publishing, 2006.

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Depka, Eileen. Authentic Standards-Based Environment: A Systematic Approach to Learning Targets, Assessment, and Data. Solution Tree, 2022.

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Depka, Eileen. Authentic Standards-Based Environment: A Systematic Approach to Learning Targets, Assessment, and Data. Solution Tree, 2022.

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Sparrow, Joshua. Communities raising children together: Collaborative consultation with a place-based initiative in Harlem. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0014.

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The Harlem Children’s Zone® (HCZ) and the Brazelton Touchpoints Center engaged in ‘collaborative consultation’ to co-create early childhood and parent support programming. This collaboration is the story of a community coming together to reclaim and reconstruct environments for raising children and to connect adult caregivers to support each other in that process. A relational, developmental, strengths-based, and culturally grounded approach was employed to build mutual respect, trust, and understanding over time in authentic relationships required for shared learning, and for programme development and improvement. The inherent and culturally rooted strengths and resources of parents, and other family and community members mutually reinforced each other as contexts and conditions were created in which these caregivers could come together to activate their community’s collective problem-solving capacity, to share their dreams for their children, and to provide emotional support and concrete resources for each other.
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Zwiers, Jeff. Communication Effect: Using Authentic Language and Literacy to Radically Improve the Quality of Learning. Corwin Press, 2020.

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A/L Bikar Singh, Soon Singh. GIS Integrated Teaching for Underachieving Geography Students. UMS Press, 2019. http://dx.doi.org/10.51200/gisintegratedumspress2019-978-967-2166-46-7.

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Recent studies show that the number of students who select to study Geography in Malaysian secondary schools, and their level of achievement in the subject, has decreased. The main factor is lack of motivation. Over multiple decades, a large and growing body of literature has indicated that ICT enhances students’ motivation to learn and their learning outcome. The studies demonstrate that the use of ICT in teaching activities provides more fun in an authentic learning environment, and increases learning autonomy, interaction, and collaboration. It is, therefore, a rich opportunity for motivating students to study. In addition, despite an increased interest among scholars to investigate the impact of ICT integrated Geography teaching on students’ motivation and achievement, none have investigated the effects of GIS as a new technological teaching tool on students’ Geography learning goals and their learning outcomes. The idea for this book originated from the author’s PhD study to examine the effects of GIS-based instruction on secondary school student Geography learning goals and their learning outcomes. This book is highly beneficial for Geography teachers to use multiple teaching methods and pedagogies in a GIS integrated teaching environment to cultivate underachieving students’ mastery goal, performance-approach goal and learning, and to decrease avoidance behaviour in learning the subject. Although GIS is widely used in Malaysia, it has not been embraced by the Malaysian education system and is absent from the Geography curriculums in the primary and secondary school contexts. Hence, writing of this book will also help the Curriculum Development Centre and Ministry of Education Malaysia develop a GIS-based teaching module to enhance the learning motivation of Geography and improve the student level of achievement.
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Book chapters on the topic "Authentic Learning Environments"

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Herrington, Jan, Thomas C. Reeves, and Ron Oliver. "Authentic Learning Environments." In Handbook of Research on Educational Communications and Technology, 401–12. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_32.

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Horz, Holger. "Situated Prompts in Authentic Learning Environments." In Encyclopedia of the Sciences of Learning, 3086–88. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_699.

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Fardinpour, Ali, Torsten Reiners, and Lincoln C. Wood. "Action-Based Learning Assessment in Virtual Training Environments." In Authentic Virtual World Education, 79–94. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6382-4_6.

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Kinshuk and Ryan Jesse. "Reusable Authentic Learning Scenario Creation in Ubiquitous Learning Environments." In Reshaping Learning, 273–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-32301-0_12.

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Wood, Denise, and Sue Gregory. "The Affordances of Virtual Worlds as Authentic, Culturally Diverse Learning Environments." In Authentic Virtual World Education, 1–7. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6382-4_1.

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Honebein, Peter C., Thomas M. Duffy, and Barry J. Fishman. "Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning." In Designing Environments for Constructive Learning, 87–108. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78069-1_5.

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Newhouse, Paul. "Comparative Pairs Marking Supports Authentic Assessment of Practical Performance Within Constructivist Learning Environments." In Applications of Rasch Measurement in Learning Environments Research, 141–80. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-493-5_7.

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Walker, Rebecca, Sarah Hopkins, and Stephen Houghton. "Comparative Pairs Marking Supports Authentic Assessment of Practical Performance Within Constructivist Learning Environments." In Applications of Rasch Measurement in Learning Environments Research, 181–206. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-493-5_8.

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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.

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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.
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Duffy, Melissa C., Susanne Lajoie, and Kevin Lachapelle. "Measuring Emotions in Medical Education: Methodological and Technological Advances Within Authentic Medical Learning Environments." In Advances in Medical Education, 181–213. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08275-2_10.

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Conference papers on the topic "Authentic Learning Environments"

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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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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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Koh, Noi Keng. "EVALUATING THE IMPACT OF GAMIFICATION AND LEARNING THOUGH AN APP IN AUTHENTIC LEARNING ENVIRONMENTS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1454.

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Ridgewell, Walter W., Vive Kumar, and Kinshuk. "Immersive and Authentic Learning Environments to Mitigate Security Vulnerabilities in Networked Game Devices." In 2013 International Conference on Signal-Image Technology & Internet-Based Systems (SITIS). IEEE, 2013. http://dx.doi.org/10.1109/sitis.2013.168.

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Serrano Santos, Jose Manuel. "Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5294.

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Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the learning experience. This was complemented with an eight-element framework that contributed to create an authentic assessment. Two surveys explored subjective authenticity as perceived by students and stakeholders. The results revealed that students find it hard to value their performance at the higher level that stakeholders do. While the use of models and frameworks in the design of authentic assessment is valuable, academics’ efforts need to be concentrated on further developing student’s metacognitive skills in order to provide relevancy and value to the knowledge, skills and attitudes developed in undergraduate tertiary education.
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Kneale, Bruce, and Ilona Box. "A Virtual Learning Environment for Real-World Networking." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2657.

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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.
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Van Zadelhoff, Bas, Ebrahim Rahimi, and Erik Barendsen. "Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way." In Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3488042.3488067.

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Jensen, David C., and Dennis Beck. "Learning Design Through Student-Generated Learning Aids." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46617.

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In this work we present the results of hands-on design experience implemented in an undergraduate mechanical engineering design course. This work is motivated by the need to provide students with more design-decision making experience to enable them to be ready to engineer upon graduation. Students were guided through the process of designing learning aid prototypes to be used in general engineering education. Three significant results of this work are that: 1) 3D printing was a critical technology for enabling authentic learning environments; 2) Student’s grasp of fundamentals is improved through construction of learning aids compared to their typical classroom use; and 3) Setting limits on resources and client’s time are necessary but require flexibility to enable “learning through failures.” Overall this work demonstrates a structured approach to using additive manufacturing as integrated technology in engineering education.
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McCaslin, Sara, and Fredericka Brown. "Modern Challenges in Converting a Traditional Engineering Class Into a Fully Online Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88750.

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The demand for engineering courses in online format is growing for both undergraduate and graduate level coursework. Because of the abundance of software tools available for creating virtual learning environments, online courses are rapidly evolving past the posting of hour-long lectures in video format to lecture notes that are interactive, instant self-assessment feedback, and teaching modules that are fully ADA compliant. This paper explores the challenges faced by faculty members in creating a fully online course that can effectively present challenging, engaging material that solidly focuses on student learning objectives and provides authentic assessment of those same objectives.
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Nelson, Jacob, Andrew Berlin, and Jessica Menold. "ARCHIE: An Automated Data Collection Method for Physical Prototyping Efforts in Authentic Design Situations." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97444.

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Abstract Effective data collection can be one of the most challenging aspects of engineering design research. Design projects often occur over periods of weeks, months, or years, making continuous data collection a time-intensive task. Further, interrupting the design process to collect data can be intrusive and disrupt the flow of design. ARCHIE is a system designed to take photos of designers’ physical prototypes, link them to designer perceptions of the design, and maintain a record of design evolution over time. This device will allow researchers to collect data on physical prototyping efforts in design environments without researcher intervention, reducing the burden of data collection in authentic design settings. The device provides designers with an easier way to document physical prototyping efforts and record the evolution of their design with photos and descriptions and promises to allow for researchers to leverage machine learning to automatically analyze aspects of the prototype such as geometric complexity or material choice by facilitating the creation of databases of design artifacts. This work describes the rationale, method, implementation, and testing of ARCHIE using student design projects.
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Reports on the topic "Authentic Learning Environments"

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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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