scholarly journals The Use of Technology to Facilitate Authentic Learning

10.28945/2889 ◽  
2005 ◽  
Author(s):  
Virginia MacEntee ◽  
Shirley Wells
Keyword(s):  
Real World ◽  
Authentic Learning ◽  
Use Of Technology ◽  
Power Point

The Use of Technology to Facilitate Authentic Learning will discuss the rationale for developing authentic learning assignments that use technology and allow students to be engaged in exploration and inquiry. Constructivists believe that the most effective way for students to acquire knowledge is to apply that knowledge or instruction to resolve problems that are common to their experience. Therefore, these assignments involve real-world projects that are both relevant and interesting to the learner. Students become involved in an effort to influence an audience beyond their classroom. The Power Point Presentations and the Brochures are developed for their peers and for an audience outside the class (their host teachers and schools).

Facilitating Student Learning in Accounting through Scaffolded Assessment

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

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

scholarly journals Design de sistemas para análise do ciclo de vida de um produto: slow fashion

2017 ◽  
Author(s):  
Flávia Pereira Conti
Keyword(s):  
Life Cycle ◽  
Real World ◽  
Human Ecology ◽  
Sao Paulo ◽  
Fashion Design ◽  
São Paulo ◽  
Fast Fashion ◽  
Life Cycle Design ◽  
Power Point ◽  
Slow Fashion

O artigo descreve o processo de reavaliação e esmeração de um sistema de produção da microempresa de semijoias Cantrelle Design, com o objetivo de otimizar a estrutura organizacional e de produção por meio do design de sistemas e o slow fashion. O design de sistemas por considerar o produto como um conjunto inteiro, e o slow fashion, porque visa a democratização do processo de criação de peças de forma mais lenta, preocupando-se com o desenvolvimento dos processos. Para alcançar um resultado satisfatório, utilizou-se a metodologia desenvolvida por Ezio Manzini e Carlo Vezzoli, o Life Cycle Design (LCD), procurando reduzir os inputs e outputs o máximo possível, tanto em termos quantitativos quanto qualitativos. Ponderando assim, a nocividade de seus efeitos, por meio da avaliação de todas as fases do produto, que são subdivididas em pré-produção, produção, distribuição, uso e descarte. Por se tratar de semijoias, sendo, então, um bem durável, requere-se poucos recursos durante o uso e manutenção, concentra-se em reduzir o impacto nas fases antecedentes e posteriores ao uso.  Como resultado, obteve-se uma potencialização na gestão da empresa, reduzindo os gastos energéticos e materiais. Atingiu-se tal solução por meio de uma melhor organização de etapas operacionais nas fases antecedentes ao uso do produto, buscando adequar-se ao sistema slow fashion, com a otimização do volume de compras e logística de vendas, reavaliação da embalagem e material aplicados. Percebeu-se que a matéria prima já em uso é a menos impactante para o ambiente por ser de alta durabilidade e passível de reaproveiramnento. Por fim, redesenhou-se a embalagem com tecido reciclado, de uma forma que possa ser reutilizada pelo consumidor final após ser adquirida. Conclui-se que é possível readequar um sistema já em andamento, adaptando-o de forma a reduzir seu impacto na natureza por meio do slow fashion e design de sistemas, valorizando o processo de produção, não só o lucro financeiro que a venda do produto proporciona, além de aperfeiçoar o sistema como uma unidade e repensar o conjunto para valorizar a qualidade e o modo de produção, expondo a possibilidade de renovar o sistema industrial vigente de modo sustentável e consciente, por meio de uma ação local, visando atingir um macrossistema de forma harmônica. Palavras-chave: slow fashion, design de sistemas, semijoias, sustentabilidade, metodologia.ReferênciasBASTAGNINO, Luigi. Design di Sistemi i Sistemi Industriali Aperti: un nuovo approccio al progretto, un nuovo modello di bussiness. Sem ano. 26 slides. Apresentação em Power-point. BUENO, Bárbara. Movimento slow life: desacelerando a vida. 2016. Disponível em < https://pt.linkedin.com/pulse/movimento-slow-life-desacelerando-vida-b%C3%A1rbara-mantovani-bueno>. Acesso em: 24 de maio de 2017.DELLA MEA, Luciana. A moda em [re]evolução: slow fashion. 2014. Disponível em <http://www.autossustentavel.com/2014/05/a-moda-em-revolucao-slow-fashion.html>. Acesso em 24 de maio de 2017.DELLA MEA, Luciana. Design de sistemas para a sustentabilidade. 2012. Disponível em <http://www.autossustentavel.com/2012/06/design-de-sistemas-para.html>. Acesso em 24 de maio de 2017. MANZINI, Ezio; VEZZOLI, Carlo. O desenvolvimento de produtos sustentáveis: os requisitos ambientais dos produtos industriais. São Paulo. Editora da Universidade de São Paulo, 2002. PAPANEK, Victor. Design do the Real World: human ecology and social change. Londres. Thames & Hudson Ltd, 1985.REVIDE. O conceito de fast fashion. 2010. Disponível em <https://www.revide.com.br/editorias/moda/o-conceito-de-fast-fashion/>. Acesso em 24 de maio de 2017. SARATE, Fernanda. O movimento slow life e a desaceleração da sociedade de consumo contemporânea. 2009. Disponível em < http://www.comunicacaoetendencias.com.br/wp-content/uploads/2011/04/TCC-Fernanda-Sarate.pdf>. Acesso em: 24 de maio de 2017. SILVA, Samantha; BUSARELLO, Raul. Fast fashion e slow fashion: o processo criativo na contemporaneidade. 2016.

Students’ Use of Technology in Learning Course Material

2014 ◽  
Vol 10 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Michele T. Cole ◽  
Louis B. Swartz ◽  
Daniel J. Shelley
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Academic Integrity ◽  
Business Students ◽  
Age Group ◽  
Online Environment ◽  
Use Of Technology ◽  
E Learning ◽  
Course Material

This paper presents the results of a four-year study examining business students’ perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010). Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom. Independent-samples t-tests showed statistically significant differences based on gender, but not by age group or level of study. There were 200 responses to what made the two learning environments different. Students pointed to the “real world” where accessing all available resources to solve a problem was the norm, suggesting that instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach.

Multiliteracies Pedagogy

2014 ◽  
pp. 1005-1013
Author(s):  
Ramonia R. Rochester
Keyword(s):  
Literacy Development ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Technology In The Classroom ◽  
Social Construct ◽  
New Literacy ◽  
Information Communications Technology ◽  
Use Of Technology ◽  
The Media ◽  
Authentic Learning Experiences

The converging global environment has given rise to a social-constructivist approach to new literacy pedagogical and learning practices. Emergent digital and social spaces have created new literacy or multiliteracies. Support for multiliteracies is an inherently social construct which encapsulates human capital and Information Communications Technology (ICT), including technical and administrative infrastructure, policy and school culture, and teacher training and collaborative support. Several variables intervene in the pedagogical landscape in support of new literacy development in adolescent learners. Students become both producers and transmitters of multiliteracies through transformed practice and by forming social and professional identities, facilitated through authentic learning experiences. ICT is both a literacy as well as the media which support 21st century new literacy development. As socio-economic factors determine the availability and use of technology in the classroom, the hegemonic use of print and the inability to access “digital geographies” creates a digital divide. As literacy pedagogy continues to unfold, creative instruction must be employed in ensuring the development of multiliteracies through providing scaffolding, critical framing, and authentic learning experiences for students and teachers alike. This is explored in this chapter.

scholarly journals The Analysis of the Use of Audiovisual Technology in Learning and Its Impact on Early Childhood Cognitive in Early Childhood Education of Percut Sei Tuan Sub-district

2019 ◽  
Vol 2 (4) ◽  
pp. 405-414
Author(s):  
Ana Mulia ◽  
Anita Yus ◽  
Masganti Sitorus
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sampling Technique ◽  
Learning Material ◽  
Childhood Education ◽  
Use Of Technology ◽  
Power Point ◽  
And Control ◽  
The Impact ◽  
Technology In Learning

The use of audiovisual technology in learning can help educators deliver maximum learning material and create a pleasant learning atmosphere for children. This study is aimed to analyze the implementation of learning by using technology in early childhood education (PAUD) of Percut Sei Tuan sub-district and analyze the impact of the use of technology on early childhood cognitive in early childhood education of Percut Sei Tuan sub-district. This type of research uses descriptive research. The data analyzed are the results of observation, interviews and documentation. Samples taken in this study were obtained using purposive sampling technique. The data analysis stage is carried out namely data reduction, data classification, data presentation, and verification. The results showed that: Audiovisual technology in PAUD Percut Sei Tuan sub-district was still not fully used, from the overall indicators classified as in the sufficient category (36.3%) with a lack of the use of interactive CDs and projector screens. PAUD Percut Sei Tuan Sub-district uses audiovisual technology such as computers, in focus, laptops and speakers to display learning applications, games, videos, films, Ms. Word, and Power Point which help teachers in delivering learning material and control the class so that they become more orderly and calm. Audiovisual technology has an impact on early childhood cognitive in PAUD Percut Sei Tuan Sub-district. Based on the overall indicators in PAUD, the average is in the good category (67.1%), which includes indicators: reveal 4 objects based on their functions, reveal 4 differences from two objects, reveal the causal effects of 4 events, express 4 characteristics of objects based on color, size or shape, mentions 4 kinds of geometric shapes, and mentions 10 letters and 10 numbers with objects.

scholarly journals What is an Authentic Learning Environment?

2011 ◽  
pp. 68-77 ◽  
Author(s):  
Anthony Herrington ◽  
Jan Herrington
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Theory ◽  
Real World ◽  
Authentic Learning ◽  
Effective Learning ◽  
Design And Implementation ◽  
Learner Centered ◽  
Effective Learning Environments ◽  
Subject Areas

Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as examples of authentic learning environments in diverse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.

scholarly journals SOCIAL STUDIES WITHIN TRANSDISCIPLINARY LEARNING : PREPARING STUDENTS ABILITY TO SUPPORT SUSTAINABILITY LIVING

2019 ◽  
Vol 28 (2) ◽  
pp. 105-114
Author(s):  
Sari Pratiwi
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Real World ◽  
Authentic Learning ◽  
Scientific Field ◽  
Sustainable Living ◽  
Central Function ◽  
Agents Of Change ◽  
World Environment

Preparing the young for membership is a central function of education. For better or worse, education influences human perspectives, actions, and relationships. Social Studies learning is a scientific field that cannot be separated from its role in solving problems that occur in society. Students will participate as agents of change in society that have knowledge, insights, attitudes, and understandings that are upholding sustainability. However, social studies learning is considered to not be able to maximize its role in preparing students to have competencies to support sustainability. It has not been able to maximize the role of students in society, and social studies re hereditary and still considered an elusive and boring lesson. For this reason, social studies need more Authentic Learning, which simulates a real-world environment by making it a source and a medium of learning, so that the context and allowance are used with similar situations, meaningful and connected to the real world by applying transdisciplinary learning. This paper contains a literature review on the application of learning in social studies learning to prepare students to live in harmony with the sustainable living. This literature studies refer to the theoretical aspects of : transdisciplinary learning, social studies within transdisciplinary learning, and learning outcomes related to sustainable living.

scholarly journals Enhancing student learning through trans-disciplinary project-based assessment in bioengineering

2021 ◽  
Vol 3 (1) ◽  
pp. 4-5
Author(s):  
Lionel Lam ◽  
Thomas Cochrane ◽  
Vijay Rajagopal ◽  
Katie Davey ◽  
Sam John
Keyword(s):  
Student Learning ◽  
Real World ◽  
Curriculum Design ◽  
Authentic Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Design Based Research ◽  
Core Concepts ◽  
And Control ◽  
The Impact

The Bioengineering Systems major offered at the University of Melbourne aims to enable students to rigorously integrate mathematics and modelling concepts with the fundamental sciences of biology, physics, and chemistry in order to solve biomedical engineering problems. This requires mastery of core concepts in engineering design, programming, mechanics, and electrical circuits. Historically, these concepts have been sequestered into separate subjects, with minimal cross-curricular references. This has resulted in the compartmentalisation of these concepts, with students often failing to appreciate that these seemingly disparate ideas can be synergistically combined to engineer larger, more capable systems. Building the capability of students to integrate these trans-disciplinary concepts is a unique aspect of the major that seeks to prepare students to solve real-world problems in the digital age (Burnett, 2011).   We previously implemented trans-disciplinary design in the second-year subject Biomechanical Physics and Computation by integrating the teaching of mechanics and programming (typically covered in separate subjects in standard engineering degrees). This integration was explored largely through assessment redesign that focuses upon authentic learning (Bozalek et al., 2014). In these assessments, students have to model real-world mechanical systems using programming, for example, the construction of an animated physics-based model for a bicep curl. Here, an understanding of either the mechanics or programming component is insufficient to properly complete these assessments – students necessarily have to master both in order to perform well. Student feedback surveys have indicated that student learning has benefited from this redesign, as they have helped put programming concepts in a real-world context by demonstrating their utility in solving complex physics problems. Quantitatively, trans-disciplinary design has contributed to improvements in the following survey scores from 2017 (pre-redesign) to 2019: “I found the assessment tasks useful in guiding my study”: 3.85 to 4.43, “I learnt new ideas, approaches, and/or skills”: 3.88 to 4.32, “I learnt to apply knowledge to practice”: 3.63 to 4.13 (averages, maximum: 5).   To further model trans-disciplinary design, we have established a collaborative curriculum design team (Laurillard, 2012) to develop a coordinated set of learning activities and assessments centred around the design, construction, and control of a bionic limb. Using design-based research (McKenney & Reeves, 2019), our team will model a design-based research approach within the curriculum over a two-year project timeline. By integrating these learning activities across four core subjects in the Bioengineering Systems major, students will be involved in an authentic learning project that integrates the concepts taught in the context of a larger system. The project involves hands-on design and fabrication of a bionic limb facilitated by a learner-centric ecology of resources (Luckin, 2008), including an ePortfolio consisting of Jupyter Notebook, GitLab, MS Teams and Adobe Spark. The intended learning outcomes are to enhance students’ capacity to integrate trans-disciplinary knowledge by providing continuity in assessments and learning objectives across our curriculum. The presentation will outline the methodology behind the collaborative trans-disciplinary curriculum design project and will also explore how the team is navigating the impact of COVID-19 on a traditionally lab-based project in a hybrid mode.

scholarly journals USE OF TECHNOLOGY IN TEACHING ENGLISH

2021 ◽  
Vol 1 (2) ◽  
pp. 112-122
Author(s):  
Ayu Pratiwi ◽  
Elsa Pratiwi ◽  
Faradila Chantika ◽  
Hamida Putri ◽  
Resti Aulia Nengsih
Keyword(s):  
Technology Use ◽  
English Language ◽  
Human Beings ◽  
Cd Rom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Electronic Dictionary ◽  
Study Methodology ◽  
Power Point ◽  
Sports Activities

In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.

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