scholarly journals EDUCATION EXECUTIVES VIEWS ABOUT THE DEVELOPMENT OF AUTHENTIC LEARNING AND ASSESSMENT ENVIRONMENTS

2021 ◽  
pp. 130-141
Author(s):  
Katerina Kasimatis ◽  
◽  
Theodora Papageorgiou ◽  
Keyword(s):  
Learning Environments ◽  
Social Constructivism ◽  
Peer Assessment ◽  
Authentic Learning ◽  
Teaching Experience ◽  
Authentic Assessment ◽  
Team Work ◽  
Social Nature ◽  
Design Of Learning Environments ◽  
Authentic Activities

The aim of this study is to investigate how the concept of “authentic learning” and “authentic assessment” is formed in the discourse of education executives with previous teaching experience in primary and secondary education. Authentic learning is based on the theory of social constructivism, according to which the social nature of knowledge is emphasized and the learner builds knowledge by creating meaningful authentic activities. Authentic assessment is described as adynamic form of assessment which focuses on the skills developed by students during the learning process(Woolfolk, 2007). The design of learning environments is based on the nine features of authentic learning, constructivism and the theory of embedded learning (Herrington, 2006). In this study examples of authentic activities that support authentic learning environments in which a variety of authentic techniques are used and they are related to different subjects are presented. The sample of the study consisted of 114 adults participating in a training program as a qualification for their professional development during the year 2018-2019. Quantitative analysis of the data was conducted. The analysis of the data revealed that an authentic learning environment consists of experientiality, interdisciplinarity, team work, problem solving, self-assessment, peer-assessment, real-world relevance, which are characteristics of authentic learning and assessment. Moreover, the implementation of authentic learning activities can lead to the development of the cognitive, metacognitive, social and communicative skills of the 21st century.

scholarly journals Patterns of engagement in authentic online learning environments

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver ◽  
Thomas C. Reeves
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Authentic Learning ◽  
Short Review ◽  
Online Learning Environments ◽  
Educational Design ◽  
Student Activities ◽  
Learning Scenarios ◽  
Design And Practice ◽  
Authentic Activities

The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns of engagement that have emerged from our own research on authentic learning tasks, in particular, the initial reluctance to willingly immerse in learning scenarios that some students experience, and the need for the suspension of disbelief before engaging in the task. The paper proposes ten characteristics of authentic activities, based on educational theory and research, which have been used as criteria for the selection of existing online units or courses for in depth investigation. The paper includes a short review of the literature, a description of the research and some preliminary findings and identification of issues related to the necessity for students to willingly suspend disbelief in order to fully engage in learning scenarios based on authentic tasks.

Lights! Cameras! Action!

2021 ◽  
pp. 71-96
Author(s):  
Mark P. Vitale ◽  
Kent M. Blumberg
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Student Satisfaction ◽  
Virtual Environment ◽  
Learning Environments ◽  
Teaching Experience ◽  
Authentic Assessment ◽  
Learning Model ◽  
Virtual Learning Environments ◽  
Future Research

This chapter develops a model to optimize teaching efforts in both synchronous and asynchronous virtual learning environments to engineer a higher level of enrichment, engagement, satisfaction, and learning for students. The authors begin with a literature review identifying existing knowledge in the areas of engagement, authentic assessment, active learning, and student satisfaction. Then, based on this review and the authors' combined teaching experience of over 30 years, the widescreen learning model is defined, and success metrics are identified. The model is utilized in two different courses: one a synchronous virtual environment and one an asynchronous virtual environment. Success metrics from each of the two iterations are then reviewed prior to the authors interpreting the results and providing opportunities for future research.

Employing Technology to Create Authentic Learning Environments

2010 ◽  
pp. 83-95 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Classroom Teachers ◽  
Use Of Technology ◽  
Authentic Activities

The increased access to technologies in schools has opened avenues to explore non-traditional styles of teaching and learning. Educational theorists and researchers have long been calling for learnercentered instruction that situates learners in activities that allow them to explore concepts and construct understanding. However, as constructivist theorists and researchers continue to show the benefits of situating learning in meaningful tasks, many barriers still prevent the use of technology-enhanced authentic activities in classrooms (Ertmer, 2005; Shaw, 2003). This chapter aims to analyze the underlying theories of authentic learning and propose methods to support classroom teachers with the design, implementation and assessment of authentic activities.

scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

scholarly journals Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective

2021 ◽  
pp. 279-312
Author(s):  
Michelle Proyer ◽  
Gertraud Kremsner ◽  
Gottfried Biewer
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Good Practice ◽  
School Development ◽  
Educational Practices ◽  
Teachers Perspectives ◽  
Design Of Learning Environments

AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

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