Connected Authentic Learning: Reflection and Intentional Learning

Autor/inn/en	Herrington, Jan; Parker, Jenni; Boase-Jelinek, Daniel
Titel	Connected Authentic Learning: Reflection and Intentional Learning
Quelle	In: Australian Journal of Education, 58 (2014) 1, S.23-35 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944113517830
Schlagwörter	Authentic Learning; Intentional Learning; Reflection; College Freshmen; Preservice Teachers; Preservice Teacher Education; Primary Education; Social Media; Teaching Methods; Student Evaluation; Student Journals + Suchen Sie Ihr Suchwort? Intentionales Lernen; Studienanfänger; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Studentenzeitung
Abstract	Authentic learning pedagogy not only allows students to engage in realistic tasks using real-world resources and tools, but it also provides opportunities for students to learn with intention by thinking and acting like professionals as they address real problems. This paper describes a research conducted in a first year university course, where social media were used to support authentic and intentional learning. Principles of authentic learning guided the design of the course, and learning tasks and activities focused on the completion of realistic and complex tasks. Students' mental effort was expended largely on the creation of polished and accomplished products, rather than on the completion of a series of decontextualised or step-by-step exercises. Importantly, opportunities for reflection were provided through the completion of a complex and collaborative task, a journal and a reflective examination. A qualitative study of two cohorts of students was conducted, as part of a larger design-based research agenda, over a period of two years. Findings showed that providing such course elements to facilitate reflection allowed students to reflect both in action as they participated in the course tasks and on action as they wrote about their learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01