Book chapter
Supporting authentic learning contexts beyond classroom walls
Learning Network Services for Professional Development, pp.273-288
Springer-Verlag
2009
Abstract
At the classroom level, contexts for learning are often limited in the experiential component. Teachers and trainers feel overwhelmed by the difficulty of inventing authentic learning contexts, and creating tasks that truly reflect the way knowledge would be used in the real world (Herrington et al. 2004). However, there are growing numbers of examples of how such authentic learning environments are being used in schools, higher education, and professional development in a variety of contexts and discipline areas, such as in literacy education (Ferry et al. 2006), in physical activity fitness and health (Rice et al. 1999), in Indigenous education (Marshall et al. 2001), in evaluation (Agostinho 2006), in multimedia and ICT (Bennett et al. 2001), in literature (Fitzsimmons 2006), and in business writing (Pennell et al. 1997). Teachers and trainers who subscribe to this approach to learning can be very inventive in developing learner perceptions of authentic contexts, but often financial, situational and time constraints limit the experiential elements of authentic learning settings.
Details
- Title
- Supporting authentic learning contexts beyond classroom walls
- Authors/Creators
- J. Herrington (Author/Creator) - University of WollongongM. Specht (Author/Creator) - Open University of the NetherlandsG. Brickell (Author/Creator) - University of WollongongB. Harper (Author/Creator) - University of Wollongong
- Contributors
- R. Koper (Editor)
- Publication Details
- Learning Network Services for Professional Development, pp.273-288
- Publisher
- Springer-Verlag; Heidelberg, Germany
- Identifiers
- 991005542207907891
- Copyright
- 2009 Springer-Verlag
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Book chapter
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