Chapter 3:
The Power of Authentic Learning
The Power of Authentic Learning
What is Authentic Learning?
Authentic learning allows students to apply constructs they are studying to relevant real-world problems (Donovan, Bransford, & Pellegrino, 1999). It increases student motivation because they realize what they are learning is of value to potential employers. Authentic learning follows many of the same principles of apprenticeship learning (Doyle, 2011).
It's important that students have at least a basic understanding of the concept being studied before authentic learning techniques are used. Otherwise, the authentic learning activity may not increase student learning and may be viewed by the students as busy work (Kirschner, Sweller, & Clark, 2006; Mayer, 2004).
Authentic learning allows students to apply constructs they are studying to relevant real-world problems (Donovan, Bransford, & Pellegrino, 1999). It increases student motivation because they realize what they are learning is of value to potential employers. Authentic learning follows many of the same principles of apprenticeship learning (Doyle, 2011).
It's important that students have at least a basic understanding of the concept being studied before authentic learning techniques are used. Otherwise, the authentic learning activity may not increase student learning and may be viewed by the students as busy work (Kirschner, Sweller, & Clark, 2006; Mayer, 2004).
Research Supporting Authentic Learning
Authentic learning triggers the reward pathway in the brain, as the formation of neural networks triggers the release of dopamine thereby creating a pleasurable feeling of accomplishment (Zadina, 2010). Students are then motiviated to continue with the authentic learning process so they continue to get that feeling (Doyle, 2011).
Constructivist theory tells us that real-world learning helps students to connect new knowledge with prior knowledge in a meaningful way (Brown, Collins, & Duguid, 1989). This type of active learning is more consistent with real life circumstances (Lave, 1988).
Authentic learning triggers the reward pathway in the brain, as the formation of neural networks triggers the release of dopamine thereby creating a pleasurable feeling of accomplishment (Zadina, 2010). Students are then motiviated to continue with the authentic learning process so they continue to get that feeling (Doyle, 2011).
Constructivist theory tells us that real-world learning helps students to connect new knowledge with prior knowledge in a meaningful way (Brown, Collins, & Duguid, 1989). This type of active learning is more consistent with real life circumstances (Lave, 1988).
How to Plan and Develop Authentic Learning Activities
When looking at authentic learning across different types of disciplines, the following four themes emerge (Rule, 2006);
While there is a wide variety of content among disciplines, there are three common principles that would allow a teacher in the humanities to modify an authentic learning activity in engineering. First, use established professional standards from the discipline to establish learning objectives and a description of a quality final product (Doyle, 2011). Second, design the activity so that the student has to take on responsibility for their own work (Doyle, 2011). Third, provide opportunities for students' work to be evaluated by peers since that is how their work will be judged in the workplace (Doyle, 2011).
When looking at authentic learning across different types of disciplines, the following four themes emerge (Rule, 2006);
- Real-world problems are solved with presentation to a real-world audience.
- Skills used by students include open-ended inquiry, thinking skills, and metacognition.
- Students form a community of learners through discourse and social learning.
- Students have choices in the project design to empower their own learning.
While there is a wide variety of content among disciplines, there are three common principles that would allow a teacher in the humanities to modify an authentic learning activity in engineering. First, use established professional standards from the discipline to establish learning objectives and a description of a quality final product (Doyle, 2011). Second, design the activity so that the student has to take on responsibility for their own work (Doyle, 2011). Third, provide opportunities for students' work to be evaluated by peers since that is how their work will be judged in the workplace (Doyle, 2011).
How to Assess Authentic Learning
Assessment of authentic learning is more extensive than a letter-grade assigned by the teacher. Authentic assessment helps students to learn what excellent performance is and to improve their own performance through the process of model, practice, and feedback (Keller, 2011). Feedback can come from the student, peers, teachers, and real-world audiences.
Authentic assessment does not use written testing, which only determines if students know the right answer without assessing their reasoning processes (Wiggens, 1990). Instead, authentic assessment determines if students can create high-quality solutions, performances, or products that address the challenges and ambiguities that they will face in their professional lives (Wiggens, 1990). Rubrics, portfolios, and peer evaluation are all effective tools to evaluate authentic learning assignments (Doyle, 2011).
Assessment of authentic learning is more extensive than a letter-grade assigned by the teacher. Authentic assessment helps students to learn what excellent performance is and to improve their own performance through the process of model, practice, and feedback (Keller, 2011). Feedback can come from the student, peers, teachers, and real-world audiences.
Authentic assessment does not use written testing, which only determines if students know the right answer without assessing their reasoning processes (Wiggens, 1990). Instead, authentic assessment determines if students can create high-quality solutions, performances, or products that address the challenges and ambiguities that they will face in their professional lives (Wiggens, 1990). Rubrics, portfolios, and peer evaluation are all effective tools to evaluate authentic learning assignments (Doyle, 2011).
SUGGESTIONS FOR IMPLEMENTATION
Design an Authentic Learning Activity:
Authentic learning increases student learning by helping them to connect new knowledge to prior knowledge in a real-world application that has value beyond the school setting (Doyle, 2011). An authentic learning activity should be interdisciplinary and allow a variety of learning styles. It should be student-driven with the teacher as facilitator. It should also encourage students to work together to produce a product for a real-world audience (Herrington, Oliver, & Reeves, 2003).
Ways to design an authentic learning activity:
Authentic learning increases student learning by helping them to connect new knowledge to prior knowledge in a real-world application that has value beyond the school setting (Doyle, 2011). An authentic learning activity should be interdisciplinary and allow a variety of learning styles. It should be student-driven with the teacher as facilitator. It should also encourage students to work together to produce a product for a real-world audience (Herrington, Oliver, & Reeves, 2003).
Ways to design an authentic learning activity:
- Choose an activity that is as similar as possible to real-world industry professionals.
- Present challenges to the students that are complex and ambiguous, which will require the students to investigate current research to determine the best solutions.
- Integrate reflection, self-assessment, and performance review into the assignment.
- Assign students in teams to the assignment to promote development of teamwork skills and to provide students with a diversity of perspectives.
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
RESOURCES
Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Donovan, M.S., Bransford, J.D. & Pellegrino, J.W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Herrington, J. ,Oliver, R. & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71. Retrieved April 24, 2010, from http://www.ascilite.org.au/ ajet/ajet19/herrington.html
Keller, D. (2011). Academic Performance. Retrieved June 7, 2011, from
http://educa tion.jhu.edu/newhorizons/strategies/topics/applied-learning/academic-performance/
Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, England: Cambridge University Press.
Lombardi, M.M. (2007). Authentic learning for the 21st century: An overview. ELI Paper 1. Retrieved November 5, 2010, from http://www.educause.edu/ELI/ AuthenticLearningforthe21stCen/156769
Rule, A.C. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10.
Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved March 8, 2011, from http://PAREonline .net/getvn.asp?v2&n
Zadina, J. (2010). Neuroscience and learning. Oral presentation at San Jacinto Community College, Houston, TX.
Donovan, M.S., Bransford, J.D. & Pellegrino, J.W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Herrington, J. ,Oliver, R. & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71. Retrieved April 24, 2010, from http://www.ascilite.org.au/ ajet/ajet19/herrington.html
Keller, D. (2011). Academic Performance. Retrieved June 7, 2011, from
http://educa tion.jhu.edu/newhorizons/strategies/topics/applied-learning/academic-performance/
Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, England: Cambridge University Press.
Lombardi, M.M. (2007). Authentic learning for the 21st century: An overview. ELI Paper 1. Retrieved November 5, 2010, from http://www.educause.edu/ELI/ AuthenticLearningforthe21stCen/156769
Rule, A.C. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10.
Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved March 8, 2011, from http://PAREonline .net/getvn.asp?v2&n
Zadina, J. (2010). Neuroscience and learning. Oral presentation at San Jacinto Community College, Houston, TX.