2011
DOI: 10.1080/14703297.2010.518423
|View full text |Cite
|
Sign up to set email alerts
|

A cross‐faculty simulation model for authentic learning

Abstract: This paper proposes an inter-disciplinary simulation model for authentic learning that bridges the gap between short group-based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education.The model is based on an inter-disciplinary project in which UK higher education students acted as professional developers to produce prototype educational games for academic cl… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

1
15
0
1

Year Published

2012
2012
2022
2022

Publication Types

Select...
5
5

Relationship

1
9

Authors

Journals

citations
Cited by 32 publications
(17 citation statements)
references
References 18 publications
1
15
0
1
Order By: Relevance
“…The study is based upon an undergraduate research assignment in which there are three distinct, yet collaborative, roles: the student researcher designing and undertaking the study; the tutor establishing the framework for the study in terms of a formal assignment; the educational developer with responsibility for promoting innovation in teaching and learning acting as the project sponsor. This maps to a model proposed by Diamond et al (2011) in which the student assumes the role of Developer, the educational developer assumes the role of Client, whilst the tutor"s role is to establish and assess the assignment and to facilitate the Client-Developer relationship. The rationale for this model is to enhance authenticity, giving the student real world responsibility for designing and delivering a piece of work.…”
Section: Discussionmentioning
confidence: 99%
“…The study is based upon an undergraduate research assignment in which there are three distinct, yet collaborative, roles: the student researcher designing and undertaking the study; the tutor establishing the framework for the study in terms of a formal assignment; the educational developer with responsibility for promoting innovation in teaching and learning acting as the project sponsor. This maps to a model proposed by Diamond et al (2011) in which the student assumes the role of Developer, the educational developer assumes the role of Client, whilst the tutor"s role is to establish and assess the assignment and to facilitate the Client-Developer relationship. The rationale for this model is to enhance authenticity, giving the student real world responsibility for designing and delivering a piece of work.…”
Section: Discussionmentioning
confidence: 99%
“…Findings from Rule's (2006) review study have recently been used in university education to bridge a gap between student learning activities within the classroom and professional settings by revealing four factors that promote authenticity of learning activities (Diamond, Middleton, & Mather, 2011). First, authentic learning experiences are promoted by student engagement in real-world professional problems, targeting a real professional audience.…”
Section: Authentic Research Practicesmentioning
confidence: 99%
“…Over recent years, there has been much interest in authentic learning in the research and development literature. There are a number of online courses that employ its principles, such as (Reeves, 2006, p. 59) Emerging technologies for authentic learning 609 in media and communication (Collis, Foth & Schroeter, 2009), history (Morrissey, nd), hospitality education (Deale, Elders & Jacques, 2010), legal studies (Barton, McKellar & Maharg, 2007), instructional design (Clinton & Rieber, 2010), literature (Fitzsimmons, 2006), environmental science (Meyers & Nulty, 2009), professional learning (Teräs & Teräs, 2010) and multicultural (Leppisaari, Herrington, Vainio & Im, 2013) and multidisciplinary contexts (Diamond, Middleton & Mather, 2011).…”
Section: Authentic Learning Frameworkmentioning
confidence: 99%