Authentic learning and multimedia in history education

Abstract

A brief narrative description of the journal article, document, or resource. The momentum gathering behind authentic learning/critical skills raises fundamental issues concerning teaching and learning. This article discusses some of the more general arguments surrounding authentic learning with particular reference to an in-depth evaluation of its impact on schools in one part of Great Britain. It then moves on to describe how this approach to teaching and learning influenced the design of a multimedia CD-ROM examining attitudes and policies towards poverty in the nineteenth century Glasgow. The article concludes by arguing that authentic learning and multimedia together create a powerful medium for learning by mirroring the methodology and sources used by historians

Designing Authentic Learning Activities in Islamic Higher Education: A Conceptual Paper

“…An authentic activity learning environment provides a "real world" application or discipline (Robertson, 2014). Authentic learning usually focuses on the real world, complex problems, and their solutions, using role-playing exercises or role-playing, problem-based learning, case studies, and participation in virtual practice communities (Hillis, 2008;Slepkov, 2008). The learning environment is made inherently multidisciplinary.…”

Challenges of implementing authenticity of tandem learning in formal language education

“…Gilje and Erstad (2017) view authentic learning as one of the contemporary educational buzzwords. For example, authentic learning is discussed in connection with enterprise and entrepreneurship education (Gilje and Erstad 2017;Macht and Ball 2016), online and computer-assisted learning (Herrington, Oliver, and Reeves 2003;Herrington and Parker 2013), arts education (Russell-Bowie 2012), language education (Nikitina 2011), history education (Hillis 2008), social studies (Saye and Social Studies Inquiry Research Collaborative 2013) and technology education (Nicaise, Gibney, and Crane 2000;Snape and Fox-Turnbull 2013). Two decades ago, Schaffer and Resnick (1999) pointed out that the concept of authenticity is used with varying meaningsin varying contextsrather loosely and inconsistently.…”

Applying bee comb architecture to a design of mobile historical event storytelling: A case study of M-Seerah

“…In this context, historians have concluded that computers can make important contributions to the teaching and learning history. Studies by past research showed that using multimedia computer technology in learning history significantly improve students' learning performance [15], [16].…”