I’m starting my answer to this question with a “model” of learning that has had a significant influence on my learning and teaching since the 1980’s: Authentic Learning.
Authentic Learning: An instructional design framework for authentic learning environments J. Herrington University of Wollongong, janherrington@gmail.com R. Oliver Edith Cowan University, r.oliver@ecu.edu.au
https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1031&context=edupapers Excerpts
“Abstract: The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning…..”
“There have been several attempts to use the findings of the research into contextualised learning to design a model of instruction….. However, it was Brown, Collins and Duguid (1989b) who developed a focus for the theory of situated cognition or situated learning and produced a proposal for a model of instruction that has implications for classroom practice. Collins (1988) defines situated learning as: ‘the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life’ (p. 2)….”
“research aims The purpose of this research was to determine the possibility of applying a model of instructional design based on the theory of situated learning to the design of a multimedia learning environment for The university students, and to investigate students’ responses to that learning environment.” Their original intent for this article, but my focus in on the background of the Authentic Learning Model.“…
…”usable knowledge is best gained in learning environments which feature the following characteristics. Situated learning environments:“ How can these situated theories be operationalised?’ (Brown & Duguid, 1993, p. 10)… Brown, Collins and Duguid (1989b), in their original article presented a nascent theory of situated learning which has the potential to provide a theoretical basis for a new framework for multimedia design and development. From the start they suggested that their model was the beginning of the process of developing a theoretical perspective for successful learning that cognitive science had, to date, not been able to explain. The challenge put to researchers was to identify the critical aspects of situated learning to enable it to translate into teaching methods which could be applied in the classroom. In response to this challenge, a practical framework for the design of learning environments was produced. Essentially, current literature suggests that usable knowledge is best gained in learning environments which feature the following characteristics. Situated Learning:
Provide authentic context that reflect the way the knowledge will be used in real life (e.g., Brown, Collins, & Duguid, 1989; Collins, 1988; Gulikers, Bastiaens, & Martens, 2005)
Provide authentic activities (e.g., Brown, Collins, & Duguid, 1989; Cognition and Technology Group at Vanderbilt, 1990; Jonassen, 1991; Young, 1993)
Provide access to expert performances and the modelling of processes (e.g.,Collins, Brown, & Newman, 1989; Lave & Wenger, 1991)
Provide multiple roles and perspectives (e.g., Bransford, Sherwood, Hasselbring,Kinzer, & Williams, 1990; Honebein, Duffy, & Fishman, 1993; Lave & Wenger, 1991; Spiro, Feltovich, Jacobson, & Coulson, 1991)
Support collaborative construction of knowledge (e.g., Bransford, Sherwood,Hasselbring, Kinzer, & Williams, 1990; Brown, Collins, & Duguid, 1989)
Promote reflection to enable abstractions to be formed (e.g., Boud, Keogh, &Walker, 1985; Norman, 1993)
Promote articulation to enable tacit knowledge to be made explicit (e.g., Lave &Wenger, 1991; Pea, 1991; Vygotsky, 1978)
Provide coaching by the teacher at critical times, and scaffolding and fading of teacher support (e.g., Collins, 1988; Collins, Brown, & Newman, 1989; Greenfield,1984; Harley, 1993)
Provide for authentic, integrated assessment of learning within the tasks (e.g.,Gulikers, Bastiaens, & Kirschner, 2004; Herrington & Herrington, 1998; McLellan,1993; Reeves & Okey, 1996; Young, 1993, 1995).
