Authentic Learning

Student-generated design principles for transforming an educational technology module

by Geoffrey Lautenbach

Skills for the 21st century require active learning

by Timothy Clapper

Clapper, T. C. (2009). Skills for the 21st century require active learning. PAILAL, 1(3). Available on EBCOHOST database.

Project-based learning: Teaching them to create and produce

by Timothy Clapper

Clapper, T. C. (2011). Project-based learning: Teaching them to create and produce. PAILAL, 4(1), 1-3. Available on EBCOHOST database.

Sand tables for learning: Bringing learning to life

by Timothy Clapper

Clapper, T. C. (2010). Sand tables for learning: Bringing learning to life. PAILAL, 3(1). Available on EBCOHOST database.

Applying constructionist principles to online teacher professional development

by Nathaniel Ostashewski

Co-authored with Doug Reid, Susan Moisey

This report explores the first iteration of a teacher professional development courselet grounded in constructionist... more This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.

Putting teachers in the loop: tools for creating and customising simulations

by Colin Milligan

Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building

by Karl Maton

Maton, K. (2009) British Journal of Sociology of Education 30(1): 43-57.

For papers, resources, research networks and much more, go to: more For papers, resources, research networks and much more, go to: http://www.legitimationcodetheory.com/


A much revised version has been prepared as a chapter for the book _Knowledge and Knowers_ - available from author.

Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject

by Elaine Huber

Borthwick, F., Bennet, S., Lafoe, G. & Huber, E. (2007). Journal of Learning Design, 2(1)

As universities move towards more vocationally oriented courses, students expect pedagogic practices that make closer... more As universities move towards more vocationally oriented courses, students expect pedagogic practices that make closer ties to potential workplaces. The pedagogical approach of authentic learning is well suited to this purpose as it proposes an apprenticeship-type model and a model that brings simulated work tasks into the classroom. In the social sciences, authentic learning is under-utilised and under-theorised as these subject areas do not fit easily into these models. An alternative model of authentic learning aims to offer students opportunities to ‘enmind’ the requirements of a discipline, be critically reflective about that discipline, and to develop the skills to bring the discipline into their subjective experience. Using this model for authentic learning as a starting point, the authors have examined the applicability of authentic learning to the social sciences, derived relevant design principles and applied these to produce a learning design for a sociology subject that can be tested and critiqued. The purpose of this paper is to present this learning design as a starting point for discussion about a new form of authentic learning.

Deployment of remote experiments: The OnPReX course at the TU Berlin

by Pieter De Vries

Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice

by Hanna Teräs

This is a draft only. The finalized paper has been published in the proceedings of AACE Global Learn 2011.

This paper introduces a new approach to preservice and in-service teacher education, based on the principles of... more This paper introduces a new approach to preservice and in-service teacher education, based on the principles of authentic and inquiry-based learning taking place in social media environments. In order to promote the students' acquisition of the skills and competences needed in the knowledge society working environment, it is essential that the new generation of teachers are able to put aside some of the traditional conceptions of teaching and learning that derive from the industrial age system and learn to build a new type of professional identity. This paper introduces building a community of practice for networking and sharing of expertise with the help of social media as one solution to this question. Theoretical background for the program as well as teachers’ and students’ experiences with it is discussed in the paper.

Empowering Teachers to Meet the Digital Native Learners

by Hanna Teräs

Co-authored with Marjatta Myllylä & Marko Teräs. This is a draft only, the original has been published in the proceedings of IEC2011.

This paper identifies and describes the challenges higher education is facing on the brink of the knowledge society,... more This paper identifies and describes the challenges higher education is facing on the brink of the knowledge society, and presents one solution through a novel approach to teacher training through a learning program based on authentic, social media assisted learning.

Many researchers see a gap between higher education and 21st century skills.  Although these are the natural skills of digital native learners, they are not being supported in education. 

It is important that teachers acquire the competences needed in 21st century knowledge work and are prepared to fruitfully work with their digital native learners. The School of Vocational Teacher Education at Tampere University of Applied Sciences introduces a novel approach to teacher training by applying the principles of 21st century skills in social media environments. This approach has yielded extremely promising results in a markedly short time.