Authentic Learning

Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice. The learning environments are inherently multidisciplinary. (Lombardi, 2007).

We often talk about relating the learning to real life situations to help engage the students in the topic of study. This can be difficult and how can this be done effectively? Does showing them examples and telling them about how it can be used, do this effectively? I do not think so, therefore I decided to think on ways in which it could be done. It was when researching this that I discovered what I have outlined as Authentic Learning. An interesting area which I feel can be utilised better by teachers. Lombardi (2007) mentions that Authentic Learning is can be split into 10 design elements one which is real-world relevance.

In my first year Technical Graphics class I decided to try out an approach that would include and demonstrate to the students that this topic of study has relevance and is used in the real world. I went about this by introducing a design project for the students which entailed them designing a garden. The brief outlined a number of requirements such as object 3D sketches, materials to be used and a plan view of the garden. I then explained to the students that the plan view of the garden had to include aspects of circles in contact, which was the topic they were studying in class. This suddenly made the topic of study more interesting to the students and related to real world jobs. We now are at the multidisciplinary stage of the project, it not just about Technical Graphics but much more. The students are developing much more than just the knowledge of the topic. In order to be able to design the garden they have to research what designed gardens look like, improving their research skills. Other aspects include communication skills through sketches and words rather than verbal communication. These skills are hugely beneficial in the holistic development of the students. The highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole. (Krishnamurti, 2003).

The key element of the project was to apply the knowledge learned from studying Circles in Contact into the plan view of the designed garden. This made the learning more interesting for the students as they could understand and see how tangents are actually used rather than just drawing them on paper. It also helped them see where this topic could be used and its relevance to the real world. It engaged the students and they put great effort into the project and resulted in some very good work from the students.

This is a form of independent learning which can be extremely difficult for any student to master. Independent learning is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation (2011). Independent learning is something that has to be embedded in to the students from an early stage in order for them to benefit from the process. If not implemented correctly it cause lead to poor learning rather than enhanced learning which was intended. Independent learning and self-managing are elements of the new Junior Cycle (NCCA, 2011) that is coming into play in 2014-15 in Irish schools. Ideas and projects such as this design project are ideal tasks to set the students for continuous assessment tasks.

Bibliography:
Independent Learning: What roles does the teacher have to play? (2011, May 13). Retrieved February 14, 2014, from Creative Education: http://www.creativeeducation.co.uk/blog/index.php/2011/05/independent-learning/ Krishnamurti, J. (2003). Purpose of Holistic Education. Retrieved February 14, 2014, from Holisticeducation.net: http://www.holistic-education.net/visitors.htm Lombardi, M. M. (2007, May). What is Authentic Learning? Authentic Learning for the 21st Century: An Overview. EDUCAUSE. NCCA. (2011). Towards a Framework for Junior Cycle. Dublin: NCCA.