Authentic Learning Environments in Higher Education Herrington
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Authentic Learning
Environments
in Higher Education
Anthony Herrington, University of Wollongong, Australia
Jan Herrington, University of Wollongong, Australia
Infor mation Science Publishing
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Library of Congress Cataloging-in-Publication Data
Authentic learning environments in higher education / Tony Herrington and Jan Herrington, editors.
p. cm.
Summary: "This book is made up of a collection of peer-reviewed chapters that reflect the construct
of authentic learning--learning that is centred on rich, real-world, immersive and engaging tasks"--
Provided by publisher.
Includes bibliographical references and index.
ISBN 1-59140-594-7 (hardcover) -- ISBN 1-59140-595-5 (soft cover) -- ISBN 1-59140-596-3
(ebook)
1. College teaching. 2. Student-centered learning. 3. Effective teaching. I. Herrington, Tony, 1950-
II. Herrington, Jan.
LB2331.A898 2005
378.1'2--dc22
2005004514
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. Each chapter is assigned to at
least 2-3 expert reviewers and is subject to a blind, peer review by these reviewers. The views expressed
in this book are those of the authors, but not necessarily of the publisher.
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Authentic Learning
Environments in
Higher Education
Table of Contents
Foreword ........................................................................................................ vii
Preface .............................................................................................................. x
Section I
Guidelines for the Design of Quality Authentic Learning Environments
Chapter I. What is an Authentic Learning Environment? ....................... 1
Anthony Herrington, University of Wollongong, Australia
Jan Herrington, University of Wollongong, Australia
Section II
Authentic Learning Environments Across the Disciplines
Adult Education:
Chapter II. Authentic Graduate Education for Personal and Workplace
Transformation .............................................................................................. 15
Marilyn Laiken, University of Toronto, Canada
Architecture:
Chapter III. The Music Room: Translating Curricula into Real-World
Professional Experience .............................................................................. 34
Di Challis, Deakin University, Australia
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Biology:
Chapter IV. An Authentic Online Learning Environment in University
Introductory Biology .................................................................................... 48
Annette Koenders, Edith Cowan University, Australia
Business:
Chapter V. Peer Coaching and Reflective Practice in Authentic
Business Contexts: A Strategy to Enhance Competency in
Post-Graduate Business Students ............................................................. 61
Richard Ladyshewsky, Curtin University of Technology,
Australia
John Ryan, Ryan Management Consulting, Australia
Economics:
Chapter VI. Creating an Authentic Learning Environment in
Economics for MBA Students .................................................................... 76
Greg Parry, Edith Cowan University, Australia
Clive Reynoldson, Edith Cowan University, Australia
Evaluation:
Chapter VII. Using Characters in Online Simulated Environments
to Guide Authentic Tasks ........................................................................... 88
Shirley Agostinho, University of Wollongong, Australia
Health:
Chapter VIII. Constructing a Clinical Experience in the
Classroom ...................................................................................................... 96
Jennifer R. Jamison, Murdoch University, Australia
Information and Communication Technologies:
Chapter IX. Applying Adult Education Principles to an
Undergraduate Subject ............................................................................. 107
Cate Jerram, University of Western Sydney, Australia
Instructional Design:
Chapter X. Using Related Cases to Support Authentic Project
Activities ..................................................................................................... 120
Sue Bennett, University of Wollongong, Australia
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Literacy Education:
Chapter XI. Online Classroom Simulation: Using a Virtual
Classroom to Support Pre-Service Teacher Thinking ........................ 135
Brian Ferry, University of Wollongong, Australia
Lisa Kervin, University of Wollongong, Australia
Sarah Puglisi, University of Wollongong, Australia
Brian Cambourne, University of Wollongong, Australia
Jan Turbill, University of Wollongong, Australia
David Jonassen, University of Missouri, USA
John Hedberg, Macquarie University, Australia
Literature:
Chapter XII. Speaking Snake: Authentic Learning and the Study of
Literature .................................................................................................... 162
John Fitzsimmons, Central Queensland University, Australia
Management:
Chapter XIII. Using IT to Augment Authentic Learning
Environments ............................................................................................. 172
Sandra Jones, RMIT University, Australia
Mathematics Education:
Chapter XIV. An Authentic Approach to Facilitating Transfer of
Teachers’ Pedagogical Knowledge ........................................................ 182
Anthony Herrington, University of Wollongong, Australia
Jan Herrington, University of Wollongong, Australia
Evan Glazer, Roanoke Valley Governor’s School, USA
Project Management:
Chapter XV. Applying Situated Learning Theory to the Creation of
Learning Environments to Enhance Socialisation and
Self-Regulation ........................................................................................... 194
Catherine McLoughlin, Australian Catholic University,
Australia
Joe Luca, Edith Cowan University, Australia
Records Management:
Chapter XVI. Using Online Discussions to Provide an Authentic
Learning Experience for Professional Recordkeepers ....................... 214
Karen Anderson, Edith Cowan University, Australia
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Teacher Education:
Chapter XVII. Authentic Cases and Media Triggers for Supporting
Problem-Based Learning in Teacher Education .................................. 224
Mike Keppell, The Hong Kong Institute of Education, Hong Kong
Section III
Enhancing Widespread Adoption of Authentic Learning Environments
Chapter XVIII. Reusable Resources and Authentic Learning
Environments ............................................................................................. 244
Ron Oliver, Edith Cowan University, Australia
Chapter XIX. Authentic Learning at Work ........................................... 262
Lynne Hunt, Edith Cowan University, Australia
Chapter XX. Professional Development for the Online Teacher:
An Authentic Approach ............................................................................ 283
Jan Herrington, University of Wollongong, Australia
Ron Oliver, Edith Cowan University, Australia
Chapter XXI. Authentic Teaching and Learning Standards That
Assure Quality Higher Education ........................................................... 296
Ron Oliver, Edith Cowan University, Australia
Anthony Herrington, University of Wollongong, Australia
Sue Stoney, Edith Cowan University, Australia
Jim Millar, Edith Cowan University, Australia
About the Authors ..................................................................................... 309
Index ............................................................................................................ 318
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vii
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Foreword
The problems that beset colleges and universities today are enormous. In the
face of government budget cuts and increasing costs, many institutions have
raised student tuition and fees, increased faculty work loads, and/or thrown
open their doors to blatant commercialization (Bok, 2003; Kirp, 2003). In the
USA, national surveys report dismal levels of student engagement in academic
work (National Survey of Student Engagement, 2003), rampant grade inflation
(Johnson, 2003), and the very value of the degrees issued by universities and
colleges is being questioned (Lasson, 2003).
While lip service is paid to the importance of teaching in virtually all institutions
of higher education, the reward system in most universities remains primarily
based upon success with respect to publications, research funding, and entre-
preneurial ventures (Amacher & Meiners, 2004). Instruction remains teacher-
centered and textbook-driven, even in the most elite institutions. For example,
after investigating the integration of educational technology at Stanford Uni-
versity, Cuban (2001) reported that “Lecturing still absorbs more than half to
two-thirds of various departments’ teaching practices… These traditional forms
of teaching seem to have been relatively untouched by the enormous invest-
ment in technologies that the university has made since the 1960’s” (p. 129).
Meanwhile, in physical as well as online classrooms, tenure-track faculty mem-
bers are being increasingly replaced by adjunct instructors who have few of the
rights or benefits of traditional academics (Dubson, 2001). Many of these part-
time instructors are teaching face-to-face and online courses for such low pay
that at least one authority has suggested that they would make more money
selling burgers and French fries at fast food restaurants (Johnstone, 2004).
Other adjuncts may attain a significant income, but only by teaching so many
courses that the value of their contributions to student learning cannot possibly
be substantive.
In the wake of these challenges, what does a book on authentic learning envi-
ronments have to offer? The answer is a lot! I am convinced that a great deal
of practical benefits for higher education will be derived from widespread adop-
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tion of the types of innovative teaching strategies described in these pages.
After reading this book, you will likely share this conviction.
Although the need to adopt more student-centered, problem-based, and tech-
nology-enriched learning environments has been recognized for many years,
few academics seem able to comprehend what it means to teach and learn in
fundamentally different ways. To change their mental models of teaching and
learning, academics need exposure to strong rationales and practical examples.
This book provides just the right prescription through the clear description of
underlying theories and the portrayal of realistic case studies.
The time for significant support for the development of more authentic learning
environments throughout higher education is now. The critical characteristics
of authentic learning described in Section 1 of this volume can be implemented
in traditional classrooms, the real world, online, and through blended approaches.
Furthermore, as so richly illustrated in the chapters of Section 2 and Section 3
of this book, they can be applied to virtually any discipline.
My personal experience of teaching undergraduate and graduate students for
the past 25 years has been that the more authentic the tasks and activities in my
courses are, the more students are engaged, the more they learn, and the more
they retain. My own perhaps idiosyncratic style of designing learning environ-
ments boils down to: “It’s the task that matters most — make it authentic.”
In the 21st Century, most university and college academic staff members must
continue to devote their energies to all three of their traditional roles of re-
search, service, and teaching. We must continue to contribute to advances in
science, provide our expertise in the service of social causes and the humani-
ties, and provide our students with opportunities to develop the knowledge, skills,
attitudes, and values required to lead meaningful, productive lives. There are
many signs that while we in the professoriate continue to excel in research and
service, our teaching role has been slipping. Fortunately, authentic learning en-
vironments provide an unparalleled opportunity to revive the precious practice
of teaching.
References
Amacher, R.C., & Meiners, R.E. (2004). Faulty towers: Tenure and the struc-
ture of higher education. Oakland, CA: The Independent Institute.
Bok, D. (2003). Universities in the marketplace: The commercialization of
higher education. Princeton, NJ: Princeton University Press.
Cuban, L. (2001). Oversold and underused: Computers in the classroom.
Cambridge, MA: Harvard University.
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ix
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Dubson, M. (Ed.). (2001). Ghosts in the classroom: Stories of college ad-
junct faculty and the price we all pay. Boston: Camel’s Back Books.
Johnson, V.E. (2003). Grade inflation: A crisis in college education. New
York: Springer-Verlag.
Johnstone, S. (2004, March). Personal communication. For more information,
see the Western Cooperative for Educational Telecommunications Web
site at [Link]
Kirp, D.L. (2003). Shakespeare, Einstein, and the bottom line: The market-
ing of higher education. Cambridge, MA: Harvard University.
Lasson, K. (2003). Trembling in the ivory tower: Excesses in the pursuit of
truth and tenure. Baltimore, MD: Bancroft.
National Survey of Student Engagement. (2003). Converting data into ac-
tion: Expanding the boundaries of institutional improvement.
Bloomington, IN: Indiana University Center for Postsecondary Research.
Thomas C. Reeves
The University of Georgia, USA
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