How authentic does authentic learning have to be?

Roach, Kate; Tilley, Emanuela; Mitchell, John E.

doi:10.1080/23752696.2018.1462099

Cited by 53 publications

(40 citation statements)

References 12 publications

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“…This follows from the first in that, if students are to be challenged with authentic, open and societally relevant projects, then these projects will no longer respect established disciplinary boundaries: they imply more integrate or interdisciplinary approaches. Therefore, the student teams assembled to address them must be interdisciplinary in nature unless the context is to be boiled down to 'toy' versions of the true problem [29]. Few, if any of the great challenges that we face as a society will be solved by a single discipline, while the emergence of new technologies created in a vacuum is already having a profound and often arguably negative impact on humanity.…”

Section: The 4ir and Engineeringmentioning

confidence: 99%

Fusion Skills and Industry 5.0: Conceptions and Challenges

Mitchell¹,

Guile²

2022

Insights Into Global Engineering Education After the Birth of Industry 5.0

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The nature of work is changing rapidly, driven by the digital technologies that underpin industry 5.0. It has been argued worldwide that engineering education must adapt to these changes which have the potential to rewrite the core curriculum across engineering as a broader range of skills compete with traditional engineering knowledge. Although it is clear that skills such as data science, machine learning and AI will become fundamental skills of the future it is less clear how these should be integrated into existing engineering education curricula to ensure relevance of graduates. This chapter looks at the nature of future fusion skills and the range of strategies that might be adopted to integrated these into the existing engineering education curriculum.

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Section: The 4ir and Engineeringmentioning

confidence: 99%

Fusion Skills and Industry 5.0: Conceptions and Challenges

Mitchell¹,

Guile²

2022

Insights Into Global Engineering Education After the Birth of Industry 5.0

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“…The significance of contextual learning is equally illustrated in Kusmaryani et al's (2019) study as the learners explored materials outside of the classroom. Roach et al (2018) proclaimed that authentic learning materials will substantiate contextual learning as the learners integrate their previous experience into their current realities. Mobile apps are believed to provide authentic learning opportunities for learners, allowing them to obtain a better understanding as they get to apply speaking in real-world conversations (Ahn & Lee, 2016;Almarshadi et al, 2019;Kusmaryani et al, 2019).…”

Section: The Application Of Mall and The Learners' Speaking Fluencymentioning

confidence: 99%

“…The themes were further discussed with close reference to the relevant literature and past studies. Roach et al (2018) stated that authentic learning experiences could enable the pupils to process new information or knowledge in such a way that it makes sense to them in their frame of reference. Parallel to this, the pupils involved in this study comprehended the words or phrases used to describe both living and nonliving objects around them.…”

Section: Figure 20 Themes Raised In the Analysismentioning

confidence: 99%

Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

Rajendran

Yunus

2021

IJLTER

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The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.

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“…The desired learning experience may be favoured by emphasizing some aspects and de-emphasizing other aspects. According to Stein et al (2004), Svärd et al (2017) and Roach et al (2018), the crucial thing is that the learning situation is personally authentic to the learner (a credible real-world connection), as well as culturally authentic to the community of practice (a true representation of the real world).…”

Section: Collaborationmentioning

confidence: 99%

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Oskarsson

2019

Linköping Studies in Science and Technology. Dissertations

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Cost is considered a crucial factor in much decision-making in private and public organisations. Therefore, the ability to calculate total estimated costs for different alternatives is important. However, such total cost analysis is a challenging task. Providing students with the knowledge and skills needed for total cost analysis is therefore relevant in several disciplines within higher education. Within logistics management, total cost analysis is for decades by several scholars regarded as a 'cornerstone', a fundamental part of the discipline. However, except for describing the basic steps and presumptions, the literature does not give much support concerning how to conduct such analyses, or which the difficulties associated with total cost analysis are. This blank space in literature is not limited to the logistics discipline, it stretches throughout many disciplines. Neither does literature cover how to teach to support students' learning of total cost analysis. Hence, to address the lack of research, the purpose of this thesis was formulated as follows: To contribute to the understanding of conducting, learning, and teaching total cost analysis. Three research questions were shaped to address each part of the purpose: conducting, learning and teaching. RQ1 What challenges are connected to the process of conducting total cost analysis? RQ2 What thresholds are there for learning how to conduct total cost analysis? RQ3 How can total cost learning be supported by suitable educational methods? The research questions are connected to each other in the sense that the challenges of conducting total cost analysis (RQ1) indicate within which areas total cost learning is difficult, and thereby where thresholds are to be investigated (RQ2). Further, knowledge about the learning thresholds is needed to discuss suitable educational activities (RQ3). The research was conducted by a combination of literature reviews and multiple case studies at four Higher Education Institutions, where both teachers and students were approached. The findings for RQ1 were developed in an abductive procedure walking back and forth between literature and cases. A twelve-step process for total cost analysis was defined, and specific challenges associated for each of these steps. Regarding learning thresholds (RQ2), perceived difficulties with learning total cost analysis were identified in the case studies. These difficulties were then analysed against threshold characteristics available in literature. This resulted in the identification of four total cost learning thresholds. Literature on constructivist-based teaching was used to suggest teaching methods to support learning (RQ3). These types of activities proved to match the ones most appreciated by teachers and students in the studied cases.

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How authentic does authentic learning have to be?

Cited by 53 publications

References 12 publications

Fusion Skills and Industry 5.0: Conceptions and Challenges

Fusion Skills and Industry 5.0: Conceptions and Challenges

Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

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