Midlands State University Library

Connected authentic learning: (Record no. 156759)

MARC details
000 -LEADER
fixed length control field 02102nam a22002657a 4500
003 - CONTROL NUMBER IDENTIFIER
control field ZW-GwMSU
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20210427124701.0
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fixed length control field 210427b ||||| |||| 00| 0 eng d
022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
International Standard Serial Number 0004-9441
040 ## - CATALOGING SOURCE
Original cataloging agency MSU
Transcribing agency MSU
Description conventions rda
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Herrington, Jan
Relator term author
245 10 - TITLE STATEMENT
Title Connected authentic learning:
Remainder of title Reflection and international learning/
Statement of responsibility, etc. Jan Herrington
336 ## - CONTENT TYPE
Source rdacontent
Content type term text
Content type code txt
337 ## - MEDIA TYPE
Source rdamedia
Media type term unmediated
Media type code n
338 ## - CARRIER TYPE
Source rdacarrier
Carrier type term volume
Carrier type code nc
440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Australian journal of education
Volume/sequential designation Volume 58, numbe 1 ,
520 ## - SUMMARY, ETC.
Summary, etc. Authentic learning pedagogy not only allows students to engage in realistic tasks using real-world resources and tools, but it also provides opportunities for students to learn with intention by thinking and acting like professionals as they address real problems. This paper describes a research conducted in a first year university course, where social media were used to support authentic and intentional learning. Principles of authentic learning guided the design of the course, and learning tasks and activities focused on the completion of realistic and complex tasks. Students’ mental effort was expended largely on the creation of polished and accomplished products, rather than on the completion of a series of decontextualised or step-by-step exercises. Importantly, opportunities for reflection were provided through the completion of a complex and collaborative task, a journal and a reflective examination. A qualitative study of two cohorts of students was conducted, as part of a larger design-based research agenda, over a period of two years. Findings showed that providing such course elements to facilitate reflection allowed students to reflect both in action as they participated in the course tasks and on action as they wrote about their learning experiences.
650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Authentic learning,
650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Reflection
650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Assessment
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Parker, Jenni
Relator term author
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Boase-Jelinek Daniel
Relator term author
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier https://doi.org/10.1177/0004944113517830
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Journal Article
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Serial Enumeration / chronology Total Checkouts Full call number Date last seen Copy number Price effective from Koha item type Public note
    Library of Congress Classification     Main Library Main Library - Special Collections 27/10/2017 Vol 58, No 1 pages 23-36   L91.A8 AUS 27/04/2021 SP21662 27/04/2021 Journal Article For In-house use only