Authentic Learning Environments in Higher Education

Authentic Learning Environments in Higher Education

Tony Herrington (University of Wollongong, Australia) and Jan Herrington (University of Wollongong, Australia)
Indexed In: SCOPUS View 2 More Indices
Release Date: July, 2005|Copyright: © 2006 |Pages: 340
DOI: 10.4018/978-1-59140-594-8
ISBN13: 9781591405948|ISBN10: 1591405947|EISBN13: 9781591405962|ISBN13 Softcover: 9781591405955
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Description & Coverage
Description:

As greater accountability in higher education grows, authentic learning has found a prominent place in the education agenda. Technology continues to open up possibilities for innovative and effective learning opportunities, and students and teachers are no longer happy to accept familiar classroom-based pedagogies that rely on content delivery and little else. Authentic learning environments have their foundations in situated approaches to learning which advocate that learning is best achieved in circumstances that resemble the real life application of knowledge. Authentic Learning Environments in Higher Education provides a coherent description of the principles that guide the development of an authentic learning environment, and gives concrete examples across a wide range of discipline areas. The book helps teachers to reflect on the important elements of an authentic approach, and to use the descriptions of a range of implementations to guide their own design and development of an authentic learning environment.

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Reviews and Testimonials

Authentic Learning Environments in Higher Education is of great interest to educators, especially university lecturers, who are interested in developing authentic learning environments to enhance their teaching. It offers rich descriptions of principles that guide the development of an authentic learning environment.

– Madely du Preez. University of South Africa, South Africa

"Provides some good guidance on relevant aspects of "authentic" learning systems development."

– British Journal of Educational Technology, Vol.39, No.4 (2008)
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Editor Biographies
Dr. Tony Herrington is Associate Professor in the Faculty of Education of the University of Wollongong where he lectures in Adult Education and IT in Education. He is a member of the Research Centre for Interactive Learning Environments (RILE) at the University. He has taught for over 30 years in schools and universities in Australia, UK and the USA and completed his PhD in 1992 at the University of Western Australia. He has worked on several projects involving the use of technology in providing authentic support and development for preservice mathematics teachers, publishing widely in the area. He is currently working on an online community of practice for beginning teachers.
Dr. Jan Herrington is currently an Associate Professor in the Faculty of Education, at the University of Wollongong. She is a member of the Research Centre for Interactive Learning Environments (RILE) at the University. Recent research and development interests have focused on the design of web-based learning environments for higher education and the use of authentic tasks as a central focus for web-based courses. She was awarded the Association of Educational Communications and Technology (AECT) Young Researcher of the Year Award in Houston Texas in 1999 and won a Fulbright Professional Award in 2002 to conduct research at the University of Georgia, USA.
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