Authentic Learning and Assessments: Major Components in Transforming Superficial Understanding into Knowledge-Applications to Introductory Biochemistry
PROCEEDINGS
Gordon Rule, Diana Bajzek, Carnegie Mellon University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Abstract: Many cognitive and educational researchers agree that hypermedia and multimedia content, if designed correctly, can assist students in understanding the complex scientific systems which are part of our world. Contextualized, authentic learning activities and assessments, combined with computational practice, should enable students to develop a more complete understanding of the material and facilitate transfer of knowledge to related concepts. Our authentic assessments combine textual information with interactive simulations linked to data, which can also be manipulated. The purpose of this paper is to explain how this method of embedded authentic learning is particularly important due, in part, to the fact that it provides contextualized representations of "real world" situation that enhance online learning. We also explain how we approach providing authentic assessment to facilitate learning as well as to treat learning as an active process.
Citation
Rule, G. & Bajzek, D. (2005). Authentic Learning and Assessments: Major Components in Transforming Superficial Understanding into Knowledge-Applications to Introductory Biochemistry. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1497-1502). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 27, 2023 from https://www.learntechlib.org/primary/p/21408/.
© 2005 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Anderson, R.S. (1998) Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment. New Directions for Teaching and Learning. No. 74 (5-16)
- Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Acknowledgments
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning
Ornella Pagliano, William Brown & Gordon Rule, Carnegie Mellon, United States; Diana Bajzek, Carnegie Mellon University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 144–150
-
Using Embedded Interactive Feedback Devices to Change the Classroom Dynamic in a Large Lecture Hall.
William Brown, Diana Bajzek & James Burnette, Carnegie Mellon University, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 1476–1481
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
