Detail Authentic Learning: Use of Simulation in Higher Education Setting   Oleh:  Jennifer L Y, Mak Jenis: Article from Proceeding Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 928-933. Topik: Authentic Learning; Simulation Fulltext: Hong Kong-Conference 149.pdf (326.64KB) Isi artikel Authentic learning is perhaps even more important nowadays, where information is shortlived and individuals face ever-changing problems without routine solutions (Lombardi 2007). Lombardi (2007) observed that today’s students need to be more than technically competent, but also capable to handle ambiguous problems, work with others and demonstrate critical reasoning, effective information synthesizing and creative thinking (Lombardi, 2007). Without the development of these abilities, “higher education graduates of the 21st century can ill afford to enter the world of work (Herrington et al, 2010, p. 100).” However, researchers warned that higher education has focused too long on lower-order thinking skills (Lombardi, 2007) by separating doing and knowing (Resnick, 1987). Contextual theorists believe authentic learning is a solution because it can promote effective learning and knowledge transfer (Ormrod, 2014, p.209) to align students with the needs of modern society (Lombardi 2007). They believes, first of all, authentic learning supports the “situated nature of learning and cognition” (Ormrod, 2014, p.230), helping human mind to turn information into useful, transferable knowledge (Lombardi, 2007). Researchers suggest that (a) learners relate new concepts to life experience and social circumstances, such as setting and activities; and (b) real-learning comes from practice (Lombardi 2007; Ormrod, 2014, p.209). Hence, authentic learning can increase learners’ tendency to use skills that they have learnt in a similar setting (Ormrod, 2014, p.228) and overcome the problem of inert knowledge i.e. knowledge being stored as facts rather than as tools for problem-solving (Herrington et al p.4). Secondly, through social constructivism (Ormrod, 2014, p.229), authentic learning engages multi-learners to co-construct meaning (Lau, 2013) and achieve a more comprehensive and accurate understanding of a situation. What, then, is authentic learning? Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved