Chapter 3: The Power of Authentic Learning
"SMART" Learning Objectives:
By the end of this section, you will be able to:
- Define authentic learning and describe some methods for implementing this in your teaching.
- Describe the research supporting the use of authentic learning in education.
Chapter Summary:
What is Authentic Learning?
Authentic learning is a teaching approach that allows students to solve real-world problems that are relevant and meaningful for their professional development (Doyle, 2011). This involves encouraging students to work together on complex problems that are relevant to their future work outside the classroom.
Authentic learning is a teaching approach that allows students to solve real-world problems that are relevant and meaningful for their professional development (Doyle, 2011). This involves encouraging students to work together on complex problems that are relevant to their future work outside the classroom.
How does research support authentic learning?
Reward pathways in the brain controlled by the central nervous system and neurotransmitters have been shown to be activated during active and meaningful learning (Doyle, 2011). Studies have also shown that when students reach a solution very easily, the reward pathway is not as active as when they are challenged with a more difficult problem.
Reward pathways in the brain controlled by the central nervous system and neurotransmitters have been shown to be activated during active and meaningful learning (Doyle, 2011). Studies have also shown that when students reach a solution very easily, the reward pathway is not as active as when they are challenged with a more difficult problem.
How do we design authentic learning activities?
Educators should strive to provide students with complex problems based on real-life scenarios encouraging them to think outside the box and work together with their colleagues to reach a solution. Some examples include using online games, reflection papers, using a peer review system to provide feedback on papers, discussions or presentations before potential stakeholders, and providing students with access to real life images to enhance learning. As seen in the above mentioned examples, designing authentic learning activities requires both planning and assessment in a real-world setting allowing students to understand how their learning is meaningful beyond the classroom.
Educators should strive to provide students with complex problems based on real-life scenarios encouraging them to think outside the box and work together with their colleagues to reach a solution. Some examples include using online games, reflection papers, using a peer review system to provide feedback on papers, discussions or presentations before potential stakeholders, and providing students with access to real life images to enhance learning. As seen in the above mentioned examples, designing authentic learning activities requires both planning and assessment in a real-world setting allowing students to understand how their learning is meaningful beyond the classroom.
What does authentic learning look like in the classroom?
Authentic learning deals with real-life scenarios that a student is likely to encounter outside the classroom making it a meaningful exercise for them to complete. It requires students to make connections between different fields and add the new knowledge to an existing framework. It also encourages team-work and independent student thinking and requires faculty to act as effective facilitators while providing appropriate scaffolding to support student learning.
Authentic learning deals with real-life scenarios that a student is likely to encounter outside the classroom making it a meaningful exercise for them to complete. It requires students to make connections between different fields and add the new knowledge to an existing framework. It also encourages team-work and independent student thinking and requires faculty to act as effective facilitators while providing appropriate scaffolding to support student learning.
What are the key take-home points from this chapter?
Designing authentic learning experiences for our students encourages them to make connections between the new material and what they already know and use this information in a real-world setting outside the classroom. Research studies have shown that these activities activate the reward pathways in our brains and allow our students to appreciate the joy of learning.
Designing authentic learning experiences for our students encourages them to make connections between the new material and what they already know and use this information in a real-world setting outside the classroom. Research studies have shown that these activities activate the reward pathways in our brains and allow our students to appreciate the joy of learning.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
When teaching a pathology course, I strive to make our concepts as clinically relevant as possible. It is difficult for our medical students to appreciate the significance of pathophysiologic concepts since they have limited clinical experience in the first 2 years of their training. I have found it helpful to include a brief section on the clinical presentation, prognosis, and management of a disease when discussing the pathology because when our students start practicing medicine, this is how they will apply the information they learned in my course.
When teaching a pathology course, I strive to make our concepts as clinically relevant as possible. It is difficult for our medical students to appreciate the significance of pathophysiologic concepts since they have limited clinical experience in the first 2 years of their training. I have found it helpful to include a brief section on the clinical presentation, prognosis, and management of a disease when discussing the pathology because when our students start practicing medicine, this is how they will apply the information they learned in my course.
Suggestions for Implementation:
Some ways I have created authentic learning activities in my pathology courses include:
Some ways I have created authentic learning activities in my pathology courses include:
- Adding a brief clinical vignette before presenting a new disease with a question along the lines of "if you saw this patient in your clinic, how would you diagnose or manage them?"
- Using Patient Simulation exercises
- Including relevant clinical information before presenting histology of a disease, especially when it is encountered by the student for the first time.
- On tests, we strive to include clinical vignettes in all our multiple choice exams allowing students to appreciate the relevance of the material they learn.