Authentic Learning: The gift project
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Abstract
Higher Education is experiencing an increasingly diverse
student population. Students bring a range of skills
and experiences to their courses; they have different
backgrounds and different needs. This fluidity requires
an approach to teaching that encompasses the social
aspects of learning. It has been suggested that authentic
approaches to teaching and learning can assist in
offering a perspective on learning which views learning as
‘enabling participation in knowing’. We propose that the
authentic learning practices developed in The Gift design
project, discussed in this paper, constituted approaches
which acknowledged that students’ interests and
experience are intrinsically bound up with motivation and
engagement and, as such, have a major influence on
the ways in which learning is constituted and developed.
The Gift project has developed a range of innovative
formative strategies which have provided both students
and tutors with opportunities to become involved in peer
assessment and review, peer feedback and reflection
on learning outcomes. This re-conceptualisation of the
assessment process has provided valuable insights into
the development of learning skills such as problem
solving, critical analysis, and the development of creativity
and learner autonomy.
student population. Students bring a range of skills
and experiences to their courses; they have different
backgrounds and different needs. This fluidity requires
an approach to teaching that encompasses the social
aspects of learning. It has been suggested that authentic
approaches to teaching and learning can assist in
offering a perspective on learning which views learning as
‘enabling participation in knowing’. We propose that the
authentic learning practices developed in The Gift design
project, discussed in this paper, constituted approaches
which acknowledged that students’ interests and
experience are intrinsically bound up with motivation and
engagement and, as such, have a major influence on
the ways in which learning is constituted and developed.
The Gift project has developed a range of innovative
formative strategies which have provided both students
and tutors with opportunities to become involved in peer
assessment and review, peer feedback and reflection
on learning outcomes. This re-conceptualisation of the
assessment process has provided valuable insights into
the development of learning skills such as problem
solving, critical analysis, and the development of creativity
and learner autonomy.
Article Details
How to Cite
BOHEMIA, Erik; DAVISON, Gillian.
Authentic Learning: The gift project.
Design and Technology Education: an International Journal, [S.l.], v. 17, n. 2, july 2012.
ISSN 1360-1431.
Available at: <https://www.ariadne.ac.uk/DATE/article/view/1731>. Date accessed: 24 sep. 2022.
Keywords
international, formative assessment, peer review, internationalisation
Issue
Section
Research
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