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Authentic Learning Through Advances in TechnologiesAuthentic Learning of Primary School Science in a Seamless Learning Environment: A Meta-Evaluation of the Learning Design

Authentic Learning Through Advances in Technologies: Authentic Learning of Primary School Science... [A group of researchers had been working on a longitudinal mobile learning (m-learning) project in a primary school in Singapore. A curriculum design framework was proposed in the beginning of the project to guide the two-year design-enactment-reflection-refinement cycles of the mobilized curriculum. In this chapter, we narrate our implementation research approach by presenting a post hoc analysis of how the curriculum was progressively transformed for seamless learning (a learning notion that advocates perpetual learning across contexts) and how the design taps on the affordances for m-learning. The evaluation illuminates how various types of learning activities are systematically introduced in the two years of science curriculum to nurture inquiry learning across both formal and informal contexts, thus supporting notions of authentic learning. This chapter contributes to the literature on how to address challenges in translating learning theories and integrating mobile technology affordances into curriculum development and sustainable classroom practices. ] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Authentic Learning Through Advances in TechnologiesAuthentic Learning of Primary School Science in a Seamless Learning Environment: A Meta-Evaluation of the Learning Design

Editors: Chang, Ting-Wen; Huang, Ronghuai; Kinshuk,

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References (51)

Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2018
ISBN
978-981-10-5929-2
Pages
137 –170
DOI
10.1007/978-981-10-5930-8_9
Publisher site
See Chapter on Publisher Site

Abstract

[A group of researchers had been working on a longitudinal mobile learning (m-learning) project in a primary school in Singapore. A curriculum design framework was proposed in the beginning of the project to guide the two-year design-enactment-reflection-refinement cycles of the mobilized curriculum. In this chapter, we narrate our implementation research approach by presenting a post hoc analysis of how the curriculum was progressively transformed for seamless learning (a learning notion that advocates perpetual learning across contexts) and how the design taps on the affordances for m-learning. The evaluation illuminates how various types of learning activities are systematically introduced in the two years of science curriculum to nurture inquiry learning across both formal and informal contexts, thus supporting notions of authentic learning. This chapter contributes to the literature on how to address challenges in translating learning theories and integrating mobile technology affordances into curriculum development and sustainable classroom practices. ]

Published: Sep 21, 2017

Keywords: Authentic learning; Mobile learning; Seamless learning; Mobilized curriculum; Science learning; Instructional design

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