Personal learning networks supporting authentic learning: Difference between revisions
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== Authentic learning == | == Authentic learning == | ||
Authentic learning environments are similar to the ‘real world’ (Lombardi, 2007). Grounded in connectivism, authentic learning draws upon the learners’ past experiences, challenges the learners’ current belief system and assists in the building of new knowledge through experimentation, simulations, and connections to the real world (Siemens, 2005). Learners have the opportunity to establish and join multiple communities with similar or different world views (Herrington et al., 2003). Well-designed user-friendly technology applications can help achieve the goals of authentic learning (Herrington & Oliver, 2000). Collaboration and social networking tools provide the opportunity to access new sources of information in resourceful and motivating ways (Dlab & Hoić-Božić, 2009). Lambert (2001) identifies 21st century learners as independent learners with the capacity to create, manage and sustain environments whereby collaboration and learning have no boundaries. The flexibility, interactivity, and collegiality of PLN provide learners with the ability to direct and support authentic learning (Herrington et al., 2003). | |||
== Personal learning networks == | == Personal learning networks == | ||
== References == | == References == | ||
Revision as of 06:36, 5 February 2010
Introduction
This wiki explores some of the links between personal learning networks and authentic learning.
Authentic learning
Authentic learning environments are similar to the ‘real world’ (Lombardi, 2007). Grounded in connectivism, authentic learning draws upon the learners’ past experiences, challenges the learners’ current belief system and assists in the building of new knowledge through experimentation, simulations, and connections to the real world (Siemens, 2005). Learners have the opportunity to establish and join multiple communities with similar or different world views (Herrington et al., 2003). Well-designed user-friendly technology applications can help achieve the goals of authentic learning (Herrington & Oliver, 2000). Collaboration and social networking tools provide the opportunity to access new sources of information in resourceful and motivating ways (Dlab & Hoić-Božić, 2009). Lambert (2001) identifies 21st century learners as independent learners with the capacity to create, manage and sustain environments whereby collaboration and learning have no boundaries. The flexibility, interactivity, and collegiality of PLN provide learners with the ability to direct and support authentic learning (Herrington et al., 2003).