Authenticity: Difference between revisions
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* learning environment authenticity<ref> Gulikers, J. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52, 67–86. </ref> | * learning environment authenticity<ref> Gulikers, J. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52, 67–86. </ref> | ||
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Revision as of 18:40, 8 April 2019
Introduction
Authenticity is term that is often heard in so-called "new" pedagogies, although its roots are much older since traditional education was mostly based on an apprenticeship model.
“Authenticity is an often-heard term with respect to education. Tasks should be authentic, the learning environment should be authentic and, above all, the teacher should be authentic.” [1]
We therefore can distinguish between:
- teacher authenticity [1]
- task authenticity
- learning environment authenticity[2]
- learner authenticity (“just be yourself”) [3]
Bibliography
Cited with footnotes
- ↑ 1.0 1.1 Bruyckere, P. De, & Kirschner, P. A. (2017). Measuring teacher authenticity: Criteria students use in their perception of teacher authenticity. Cogent Education, 4(1), 1354573. https://doi.org/10.1080/2331186X.2017.1354573
- ↑ Gulikers, J. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52, 67–86.
- ↑ Rogers, C. R. (1979). Freedom to learn. Columbus, OH: Charles E. Merrill Pub