Authenticity: Difference between revisions
Jump to navigation
Jump to search
(Created page with "== 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 a...") |
m (→Introduction) |
||
(3 intermediate revisions by the same user not shown) | |||
Line 1: | Line 1: | ||
{{stub}} | |||
== Introduction == | == Introduction == | ||
Line 7: | Line 8: | ||
We therefore can distinguish between: | We therefore can distinguish between: | ||
* teacher authenticity <ref name="bruychkere2017/ | * teacher authenticity <ref name="bruychkere2017"/> | ||
* task authenticity | * task authenticity | ||
* 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> Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments.Educational Technology Research and Development, 48(3), 23–48. </ref> | ||
* assessment 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> | |||
* learner authenticity (“just be yourself”) <ref>Rogers, C. R. (1979). Freedom to learn. Columbus, OH: Charles E. Merrill Pub</ref> | * learner authenticity (“just be yourself”) <ref>Rogers, C. R. (1979). Freedom to learn. Columbus, OH: Charles E. Merrill Pub</ref> | ||
Line 18: | Line 20: | ||
<references/> | <references/> | ||
[[category: pedagogic | [[category: pedagogic strategies]] |
Latest revision as of 18:43, 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]
- assessment authenticity [3]
- learner authenticity (“just be yourself”) [4]
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
- ↑ Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments.Educational Technology Research and Development, 48(3), 23–48.
- ↑ 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