Authentic Learning Design Failures: The Need for Learner and Contextual Analysis and Participatory Design

Autor/inn/en	Yang, Mohan; Harbor, Jon
Titel	Authentic Learning Design Failures: The Need for Learner and Contextual Analysis and Participatory Design
Quelle	In: International Journal of Designs for Learning, 14 (2023) 1, S.88-105 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Authentic Learning; Failure; Teaching Skills; Communication Skills; Skill Development; Graduate Students; Program Design; Instructional Design; Formative Evaluation; Summative Evaluation; Inclusion; Workshops; Communities of Practice; Sustainability; Conflict; Cultural Awareness; Motivation; Anxiety; Transfer of Training; Learning Analytics + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Programme design; Programmaufbau; Programmplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Inklusion; Lernwerkstatt; Schulung; Community; Nachhaltigkeit; Konflikt; Cultural identity; Kulturelle Identität; psychologische; Motivation (psychologisch); Angst; Training; Transfer; Ausbildung
Abstract	This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corresponding contributing factors. The failures in this design case reinforce the need for upfront learner analysis and contextual analysis. A participatory design was also suggested from the post-program data analysis. An instructional design model was recommended for continuous program redesign. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01