Creating Authentic Learning: Evaluating leadership and viability of pedagogical changes in reference to the IDEAS framework BY YOU YOUR SCHOOL INFO HERE DATE HERE Creating Authentic Learning: Evaluating leadership and viability of pedagogical changes in reference to the IDEAS framework Introduction The IDEAS framework, an acronym for initiating, discovering, envisioning, actioning and sustaining, is a holistic and cyclical learning process designed to improve relationships with key actors in education…
What makes IDEAS unique is that it recognizes the complexity of key relationships between educator and administrative sources in a no-blame environment, where the school’s vision and administration are taken from parallel roles to more congruent roles in facilitating better education for students. The IDEAS framework builds a network of support teams and facilitators around a central goal of more productive educational outputs and comprehension, recognizing strategy, the need for cohesive collaborations, and building an effective educational infrastructure, which are all influenced by support from trainers and educational materials from the University of Southern Queensland (USQ, 2011). Having an understanding of the IDEAS concept, it is necessary to recognize its potential strengths and weaknesses as it would apply to developing an authentic learning curriculum. Authentic learning is closely ascribed to experiential learning, which is a hands-on, tactical learning process that facilitates interactivity to improve learning and comprehension. The IDEAS framework maintains more strengths than weaknesses, and research evidence suggests it would be best promoted using transformational and transactional leadership styles to facilitate more effective usage in building an authentic learning curriculum. What is Authentic Learning? Authentic learning is experiential in nature, providing more emphasis on hands-on learning and interactivity between instructor and student, as well as student and learning materials and technologies. Authentic learning allows students to have more self-management and ownership of their learning through the experiential elements of instruction, where teachers are to act as coaches or comprehension facilitators in a student-centered learning classroom. One of the fundamental aspects of authentic learning that segregates it from traditional learning methodology is the ability to incorporate real-world social contexts drawn from student experience into a hands-on curriculum (Stein, et al. 2004). Authentic learning provides “real world relevance” to students, as students are given practical problem-solving activities and are asked to consider a variety of abstract concepts, with an application to social scenarios common in professional or personal practice (Reeves, et al. 2002). Authentic learning moves beyond the standards of classical education that focus on problem-solving through algorithms (e.g. the 3 Rs of education), allowing for multiple interpretations of delivered curriculum content to arrive at understanding of the concept and its practical application to real-world environments (Brown, et al. 1988). Authentic learning recognizes that not all situations related to comprehension and learning can be solved in just a matter of hours, thus a variety of complex activities are developed allowing the student to investigate potential solutions using their intellectual resources over an elongated period of time (Brown, et al., 1988). Thus, one of the most significant advantages of authentic learning is that course content is not limited to structured periods of moderate discussion of key concepts, it extends the learning process so that more emphasis can be placed on abstractions to fuel ...
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