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Assessing the Authenticity of the Student Learning Experience

Part of: Design Education

Published online by Cambridge University Press:  26 July 2019

Katherine Mary Bissett-Johnson  and
David F Radcliffe
Katherine Mary Bissett-Johnson*
Affiliation:
Swinburne University of Technology;
David F Radcliffe
Affiliation:
Purdue University
*
Contact: Bissett-Johnson, Katherine Mary, Swinburne University of Technology, Architectural and Industrial Design, Australia, [email protected]

Abstract

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Authentic learning is an approach to teaching where the learning is embedded in a real world context, in real situations or simulations, and offers students opportunities for problem solving challenges much like they will encounter in real life. This paper discusses and reflects upon the development a course designed to teach Socially Responsible Design approaches, methods and tools to Product Design Engineering students using global projects. Our research question was to investigate if this Socially Responsible Design course, it's structure, delivery, learning activities and assessments combined to deliver an authentic learning experience. Through informal interviews with staff, review of student reflections, review of university student feedback comments and consideration of final outcomes, all within the framework of Herrington and Oliver's nine elements of authentic learning, we found that this course did provide an authentic learning experience for many reasons. This study offers academics a frame work for reviewing existing and future courses with a view to creating or enhancing authentic learning experiences using project based learning

Keywords

Authentic LearningProduct Design EngineeringSocial responsibilityDesign educationDesign methods
Type
Article
Information
Proceedings of the Design Society: International Conference on Engineering Design , Volume 1 , Issue 1 , July 2019 , pp. 449 - 458
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
© The Author(s) 2019

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