| Authentic Learning | |
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What is Authentic Learning? Authentic learning means learning which happens by actually participating and working on real-world problems, it engages learners by the opportunities of solving real-world complex problems and finding out solutions, in this way learners practice the skills and knowledge that are relevant and real to workplace situations and learn it at the same time. Authentic learning activities include role-playing exercises, problem based activities, case studies, and participation in virtual communities of practice. The learning environment of authentic learning is multidisciplinary in nature, for examples: designing a container for specific purpose, setting rules, planning a budget, and solving a crisis. Authentic approach of learning differs greatly from traditional “lecture” classes, where teachers give students information and content of a subject discipline that students are expected to memorize and repeat on tests. It promotes understanding through discovery and doing. Please cite as: Lam, B. H. (2013). Authentic learning. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har |
| Constructivist learning and teaching | |
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Details: The philosophy behind constructivist pedagogies is that humans can understand only what they have themselves constructed. A cross-disciplinary nature of constructivism has facilitated the development of various branches of learning and teaching theories. The general concept that AClass maintains for constructive pedagogies is the effort to identify “learner” as an important agent in the learning process, their interest and characteristics are taken into consideration, and learning should build on prior knowledge so learners understand how to construct new knowledge from authentic experience, to support active participation and engaged learning. Constructivist learning is to make learning meaningful to learners and to eliminate the struggle of learners with the power of teacher and knowledge. Please cite as: Lam, B. H. (2013). Constructivist learning and teaching. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har |
| Cooperative Learning | |
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What is cooperative learning? Cooperative learning is a student-centered, instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. Students interact with each other in the same group to acquire and practice the elements of a subject matter in order to solve a problem, complete a task or achieve a goal. Please cite as: Li, M. P. & Lam, B. H. (2013). Cooperative learning. Retrieved from http://www.eduhk.hk/aclass/ Author: Li, M. P. & Lam, B. H. |
| Experiential Learning | |
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What is Experiential Learning? Based on the concept of “learning by doing” by psychologist John Dewey, Kolb and Rogers build their models for experiential learning. Rogers(1969) highlighted the importance of experiential learning, which is about the application knowledge, in contrast to cognitive learning, which is the academic knowledge such as vocabulary learning. Rogers believes that experiential learning addresses the needs and wants of individual and is related to personal change and growth. Kolb (1984) presented the four-stage cyclic process, and the four stages are namely Concrete Experience, Reflection, Abstract Conceptualisation and Active Experimentation. He also related experiential learning and learning styles. He highlights the difference among individual personalities and learning preference may result in the inclination towards a particular stage of the stage. Please cite as: Lam, B. H. (2013). Experiential Learning Exemplars. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam, B. H. & Chan, H. L. |
| Formative Feedback | |
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What is Formative feedback? Formative feedback is generated by teachers as strategies to engage learners to constantly reflect on how they can approach, orient, and evaluate learning, which leads to successful learning outcomes. It is usually conducted regularly in the classrooms by various forms, including written and spoken forms. Learning through frequent responses can be motivational, informative and corrective (Buczynski, 2009). Please cite as: Lam, B. H. (2013). Formative Feedback. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har |