Since the 1980s there has been a current of support in learning theory for 'active learning', also associated with 'discovery learning' and 'experiential learning'. Active learning is based around tasks that learners undertake, and the learning that emerges from the task process and outcomes, rather than from instruction. Learning activities that are 'authentic' may be:
(a) Real-world (e.g. work-based, field-based) experiences that have learning support embedded (see also work-based and practical learning). Technology can be used to provide learning materials and scaffolding into the real-world setting, or to help learners stay in touch with their teachers and fellow students while in that setting.
(b) Real experiences in settings that are close to authentic. Examples would be laboratory experiments and activities in virtual worlds, which provide experiences that are cognitively or in sensory ways quite similar to what would be encountered in the real world, but are safer and allow for more control, repetition, and structured learning. Technology can be used to provide simulations of various degrees of authenticity (e.g. haptics, immersive environments). Again, learning tasks and support need to be built around these experiences if they are to contribute fully to learning, but there are more opportunities for these to be integrated into the learning environment.
(c) Activities that build on real-world experiences. This would include activities such as planning, problem solving and reflecting on personal experiences, or using rich descriptions of real-world experiences to support planning, problem solving etc. Again digital means of representation can make this approach more engaging to students.
The curriculum delivery model has been re-designed, integrating practical with theory in a more coherent mix of blended learning. The focus is on the ‘learner journey’ which provides opportunities for realistic work experience. SpringboardTV
Students and tutors from a number of courses have contributed to ATELIER-D helping to create innovative learning experiences. Internal workshops and seminars continue to seek to assist the transference of these e-Learning initiatives from art and design to other disciplines, particularly ATELIER-D is informing new STEM initiatives at the Open University.
Case studies
Staff development resources
Technologies that have been used to support authentic learning activities include:
immersive worlds such as virtual studios and virtual patients
digital media enhanced learning
social networking and web 2.0
podcasting
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