As greater accountability in higher education grows, authentic learning has found a prominent place in the education agenda. Technology continues to open up possibilities for innovative and effective learning opportunities, and students and teachers are no longer happy to accept familiar classroom-based pedagogies that rely on content delivery and little else. Authentic learning environments have their foundations in situated approaches to learning which advocate that learning is best achieved in circumstances that resemble the real life application of knowledge. "Authentic Learning Environments in Higher Education" provides a coherent description of the principles that guide the development of an authentic learning environment, and gives concrete examples across a wide range of discipline areas. The book helps teachers to reflect on the important elements of an authentic approach, and to use the descriptions of a range of implementations to guide their own design and development of an authentic learning environment. This book contains 21 chapters: (1) What is an Authentic Learning Environment? (Anthony Herrington and Jan Herrington); (2) Authentic Graduate Education for Personal and Workplace Transformation (Marilyn Laiken); (3) The Music Room (Di Challis); (4) An Authentic Online Learning Environment in University Introductory Biology (Annette Koenders); (5) Peer Coaching and Reflective Practice in Authentic Business Contexts (Richard Ladyshewsky and John Ryan); (6) Creating an Authentic Learning Environment in Economics for MBA Studies (Greg Parry and Clive Reynoldson); (7) Using Characters in Online Simulated Environments to Guide Authentic Tasks (Shirley Agostinho); (8) Constructing a Clinical Experience in the Classroom (Jennifer Jamison); (9) Applying Adult Education Principles to an Undergraduate Subject (Cate Jerram); (10) Using Related Cases to Support Authentic Project Activities (Sue Bennett); (11) Online Classroom Simulation (Brian Ferry, Lisa Kervin, Sarah Puglisi, Brian Cambourne, Jan Turbill, David Jonassen and John Hedberg); (12) Speaking Snake (John Fitzsimmons); (13) Using IT to Augment Authentic Learning (Sandra Jones); (14) An Authentic Appraoch to Facilitating Transfer of Teacher's Pedagogical Knowledge (Anthony Herrington, Jan Herrington and Evan Glazer); (15) Applying Situated Learning Theory to the Creation Learning Environments to Enhance Socialisation and Self-Regulation (Catherine McLoughlin, Joe Luca); (16) Using Online Discussions to Provide an Authentic Learning Experience for Professional Recordkeepers (Karen Anderson); (17) Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education (Mike Keppell); (18) Reusable Resources and Authentic Learning Environments (Ron Oliver); (19) Authentic Learning at Work (Lynne Hunt); (20) Professional Development for the Online Teacher (Jan Herrington and Ron Oliver); and (21) Authentic Teaching and Learning Standards That Assure Quality Higher Education (Ron Oliver, Anthony Herrington, Sue Stoney and Jim Millar).