ERIC Number: EJ1385677
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2159-449X
Authentic Learning Design Failures: The Need for Learner and Contextual Analysis and Participatory Design
Yang, Mohan; Harbor, Jon
International Journal of Designs for Learning, v14 n1 p88-105 2023
This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corresponding contributing factors. The failures in this design case reinforce the need for upfront learner analysis and contextual analysis. A participatory design was also suggested from the post-program data analysis. An instructional design model was recommended for continuous program redesign.
Descriptors: Authentic Learning, Failure, Teaching Skills, Communication Skills, Skill Development, Graduate Students, Program Design, Instructional Design, Formative Evaluation, Summative Evaluation, Inclusion, Workshops, Communities of Practice, Sustainability, Conflict, Cultural Awareness, Motivation, Anxiety, Transfer of Training, Learning Analytics
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A