Authentic learning

Last updated July 08, 2023

In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner.^[1] It refers to a "wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."^[2]

Authentic instruction will take on a much different form than traditional teaching methods. In the traditional classroom, students take a passive role in the learning process. Knowledge is considered to be a collection of facts and procedures that are transmitted from the teacher to the student. In this view, the goal of education is to possess a large collection of these facts and procedures.^[3] Authentic learning, on the other hand, takes a constructivist approach, in which learning is an active process. Teachers provide opportunities for students to construct their own knowledge through engaging in self-directed inquiry, problem solving, critical thinking, and reflections in real-world contexts. This knowledge construction is heavily influenced by the student's prior knowledge and experiences, as well as by the characteristics that shape the learning environment, such as values, expectations, rewards, and sanctions. Education is more student-centered. Students no longer simply memorize facts in abstract and artificial situations, but they experience and apply information in ways that are grounded in reality.^[4]

Characteristics

There is no definitive description of authentic learning. Educators must develop their own interpretations of what creates meaning for the students in their classrooms.^[5] However, the literature suggests that there are several characteristics of authentic learning. It is important to note that authentic learning tasks do not have to have all the characteristics. They can be thought of as being on a spectrum, with tasks being more or less authentic. The characteristics of authentic learning include the following:

Authentic learning is centered on authentic, relevant, real-world tasks that are of interest to the learners.
Students are actively engaged in exploration and inquiry.
Learning, most often, is interdisciplinary. It requires integration of content from several disciplines and leads to outcomes beyond the domain-specific learning outcomes.
Learning is closely connected to the world beyond the walls of the classroom.
Students become engaged in complex tasks and higher-order thinking skills, such as analyzing, synthesizing, designing, manipulating, and evaluating information.
Learning begins with a question or problem, which cannot be constricting in that it allows the student to construct their own response and inquiry. The outcome of the learning experience cannot be predetermined.^[6]
Students produce a product that can be shared with an audience outside the classroom. These products have value in their own right, rather than simply for earning a grade.
The resulting products are concrete allowing them to be shared and critiqued; this feedback allows the learner to be reflective and deepen their learning.^[6]
Learning is student driven, with tutors, peers, teachers, parents, and outside experts all assisting and coaching in the learning process.
Learners employ instructional scaffolding techniques at critical times.
Students have opportunities for social discourse, collaboration, and reflection.
Ample resources are available.
Assessment of authentic learning is integrated seamlessly within the learning task in order to reflect similar, real world assessments. This is known as authentic assessment and is in contrast to traditional learning assessments in which an exam is given after the knowledge or skills have hopefully been acquired.
Authentic learning provides students with the opportunity to examine the problem from different perspectives, which allows for competing solutions and a diversity of outcomes instead of one single correct answer.^[1]^[4]^[7]^[8]^[9]^[10]
Students are provided the opportunity for articulation of their learning process and/or final learning product.^[11]

Five standards

While there has been much attention given to educational standards for curriculum and assessment, "the standards for instruction tend to focus on procedural and technical aspects, with little attention to more fundamental standards of quality."^[12] The challenge is not simply to adopt innovative teaching techniques but to give students the opportunity to use their minds well and to provide students with instruction that has meaning or value outside of achieving success in school.

In order to address this challenge, a framework consisting of five standards of authentic instruction has been developed by Wisconsin's Center on Organization and Restructuring of Schools. This framework can be a valuable tool for both researchers and teachers. It provides "a set of standards through which to view assignments, instructional activities, and the dialogue between teacher and students and students with one another."^[12]

Teachers can use the framework to generate questions, clarify goals, and critique their teaching. Each standard can be assessed on a scale of one to five rather than a categorical yes or no variable. "The five standards are higher-order thinking, depth of knowledge, connectedness to the world beyond the classroom, substantive conversation, and social support for student achievement."^[12]

Higher-Order Thinking: This scale measures the degree to which students use higher-order thinking skills. Higher-order thinking requires students to move beyond simple recall of facts to the more complex task of manipulating information and ideas in ways that transform their meaning and implications, such as when students synthesize, generalize, explain, hypothesize, or arrive at some conclusion or interpretation.
Depth of Knowledge: This scale assesses students' depth of knowledge and understanding. Knowledge is considered deep when students are able to "make clear distinctions, develop arguments, solve problems, construct explanations, and otherwise work with relatively complex understandings."^[12] Rather than emphasizing large quantities of fragmented information, instruction covers fewer topics in systematic and connected ways which leads to deeper understanding.
Connectedness to the World: This scale measures the extent to which the instruction has value and meaning beyond the instructional context. Instruction can exhibit connectedness when students address real-world public problems or when they use personal experiences as a context for applying knowledge.
Substantive Conversation: This scale assesses the extent of communication to learn and understand the substance of a subject. High levels of substantive conversation are indicated by three features: considerable interaction about the subject matter which includes evidence of higher-order thinking, sharing of ideas that are not scripted or controlled, and dialogue that builds on participants' ideas to promote improved collective understanding of a theme or topic.
Social Support for Student Achievement: The social support scale measures the culture of the learning community. Social support is high in classes where there are high expectations for all students, a climate of mutual respect, and inclusion of all students in the learning process. Contributions from all students are welcomed and valued.^[12]

Examples

There are several authentic learning practices in which students may participate. These are a few examples:

Simulation-Based Learning: Students engage in simulations and role-playing in order to be put in situations where the student has to actively participate in the decision making of a project. This helps in "developing valuable communication, collaboration, and leadership skills that would help the student succeed as a professional in the field he/she is studying."^[13] Learning through simulation and role-playing has been used to train flight attendants, fire fighters, and medical personnel to name a few.
Student-Created Media: Student-created media focuses on using various technologies to "create videos, design websites, produce animations, virtual reconstructions, and create photographs."^[13] In addition to gaining valuable experience in working with a range of technologies, "students have also improved their reading comprehension, writing skills, and their abilities to plan, analyze, and interpret results as they progress through the media project."^[13]
Inquiry-Based Learning: Inquiry-based learning starts by posing questions, problems or scenarios rather than simply presenting material to students. Students identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning is generally used in field-work, case studies, investigations, individual and group projects, and research projects.
Peer-Based Evaluation: In peer based evaluation students are given the opportunity to analyze, critique, and provide constructive feedback on the assignments of their peers. Through this process, they are exposed to different perspectives on the topic being studied, giving them a deeper understanding.
Working with Remote Instruments: Specialized software can provide students with opportunities they might not have otherwise. For example, "various software packages produce similar results that students working in a fully equipped lab might receive. By interpreting the software based results students are able to apply theory to practice as they interpret the data that would otherwise not be available to them."^[13]
Working with Research Data: Students collect their own data or use data collected from researchers to conduct their own investigations.
Reflecting and Documenting Achievements: The importance of metacognition in the learning process is well-documented. Giving students the opportunity to reflect upon and monitor their learning is essential. Journals, portfolios, and electronic portfolios are examples of authentic learning tasks designed to showcase the student's work as well as give the student a means to reflect back on his/her learning over time.^[8]^[13]
Project-Based Learning: Begins with a problem or question that is the starting point for inquiry and which all products are created as a result of. Results in a single or series of products or artifacts that are created as a result or solution to the inquiry.^[6]

Benefits

Educational research shows that authentic learning is an effective learning approach^[14] to preparing students for work in the 21st century.^[15] By situating knowledge within relevant contexts, learning is enhanced in all four domains of learning: cognitive (knowledge), affective (attitudes), psychomotor (skills), and psychosocial (social skills). Some of the benefits of authentic learning include the following:

Students are more motivated and more likely to be interested in what they are learning when it is relevant and applicable to their lives outside of school.
Students are better prepared to succeed in college, careers, and adulthood.
Students learn to assimilate and connect knowledge that is unfamiliar.
Students are exposed to different settings, activities, and perspectives.
Transfer and application of theoretical knowledge to the world outside of the classroom is enhanced.
Students have opportunities to collaborate, produce products, and to practice problem solving and professional skills.
Students have opportunities to exercise professional judgments in a safe environment.
Students practice higher-order thinking skills.
Students develop patience to follow longer arguments.
Students develop flexibility to work across disciplinary and cultural boundaries.^[16]

Related Research Articles

A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.

Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that “by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills”. In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.

Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.

Cognitive apprenticeship is a theory that emphasizes the importance of the process in which a master of a skill teaches that skill to an apprentice.

Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Constructivist teaching is based on constructivist learning theory. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.

Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted with multiple-choice tests. Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.”

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.

Thematic teaching is the selecting and highlighting of a theme through an instructional unit or module, course, or multiple courses. It is often interdisciplinary, highlighting the relationship of knowledge across academic disciplines and everyday life. Themes can be topics or take the form of overarching questions. Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners. A common application is that of second or foreign language teaching, where the approach is more commonly known as theme-based instruction. Thematic instruction assumes students learn best when they can associate new information holistically with across the entire curriculum and with their own lives, experiences, and communities.

In U.S. education, deeper learning is a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. Deeper learning is based on the premise that the nature of work, civic, and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning, complex problem solving, and teamwork.

The Framework for Authentic Intellectual Work (AIW) is an evaluative tool used by educators of all subjects at the elementary and secondary levels to assess the quality of classroom instruction, assignments, and student work. The framework was founded by Dr. Dana L. Carmichael, Dr. M. Bruce King, and Dr. Fred M. Newmann. The purpose of the framework is to promote student production of genuine and rigorous work that resembles the complex work of adults, which identifies three main criteria for student learning, and provides standards accompanied by scaled rubrics for classroom instruction, assignments, and student work. The standards and rubrics are meant to support teachers in the promotion of genuine and rigorous work, as well as guide professional development and collaboration.

The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.

Phenomenon-based learning is a multidisciplinary, constructivist form of learning or pedagogy where students study a topic or concept in a holistic approach instead of in a subject-based approach. PhBL includes both topical learning, where the phenomenon studied is a specific topic, event, or fact, and thematic learning, where the phenomenon studied is a concept or idea. PhBL emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of 21st century skills. It has been used in a wide variety of higher educational institutions and more recently in grade schools.

References

1 2 Donovan, S., Bransford, J., & Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences.
↑ Authentic Learning. (n.d.) The Glossary of Education Reform. Retrieved from http://edglossary.org/authentic-learning Archived 2018-02-03 at the Wayback Machine .
↑ Sawyer, K. (2006). The Cambridge Handbook of the Learning Sciences. New York, NY: Cambridge University Press.
1 2 Newmann, F., Marks, H., & Gamoran, A. (1995). Authentic pedagogy: Standards that boost student performance. Issues in Restructuring Schools, 8, 1-12.
↑ Maina, F. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning. Retrieved from https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/389/maina.pdf?sequence=1&isAllowed=y Archived 2016-03-04 at the Wayback Machine .
1 2 3 Blumenfeld, Phyllis C.; Soloway, Elliot; Marx, Ronald W.; Krajcik, Joseph S.; Guzdial, Mark; Palincsar, Annemarie (1991). "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning". Educational Psychologist. 26 (3&4): 369–398. doi:10.1080/00461520.1991.9653139.
↑ Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48 (3), 23-48.
1 2 Lombardi, M. (2007). Authentic learning for the 21st century: An overview. EduCause Learning Initiative. ELI Paper 1:2007. Archived 2015-03-05 at the Wayback Machine
↑ Mims, C. (2003). Authentic learning: A practical introduction and guide for implementation. The Meridian Journal,6 (1), Article 6.
↑ Rule, A. (2006). The components of authentic learning. Journal of Authentic Learning, 3 (1), 1-10.
↑ Herrington, Jan (October 13–17, 2006). "Authentic e-learning in higher education: Designing principles for authentic learning environments and tasks". Key Note Address at World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006. Retrieved 25 October 2014.
1 2 3 4 5 Newmann, F. & Wehlage, G. (1993). Five standards of authentic instruction. Educational Leadership, 50 (7), 8-12.
1 2 3 4 5 Peterson, L. (2007). Authentic Learning Environments. Retrieved April 9, 2014 from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments Archived 2019-08-19 at the Wayback Machine .
↑ Newmann, Fred M.; Marks, Helen M.; Gamoran, Adam (1996). "Authentic Pedagogy and Student Performance". American Journal of Education. 104 (4): 280–312. doi:10.1086/444136. ISSN 0195-6744. JSTOR 1085433. S2CID 59484814.
↑ Partnership, Great Schools (2013-05-15). "Authentic Learning Definition". The Glossary of Education Reform. Retrieved 2019-11-14.
↑ Benefits of Authentic Learning. (n.d.) Curtin University. Retrieved March 5, 2014 from https://otl.curtin.edu.au/teaching_learning_practice/student_centred/authentic.cfm Archived 2014-11-07 at the Wayback Machine .

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[Donovan-1] 1 2 Donovan, S., Bransford, J., & Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences.

[2] Authentic Learning. (n.d.) The Glossary of Education Reform. Retrieved from http://edglossary.org/authentic-learning Archived 2018-02-03 at the Wayback Machine .

[3] Sawyer, K. (2006). The Cambridge Handbook of the Learning Sciences. New York, NY: Cambridge University Press.

[Newmann-4] 1 2 Newmann, F., Marks, H., & Gamoran, A. (1995). Authentic pedagogy: Standards that boost student performance. Issues in Restructuring Schools, 8, 1-12.

[5] Maina, F. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning. Retrieved from https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/389/maina.pdf?sequence=1&isAllowed=y Archived 2016-03-04 at the Wayback Machine .

[ReferenceA-6] 1 2 3 Blumenfeld, Phyllis C.; Soloway, Elliot; Marx, Ronald W.; Krajcik, Joseph S.; Guzdial, Mark; Palincsar, Annemarie (1991). "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning". Educational Psychologist. 26 (3&4): 369–398. doi:10.1080/00461520.1991.9653139.

[7] Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48 (3), 23-48.

[Lombardi-8] 1 2 Lombardi, M. (2007). Authentic learning for the 21st century: An overview. EduCause Learning Initiative. ELI Paper 1:2007. Archived 2015-03-05 at the Wayback Machine

[9] Mims, C. (2003). Authentic learning: A practical introduction and guide for implementation. The Meridian Journal,6 (1), Article 6.

[10] Rule, A. (2006). The components of authentic learning. Journal of Authentic Learning, 3 (1), 1-10.

[11] Herrington, Jan (October 13–17, 2006). "Authentic e-learning in higher education: Designing principles for authentic learning environments and tasks". Key Note Address at World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006. Retrieved 25 October 2014.

[Wehlage-12] 1 2 3 4 5 Newmann, F. & Wehlage, G. (1993). Five standards of authentic instruction. Educational Leadership, 50 (7), 8-12.

[Peterson-13] 1 2 3 4 5 Peterson, L. (2007). Authentic Learning Environments. Retrieved April 9, 2014 from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments Archived 2019-08-19 at the Wayback Machine .

[14] Newmann, Fred M.; Marks, Helen M.; Gamoran, Adam (1996). "Authentic Pedagogy and Student Performance". American Journal of Education. 104 (4): 280–312. doi:10.1086/444136. ISSN 0195-6744. JSTOR 1085433. S2CID 59484814.

[15] Partnership, Great Schools (2013-05-15). "Authentic Learning Definition". The Glossary of Education Reform. Retrieved 2019-11-14.

[16] Benefits of Authentic Learning. (n.d.) Curtin University. Retrieved March 5, 2014 from https://otl.curtin.edu.au/teaching_learning_practice/student_centred/authentic.cfm Archived 2014-11-07 at the Wayback Machine .

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