A Model of Authentic Learning Processes in Instructional Design
Abstract: The purpose of this paper it is to stimulate discussion around a model of authentic learning developed and employed in instructional design and evaluation courses in the Educational Technology and Design graduate program. Our approach to authentic learning is supported by five constructs, each of which contributes in specific ways to the authentic learning model we employ. The five constructs that comprise the pillars of our authentic learning environment are problem-based learning, authentic assessment, project management, scaffolding and social agency. In addition to receiving feedback from former students we wish to have other instructional designers and teaching professionals share their idea about the model and what they are doing to promote authenticity in their graduate programs.