Authentic learning designs provide contexts and activities that reflect real-world uses of knowledge, allow learners to access expert models and perspectives, support collaborative knowledge building, promote reflection and articulation of knowledge, and provide coaching and scaffolding. They also use authentic assessment within tasks to evaluate learning. Authentic learning prepares students for ill-defined problems in the global job market through exposure to disciplinary communities, developing skills in higher-order analysis and complex communication.

2. Authentic learning designs:
1. Provide authentic contexts that reflect the way the knowledge will be used in real life
2. Provide authentic activities
3. Provide access to expert performances and the modelling of processes
4. Provide multiple roles and perspectives
5. Support collaborative construction of knowledge
6. Promote reflection to enable abstractions to be formed
7. Promote articulation to enable tacit knowledge to be made explicit
8. Provide coaching and scaffolding by the teacher at critical times
9. Provide for authentic assessment of learning within the tasks.
Herrington, A., & Herrington, J. (2006). What is an authentic learning environment? In A. Herrington & J. Herrington (Eds.), Authentic
learning environments in higher education (pp. 1-13). Hershey, PA: Information Science Publishing.

3. Iverson, K., & Colky, D. (2004). Scenario-based E-learning design. Performance Improvement, 43(1), 16-22. Retrieved
from http://search.proquest.com.ezproxy.une.edu.au/docview/237239419?accountid=17227

5. Andragogy – teaching strategies for adult learners.
“the art and science of
teaching adults to learn”
Knowles, Malcolm S; Holton III, Elwood F; Swanson, Richard A (2012). The Adult Learner. p327.Retrieved
from http://www.eblib.com
Knowles, Holton & Swanson (2012)

7. To be competitive in a global job market,
today’s students must become comfortable
with the complexities of ill-defined real-world
problems. The greater their exposure to
authentic disciplinary communities, the better
prepared they will be “to deal with ambiguity”
and put into practice the kind of “higher order
analysis and complex communication” required
of them as professionals. (p. 10)
Lombardi, M. M. (2007a). Approaches that work: How authentic learning is transforming higher education.
Educause Learning Initiative.

8. Students preparing posters on a scientific topic and presenting
them at a mock conference.
Students writing an authentic species entry for the Natural
Values Atlas of Tasmania.
Capstone units in which students engage with industry to
solve a real-world problem.
Students of physics working with authentic research data.
Students writing an excursion report in the form of a journal
paper.
Jones, S.M. Casper, R. Dermoudy, J. Osborn, J. Yates, B. (2010) Authentic learning: A paradigm for
increasing student motivation in an era of mass education. University of Tasmania.

10. • Articulate Storyline
• Adobe Captivate
• SBL interactive
• Discussion forums
• Lesson module in Moodle
• Adobe Flash