What are Authentic Applications?
These applications or activities use instructional methods that have a real-world context. Common labels used to provide authenticity are: Problem-based learning (PBL), inquiry learning (IL), and case-based learning (Hmelo-Silver et al., 2007). These instructional methods are also grounded in constant collaboration and communication amongst learners.
Authentic, real-world applications are great simply because methods of problem-solving support higher cognitive functioning (Hmelo-Silver et al., 2007). Furthermore, the knowledge and skills required to solve an ill-structured problem extend beyond typical well-structured problems that are provided in typical training curriculum. These types of problems truly prepare employees for on-the-job tasks because they are context-specific.
Using Educational Technology
There are many more opportunities to enhance problem-based learning with the addition of augmented reality (AR). AR has been used in educational and corporate spaces to provide even better authentic training simulations. Mobile applications have also been created which use AR to allow for learning efficiency and simplicity. The following are just a few examples of how problem-based learning has been used in the form of educational technologies:
College science classes have used AR to simulate anatomy, star orientation, and molecular models with the use of digital applications and visual equipment
Outside of classrooms, AR has been used anywhere from museums for enhanced tours to military and manufacturing sectors to train staff on mechanical maintenance procedures
AR, paired with case-based scenarios, have allowed criminal justice or social work students to discuss and debate real policies while also working on simulated occurrences
Important Conclusions
Problem-based learning allows learners a chance to receive content with the added benefit of working within a context-rich environment. The success of PBL and IL proves that steps need to be taken in order to allow for more collaboration and self-guided learning. There are still questions that need to be answered such as:
How can we better support learners in these new environments?
How can we better balance PBL and direct instruction?
References
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Lee, K. (2012). Augmented Reality in Education and Training. TechTrends, 56(2), 13–21.
Tawfik, A., & Jonassen, D. (2013). The effects of successful versus failure-based cases on argumentation while solving decision-making problems. Educational Technology Research and Development, 61(3), 385–406. https://doi.org/10.1007/s11423-013-9294-5
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