The Hallam academic community have drawn upon their experience to share practice and propose innovation for using an authentic learning approach in practice. This matches the University’s strategic priorities for an ‘applied curriculum’ and gives us the essential idea of ‘applied learning’ as used in this resource.
Academics took part in a generative activity using Herrington’s Nine Principles for Authentic Learning as a framework (Herrington, 2009).
Applied Learning – benefits, risks and enablers – provide an applied learning approach structured according to student, academic and management perspectives
| Authentic Context What does it mean? What does it look like in practice? |
Authentic Activities What does it mean? What does it look like in practice? |
Expert Performances What does it mean? What does it look like in practice? |
| Multiple Perspectives What does it mean? What does it look like in practice? |
Collaboration What does it mean? What does it look like in practice? |
Reflection What does it mean? What does it look like in practice? |
| Articulation What does it mean? What does it look like in practice? |
Coaching & Scaffolding What does it mean? What does it look like in practice? |
Authentic Assessment What does it mean? What does it look like in practice? |
If you’d like to add to this please send your examples of your practice to teachingessentials@shu.ac.uk