Thick authenticity: four types of authentic learning occurring together¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article adopts Shaffer and Resnick's (1999) framework of thick authenticity, in which four types of authentic learning occur together: personally meaningful learning, learning connected to the real world outside school, opportunities to apply disciplinary modes of thinking, and assessment methods reflecting the learning process. The interdisciplinary design studio is proposed as an environment for this kind of learning. The authors' analysis "highlights the challenges of meeting all four types of authenticity simultaneously," finding the assessment type least prevalent in student statements.

Design Implications¶

Context¶

Requirements¶

• All four kinds of authentic learning must occur together for thick authenticity, per the framework the article applies

Constraints¶

• The article's analysis found the fourth type (assessment reflecting the learning process) showed less prevalence in students' statements, and interview questions did not directly address assessment practices

Target Learners¶

• higher education students in interdisciplinary design studio courses

Target Learning Objectives¶

• interdisciplinary collaboration
• creative problem-solving
• communication skills

Claims¶

• Studio Authentic Motivation Beyond Grades [+M]

Related Theories¶

• Learning theories frame interdisciplinary discovery in the studio

Examples¶

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Key Sources¶

• Warr, M. & West, R. E. (2020). Bridging Academic Disciplines with Interdisciplinary Project-based Learning: Challenges and Opportunities. The Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.14434/ijpbl.v14i1.28590