The potential of authentic learning and emerging technologies for developing graduate attributes
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Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Unisa Press
Abstract
Graduate attributes, such as critical thinking and problem-solving in real-world
contexts, are increasingly being recognised as crucial for students to develop in higher
education for employability and critical citizenship. The question of how best to create
conducive spaces in the curriculum for students to acquire these abilities is, however,
less well documented. The authors propose that one way to enable students to achieve
these attributes would be for higher educators to engage in authentic learning, using
Herrington, Reeves and Oliver’s (2010) model as a guide. In this article, one case study
is selected from a sample of ten interviews conducted with University of the Western
Cape (UWC) lecturers as it rated highly on all nine elements of authentic learning.
The curriculum design and teaching and learning practices are analysed using each of
Herrington et al’s elements for authentic learning and the potential of these elements for
developing graduate attributes is considered.
Description
Keywords
Authentic learning, Curriculum design, Emerging technologies, Graduate attributes, Higher education, Teaching and learning, e-Pedagogy
Citation
Bozalek, V. and Watters, K. (2014). The potential of authentic learning and emerging technologies for developing graduate attributes. South African Journal of Higher Education, 28(3): 1069-1084