The potential of authentic learning and emerging technologies for developing graduate attributes

Vivienne Bozalek, Kathy Watters

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. We propose that one way to enable students to achieve these attributes would be for higher educators to engage in authentic learning, using Herrington et al.s (2010) model as a guide. In this article, one case study is selected from a sample of ten interviews of University of the Western Cape 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.



DOI: https://doi.org/10.20853/28-3-367

Refbacks



eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.