CAJ | 학술논문

澳大利亚莫道克大学的扬?哈灵顿博士作为实境学习（Authentic Learning）的主要倡导者和研究者，她在本次专访中与我们分享了对实境学习问题的深刻见解。她把实境学习的研究和实践总结为设计学习任务、运用学习技术、创建学习制品和协作分享交流四个方面。她认为，当教师创设实境学习环境时，实际是为学习者创设了特定的学习情境。在这种实境学习中，能否提供有效的教学支架是十分关键的。在设计学习环境时，最重要的是聚焦于任务的设计，整个课程学习可以围绕一个或多个学习任务展开实践。我们可以运用技术工具为学习者创建功能丰富的在线学习环境，把技术工具作为认知工具整合到实境学习中。评价实境学习中的学习效果，一种做法是可以以真实世界中的标准来评价学习制品的质量；另一种做法是运用评价量规来判断学习制品，而且要让学习者的学习制品在学习过程和评价中体现出价值。教师在学习者协作学习中扮演导师角色，要参与到协作学习中。在实境学习中最需要重视的是给予学习者自主探究的空间，让学习在学生的手中和脑中同时发生。因此，在实境学习环境中如何让学生成为自我导向的学习者是一个必须面对的重要挑战。目前有一个研究方向值得关注，就是游戏化学习和实境学习的有效整合，这可以对学习者自我导向的学习能力产生正面激励。
오대리아막도극대학적양?합령돈박사작위실경학습（Authentic Learning）적주요창도자화연구자，저재본차전방중여아문분향료대실경학습문제적심각견해。저파실경학습적연구화실천총결위설계학습임무、운용학습기술、창건학습제품화협작분향교류사개방면。저인위，당교사창설실경학습배경시，실제시위학습자창설료특정적학습정경。재저충실경학습중，능부제공유효적교학지가시십분관건적。재설계학습배경시，최중요적시취초우임무적설계，정개과정학습가이위요일개혹다개학습임무전개실천。아문가이운용기술공구위학습자창건공능봉부적재선학습배경，파기술공구작위인지공구정합도실경학습중。평개실경학습중적학습효과，일충주법시가이이진실세계중적표준래평개학습제품적질량；령일충주법시운용평개량규래판단학습제품，이차요양학습자적학습제품재학습과정화평개중체현출개치。교사재학습자협작학습중분연도사각색，요삼여도협작학습중。재실경학습중최수요중시적시급여학습자자주탐구적공간，양학습재학생적수중화뇌중동시발생。인차，재실경학습배경중여하양학생성위자아도향적학습자시일개필수면대적중요도전。목전유일개연구방향치득관주，취시유희화학습화실경학습적유효정합，저가이대학습자자아도향적학습능력산생정면격려。
Dr. Jan Herrington of Murdoch University in Australia is the major proponent and researcher of authentic learning. In this interview, Dr. Herrington shared her insights into authentic learning. She summarized research and practice in authentic learning into four aspects, including learning task design, learning technology application, learning product creation as well as sharing and communication. She held that teachers actually create a specific learning context when adopting authentic learning method, during which the provision of effective teaching scaffolds is critical. Considering learning environment and course design, it is of the utmost importance to focus on task design and carry out the whole course around one single task or several tasks. Teachers can apply ICT to create online learning environments that are rich in function, integrating ICT as cognitive tools into authentic learning. As the evaluation of student performance in authentic learning is concerned, one can either adopt the existing standards or criteria in the real world or develop new rubrics for the tasks to assess learning artifacts. The purpose is to show real values of these artifacts during learning process and assessment. Teachers are better to play the role of tutor in student collaborative learning and participate in their collaboration and communication. Meanwhile, students should be offered self-directed inquiry space during authentic learning, so that learning might happen in both their hands and minds. When talking about research gaps in this field, Dr. Herrington deemed it a great challenge on how we can cultivate self-directed learners in authentic learning environment. She further pointed out one research direction that is synthesizing gamification and authentic learning to stimulate the development of self-directed learning ability.