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Understanding Authentic Learning. Edition No. 1
VDM Publishing House, Aug 2008, Pages: 116
Students often perceive a profound disconnect between
what they learn in class and what is meaningful in
their everyday life. The Authentic Learning construct
was developed to bridge this gap. Initially
formulated only within the social Situated Learning
approach, Authentic Learning was ill-defined in
cognitive terms. Using classical cognitive works and
recent neuroscience findings, characteristic features
of cognitive authenticity are presented.
Specifically, n-coding (i.e. simultaneous encoding of
multimodal input: verbal, visual, kinesthetic, social
...) is posited as a central cognitive characteristic
of authenticity. A study presented tests and shows
the effectiveness of providing optimal n-coding
opportunities in learning environments. Since each
learning paradigm (eg. social or cognitive) has
severe limitations, a unified approach to Learning is
developed. Unification is proposed by modelizing
Learning as a self-similar (i.e. fractal) process.
Indeed, the Learning process is shown to be
strikingly self-similar on the neural, cognitive and
social scales. This fractal model yields initial
predictions and provides exciting possibilities for
future research.
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