liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Svärd, Joachim
Publications (2 of 2) Show all publications
Svärd, J., Schönborn, K. & Hallström, J. (2017). Design of an authentic innovation project in Swedish upper secondary technology education. Australasian Journal of Technology Education, 4, 1-15
Open this publication in new window or tab >>Design of an authentic innovation project in Swedish upper secondary technology education
2017 (English)In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 4, p. 1-15Article in journal (Refereed) Published
Abstract [en]

Recent studies on the Swedish work force show that about half of all jobs demand a high degree of self-governing. In preparing students for the future, the World Economic Forum suggests that schools should also teach social skills, creativity and critical thinking. According to the Swedish upper secondary curriculum, the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. This vision is related to the notion of authentic learning. Reeves, Herrington and Oliver define authenticity through nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map these key elements of authentic learning onto the development and design of a five-week innovation project for implementation in a Swedish upper secondary school context. The mapping process involved first synthesising literature in the area of authentic learning in conjunction with studying Swedish technology education curriculum materials. This was followed by describing the characteristics of each key element of authentic learning in terms of proposing activities for implementation as an innovation project (IP). The results of this study show how criteria of nine elements of authentic learning could be used in designing an innovation project (IP) module in an authentically cogent way. Thus the authenticity framework served as a valid theoretical tool to produce the authentic learning module.

Place, publisher, year, edition, pages
Waikato, NZ: University of Waikato, 2017
Keywords
authentic learning; Swedish upper secondary education; technology education; module; entrepreneurial skills; 21st century skills
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-141549 (URN)10.15663/ajte.v4i1.48 (DOI)
Available from: 2017-09-29 Created: 2017-09-29 Last updated: 2018-11-16Bibliographically approved
Svärd, J., Schönborn, K. & Hallström, J. (2016). Designing a module for authentic learning in upper secondary technology education. In: Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk (Ed.), PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016. Paper presented at PATT-32, Technology Education for 21st Century Skills, Utrecht, The Netherlands, August 23-26, 2016 (pp. 454-462). Utrecht, The Netherlands: University of Applied Sciences
Open this publication in new window or tab >>Designing a module for authentic learning in upper secondary technology education
2016 (English)In: PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016 / [ed] Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk, Utrecht, The Netherlands: University of Applied Sciences , 2016, p. 454-462Conference paper, Published paper (Refereed)
Abstract [en]

According to the Swedish upper secondary curriculum (Skolverket, n.d.), the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. Beghetto and Kaufman’s (2014) view of creative learning includes, “having students identify a need and work collaboratively with each other and outside experts to develop a creative solution for that need will help them creatively and meaningfully use what they have learned in the classroom” (p. 65). This kind of learning is related to the notion of authentic learning. Herrington and Parker (2013) define authenticity by nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map key elements of authentic learning onto the development of a five-week innovation project for implementation in a Swedish upper secondary school context. Following design and a first round of module implementation, a subsequent pilot study has deployed written questionnaire and semi-structured interview methods to investigate students’ opinions of the authenticity of the module and its outcomes. The paper also presents some early findings from this pilot study.

Place, publisher, year, edition, pages
Utrecht, The Netherlands: University of Applied Sciences, 2016
Series
PATT Proceedings, ISSN 2542-3592 ; 32
Keywords
upper secondary education, technology education, authenticity, module, Sweden, pilot study
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-133068 (URN)
Conference
PATT-32, Technology Education for 21st Century Skills, Utrecht, The Netherlands, August 23-26, 2016
Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2018-11-27Bibliographically approved
Organisations

Search in DiVA

Show all publications