IMAGINATION AND AUTHENTIC LEARNING
IMAGINATION AND AUTHENTIC LEARNING

Summary/Abstract: When developing curriclum and designing learning experiences, the pedagogy focused on different aspects, as learning practice evolved over the years. If the content was considered for a long time the most important part of the process, its supremacy was dethroned as the knowledge and information produced and accumulated by human kind became almost incommensurable, and the pace of becoming obsolete alarming... So, a next wave proposed the learning outcomes as being the key principle for organizing the learning, and a whole range of formulations came into everyday educational language: objectives, standards, attainment targets, competences or qualifications. But it seems none of these approaches is adapted enough to instill authentic learning for the digital natives. Having a great value from the planning and development perspective, this outcome-based approach seem to be not sufficient in generating authentic learning. The current paper deals with the challenges of creating the conditions for authentic learning in the case of the new millennium learners. As one of the key perspectives on learning process is to create disposition for learning, we will analyze how virtual learning environments positively impacts and supports high quality learning processes. A new trend in curriculum development and learning practice is emerging, with a key focus on learning scenarios which can nurture a consistent disposition for learning processes. Constructing learning is highly enhanced by the learning environments, not only referring to physical ones, but also to all components (physical, cognitive, emotional and actional) of a learning situation. The consequences at learning practice level will be investigated, with a special attention to the VLEs.

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