Authentic Learning: The gift project

Erik Bohemia, Gillian Davison
2012, Vol. 17, No. 2,


Higher Education is experiencing an increasingly diverse
student population. Students bring a range of skills
and experiences to their courses; they have different
backgrounds and different needs. This fluidity requires
an approach to teaching that encompasses the social
aspects of learning. It has been suggested that authentic
approaches to teaching and learning can assist in
offering a perspective on learning which views learning as
‘enabling participation in knowing’. We propose that the
authentic learning practices developed in The Gift design
project, discussed in this paper, constituted approaches
which acknowledged that students’ interests and
experience are intrinsically bound up with motivation and
engagement and, as such, have a major influence on
the ways in which learning is constituted and developed.
The Gift project has developed a range of innovative
formative strategies which have provided both students
and tutors with opportunities to become involved in peer
assessment and review, peer feedback and reflection
on learning outcomes. This re-conceptualisation of the
assessment process has provided valuable insights into
the development of learning skills such as problem
solving, critical analysis, and the development of creativity
and learner autonomy.


international, formative assessment, peer review, internationalisation

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