Assessing authentic learning via storyboarding: A Malaysian perspective

Abstract

Authentic learning provides an alternative way of delivering knowledge in a meaningful way. Therefore, authentic learning environment is seen as an important approach to promote meaningful learning. This study explores the learning process involved in the development of storyboard that occurs in pre-production phase which helps to identify whether authentic learning has taken place in the Educational Technology course at the Faculty of Education, Universiti Kebangsaan Malaysia. Project-oriented Problem-based hybrid e-learning strategy was use to deliver this course. Studies showed that the strategy promotes authentic learning, which leads to meaningful learning. In promoting authentic learning, there are nine key elements involves, which are (i) authentic context, (ii) authentic activities, (iii) expert performances, (iv) multiple perspectives, (v) collaboration, (vi) reflection, (vii) articulation, (viii) coaching and scaffolding and (ix) authentic assessment. However, this paper will only focus on three elements; (i) collaboration, (ii) reflection and (iii) authentic assessment, whereby data are collected from individual and group blog and being analyzed qualitatively. From the data, it was found that the development of storyboard in pre-production phase promotes authentic learning and positively impact student's learning and creativity.