Academic Leadership Journal


Laurie Bedford


More organizations and instructors are incorporating authentic learning strategies into the instructional paradigm of the classroom. One advantage of this ideology is that the diversity of individual learners can be capitalized upon through a dialogue consisting of multiple perspectives. In these contemporary classrooms, the curriculum becomes a more fluid, personal entity based on experience, prior knowledge and individual expertise (Bedford, Wiebe, and Tschida, 2008). At the same time, a plethora of information which draws upon multiple perspectives is also more readily available and accessible though electronic venues—primarily via the Internet. The abundance of available information provides opportunities for learners to intellectually interact with course content aligned with their diverse perspectives. This discourse should posit the instructional attention on the learners and their interaction with the opportunities that dynamic, web-based content affords. However, in many classrooms, much of the course content continues to be derived from traditional venues including textbooks and instructor expertise.



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