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Wilson is an assistant professor, Educational Communications and Technology in the College of Education, at the University of Saskatchewan. He can be reached at: [jay.wilson@usask.ca](jay.wilson@usask.ca)[ ](jay.wilson@usask.ca)[Richard A. Schwier is a professor](Richard A. Schwier is a professor), Educational Communications and Technology in the  \nCollege of Education, at the University of Saskatchewan. He can be reached at: [richard.schwier@usask.ca](richard.schwier@usask.ca)  \nAbstract: Authentic learning is touted as a powerful learning approach, particularly in the context of problem‐based learning (Savery, 2006) . Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community‐based non‐profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007) .  \nRésumé : L’apprentissage authentique est présenté comme une approche efficace en apprentissage, en particulier dans le contexte de l’apprentissage par problèmes (Savery, 2006) . Enseigner et apprendre la conception pédagogique semble offrir une correspondance étroite entre les principes de l’apprentissage authentique et la pratique de la conception pédagogique. Cet article présente de manière détaillée les efforts visant à élargir et à approfondir la compréhension qu’ont les étudiants dela conception pédagogique par l’utilisation d’une approche de la formation à l’enseignement basée sur l’apprentissage du service qui met l’accent sur l’apprentissage authentique et l’évaluation. Les étudiants sont regroupés en équipes et se voient attribuer à un véritable mandat auprès d’un client externe sous la supervision de l’instructeur qui agit à titre de gestionnaire de projet pour le groupe. Les mandats sont délibérément négociés de manière à offrir des services de conception de matérielpédagogique à des clients qui autrement ne seraient pas en mesure de s’offrir ces services, comme les groupes communautaires sans but lucratif. Les raisons pour ce faire sont de deux ordres : d’une part, lors de l’obtention de mandats, nous voulons éviter d’entrer en concurrence et d’interférer avec les activités de groupes commerciaux et d’entrepreneurs en conception pédagogique; d’autre part, nous voulons transmettre à nos étudiants l’idée que la conception pédagogique revêt une importance sociale qui s’étend bien au‐delà des orientations axées sur les couples profits/pertes et  \ncoûts/efficacité que de nombreuses entreprises de conception pédagogique adoptent. Ainsi, nous véhiculons l’idée que les concepteurs de matériel pédagogique sont des agents de changement social et que leur influence touche aux facettes interpersonnelle,","cbCaiuV3zcwPFA5M","https://ap.wps.com/l/cbCaiuV3zcwPFA5M","pdf",236858,15,"English","# Abstract\n## Authentic learning and its fit with instructional design\n## Service learning approach and authentic assessment\n## Real client contracts and instructor-supervised project management\n## Rationale: social importance beyond profit and cost orientation\n## Constructs supporting the instructional design model\n## Defining authenticity and connecting learning to real-world practices","[{\"question\":\"How does authentic learning relate to instructional design in the paper?\",\"answer\":\"The paper argues that instructional design offers a strong fit with the principles of authentic learning, particularly within problem-based learning contexts.\"},{\"question\":\"What does the service learning approach involve for students?\",\"answer\":\"Students are teamed and assigned real contracts with external clients, supervised by the instructor acting as project manager, with services designed for clients who otherwise cannot afford them.\"},{\"question\":\"Why are the contracts intentionally negotiated for certain client groups?\",\"answer\":\"The rationale is twofold: to avoid interfering with commercial instructional design businesses and to emphasize instructional design’s social importance beyond profit/loss and cost-effectiveness.\"}]","Authenticity in the process of learning about Instructional Design | PDF",1792087060,38]