{"id":2841,"date":"2026-10-21T09:08:49","date_gmt":"2026-10-21T13:08:49","guid":{"rendered":"https:\/\/www.citadel.edu\/ceitl\/?page_id=2841"},"modified":"2026-10-23T07:42:09","modified_gmt":"2026-10-23T11:42:09","slug":"designing-real-world-learning","status":"publish","type":"page","link":"https:\/\/www.citadel.edu\/ceitl\/designing-real-world-learning\/","title":{"rendered":"Designing Real-World Learning"},"content":{"rendered":"\n

91ÁÔÆæs learn more, and remember it longer, when they use what they learn to solve meaningful problems. Real-world learning asks students to think at a high level and apply that thinking to situations they will face beyond the classroom. The Rigor\/Relevance Framework, developed by Willard Daggett, is a planning tool that helps you see where your assignments fall and how to stretch them toward real-world learning (Daggett, 2014).<\/p>\n\n\n\n

The Rigor\/Relevance Framework<\/h2>\n\n\n\n

The framework combines two scales.<\/p>\n\n\n\n

Rigor<\/strong> describes how complex the thinking is. It is based on Bloom\u2019s Taxonomy, from recalling information to evaluating and creating. See Writing Learning Outcomes with Bloom\u2019s Taxonomy<\/a>.<\/p>\n\n\n\n

Relevance<\/strong> describes how students use what they know. It has five levels:<\/p>\n\n\n\n

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  1. Knowledge in one discipline<\/li>\n\n\n\n
  2. Apply within the discipline<\/li>\n\n\n\n
  3. Apply across disciplines<\/li>\n\n\n\n
  4. Apply to real-world predictable situations<\/li>\n\n\n\n
  5. Apply to real-world unpredictable situations<\/li>\n<\/ol>\n\n\n\n
    \n\n\n\n

    The Four Quadrants<\/h2>\n\n\n\n

    Together, the two scales form four quadrants. The examples below come from a leadership course.<\/p>\n\n\n\n

    Quadrant<\/th>What students do<\/th>Example<\/th><\/tr><\/thead>
    A: Acquisition<\/td>Recall and understand knowledge for its own sake<\/td>Define three leadership theories.<\/td><\/tr>
    B: Application<\/td>Apply knowledge to solve problems with a clear path<\/td>Use a leadership theory to analyze a case study.<\/td><\/tr>
    C: Assimilation<\/td>Analyze and evaluate knowledge in depth, within the discipline<\/td>Compare two theories and judge which better explains a historical leader\u2019s decisions.<\/td><\/tr>
    D: Adaptation<\/td>Combine and use knowledge to solve complex, unpredictable real-world problems<\/td>Design a plan to lead a team through an unexpected crisis, then defend your choices.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    All four quadrants have a place. 91ÁÔÆæs need the foundation in Quadrant A before they can succeed in Quadrant D. Most courses should include work in every quadrant and build toward C and D.<\/p>\n\n\n\n

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    Make Assessments Authentic<\/h2>\n\n\n\n

    Authentic assessment asks students to do the kind of work people do in the field, not just recall answers. Grant Wiggins described authentic assessments as tasks that (Wiggins, 1990):<\/p>\n\n\n\n