Get A guide to authentic E-learning PDF

By Jan Herrington; Thomas C Reeves; Ron Oliver

ISBN-10: 0203864263

ISBN-13: 9780203864265

ISBN-10: 0415997992

ISBN-13: 9780415997997

ISBN-10: 041599800X

ISBN-13: 9780415998000

'A consultant to actual e-Learning' presents the instruments to use e-learning ideas throughout various disciplines, with functional counsel on layout, improvement, implementation and evaluate. It comprises case reviews and develops the conceptual framework for real studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- real e-learning initiatives -- what's no longer actual e-learning? -- How learn does genuine e-learning have to be? -- real e-learning and the conative studying area -- Designing and generating actual e-learning classes -- evaluation of genuine e-learning -- comparing actual e-learning classes -- discovering actual e-learning

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15). Similarly, Tripp (1993) contended that computer-based simulations were not sufficient, and reiterated that “true expertise is learned by being exposed to experts” (p. 75). As the discussions and debates progressed however, there was increasing agreement that computer- and web-based representations and “microworlds” did provide a powerful and acceptable vehicle for the critical characteristics of the traditional apprenticeship to be located in the classroom environment. Reeves (1993a), for example, considered that one of the major benefits of a well-designed computer-based environment is its ability to include “opportunities for simulated apprenticeships as well as a wealth of learning support activities” (p.

Elements of Authentic Learning The framework of authentic learning is based on the proposal that usable knowledge is best gained in learning settings that feature the following characteristics (Herrington & Oliver, 2000). Authentic learning designs: 1 2 3 4 5 6 7 8 9 Provide authentic contexts that reflect the way the knowledge will be used in real life Provide authentic tasks Provide access to expert performances and the modelling of processes Provide multiple roles and perspectives Support collaborative construction of knowledge Promote reflection to enable abstractions to be formed Promote articulation to enable tacit knowledge to be made explicit Provide coaching and scaffolding by the teacher at critical times Provide for authentic assessment of learning within the tasks.

152). In spite of this strong argument from the research for the value of articulation in learning, many e-learning courses are used quietly where a solitary student interacts with the computer in silence. Lave and Wenger (1991) pointed out that being able to speak the vocabulary and tell the stories of a culture of practice is fundamental to learning, yet some e-learning courses ensure almost by default that the learning remains tacit. , 1996; Mercer, 1996); public presentation of argument to enable articulation and defence of learning (Pea, 1991; Lave & Wenger, 1991).

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A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver


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