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

By Jan Herrington; Thomas C Reeves; Ron Oliver

'A advisor to genuine e-Learning' offers the instruments to use e-learning ideas throughout a number disciplines, with sensible assistance on layout, improvement, implementation and overview. It contains case reports and develops the conceptual framework for genuine studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- genuine e-learning projects -- what's no longer real e-learning? -- How learn does actual e-learning must be? -- genuine e-learning and the conative studying area -- Designing and generating actual e-learning classes -- review of actual e-learning -- comparing actual e-learning classes -- learning genuine e-learning

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1989; Collins, 1988; Young, 1993); coaching and scaffolding assistance is available for a significant portion of the activity (Harley, 1993; Collins, 1988; Griffin, 1995; Young, 1993). What is Authentic e-Learning? 37 Authentic Assessment In order to provide integrated and authentic assessment of student learning, the e-learning course needs to provide: the opportunity for students to be effective performers with acquired knowledge, and to craft polished performances or products in collaboration with others.

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.

In Chapter 2, the task—the key element in any authentic learning design—is described in more detail. Chapter 2 Authentic e-Learning Tasks Of all the design elements of an authentic e-learning course—indeed, of any learning design—it is the task that matters most. A well-crafted task, and the activities students engage in to complete it, can enable and facilitate complex learning, and motivate and engage students in its execution. There has been a great deal written about authentic tasks and activities in recent times as the influences of constructivist philosophy and advances in technology impact on educational theory, research and development.

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