By Jan Herrington; Thomas C Reeves; Ron Oliver
'A advisor to real e-Learning' presents the instruments to use e-learning ideas throughout a number disciplines, with sensible information on layout, improvement, implementation and evaluate. It contains case reviews and develops the conceptual framework for actual studying initiatives in on-line environments. desk OF CONTENTS -- what's real 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 -- overview of actual e-learning -- comparing actual e-learning classes -- gaining knowledge of real e-learning
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Extra resources for A guide to authentic E-learning
Dunlap and Grabinger (1996) also argued that because complex problems often require unorthodox or unconventional approaches, collaboration allows students to “share the risk” (p. 79). Many other studies (Slavin, 1996; Del Marie Rysavy & Sales, 1991; Hooper, 1992) have shown that there are clear educational advantages to be derived from collaboration among students. Recommended Design Features Collaboration has much support in the literature as an important design element, not only in its own right, but also as an enabling device for several other characteristics of the authentic learning model described in this chapter, such as coaching and articulation.
16). With this in mind, however, it is almost impossible to conceive of any authentic learning endeavour in higher education today that does not take advantage of the aﬀordances of computers and the internet. In our view, authentic learning is best executed with powerful computer-based, participatory tools—this is e-learning at its best. Authentic learning has its foundations in the theory of situated cognition or situated learning, together with other pedagogical approaches developed over the last two decades, such as anchored instruction.
In contrast, many e-learning courses and resources are designed in a linear instructional format, which assumes that the learner begins at the beginning and works through to the conclusion. Such courses provide inadequate experiences for students in dealing with complex issues. , 1991b). Collaborative Construction of Knowledge The opportunity for users to collaborate is an important design element, particularly for students who may be learning at a distance. Tasks need to be addressed to a group rather than an individual, and appropriate means of communication need to be established.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver