By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to genuine e-Learning' offers the instruments to use e-learning ideas throughout quite a number disciplines, with functional information on layout, improvement, implementation and assessment. It contains case reviews and develops the conceptual framework for actual studying initiatives in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- genuine e-learning initiatives -- what's now not actual e-learning? -- How learn does real e-learning have to be? -- real e-learning and the conative studying area -- Designing and generating real e-learning classes -- review of genuine e-learning -- comparing genuine e-learning classes -- learning actual e-learning
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Additional info for A guide to authentic E-learning
The characteristics of authentic learning that emerged from that research are described in detail below. 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.
First it appears on the social plane, and then on the psychological plane. First it appears between people as an interpsychological category, and then within the child as an intrapsychological category. (Cited in Wertsch, 1985b, pp. ) Accordingly, the process is not a passive one, but a dynamic construction of personal ownership of learning through articulation and reﬂection (McMahon & O’Neill, 1993). This active process is reﬂected in Mercer’s (1996) comment that: “Talk is now recognised as more than a means for sharing thoughts: it is a social mode of thinking” (p.
And how to tidy away” (p. 164). While these comments are most appropriate for classrooms in schools, the same conclusions may be drawn for the design of e-learning courses. Students learn how to invoke “sub-optimal” schemes to enable them to proceed, rather than deal with the content in a way that promotes true understanding. The approach of many e-learning tasks is to employ a design that provides steps, procedures, hints, suggestions, and facts which neatly add up to the “correct” solution.