By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to real e-Learning' offers the instruments to use e-learning ideas throughout more than a few disciplines, with functional counsel on layout, improvement, implementation and assessment. It contains case reviews and develops the conceptual framework for real studying initiatives in on-line environments. desk OF CONTENTS -- what's actual e-learning? -- real e-learning initiatives -- what's no longer genuine e-learning? -- How learn does genuine e-learning have to be? -- actual e-learning and the conative studying area -- Designing and generating genuine e-learning classes -- overview of genuine e-learning -- comparing actual e-learning classes -- studying actual e-learning
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Additional resources for A guide to authentic E-learning
1989b; Reeves & Reeves, 1997; Lebow & Wager, 1994). When designing authentic tasks for their courses, teachers need to ask questions such as: • • What kind of activities are conducted in the real world that use the knowledge, skills and attitudes that are the focus of the course? How is this knowledge applied to answer real-world questions and solve real-world problems? Activities in Learning Tasks, activities, investigations and problems are at the heart of student involvement in formal learning contexts.
Tasks need to be addressed to a group rather than an individual, and appropriate means of communication need to be established. , 1989; Hooper, 1992; Reeves & Reeves, 1997). Cooperation versus Collaboration Collaboration and the opportunity to collaboratively construct knowledge are seen as important elements of an authentic e-learning model. However, simply placing students in groups will not necessarily result in collaboration. Students must also work on a common task with an appropriate “incentive structure,” that is, rewards based on the performance of the group (Hooper, 1992).
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. Many of these tasks are so “well designed” that they fail to account for the nature of realworld problem solving, where the solution is rarely neat and the salient facts are rarely the only ones at students’ disposal.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver
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