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 consultant to genuine e-Learning' offers the instruments to use e-learning ideas throughout various disciplines, with useful suggestions on layout, improvement, implementation and overview. It comprises case reports and develops the conceptual framework for genuine studying initiatives in on-line environments. desk OF CONTENTS -- what's actual e-learning? -- actual e-learning projects -- what's now not actual e-learning? -- How learn does genuine e-learning have to be? -- real e-learning and the conative studying area -- Designing and generating real e-learning classes -- review of actual e-learning -- comparing real e-learning classes -- learning genuine e-learning

Show description

Read or Download A guide to authentic E-learning PDF

Similar curriculum & instruction books

Education for All and Multigrade Teaching: Challenges and Opportunities

Multigrade educating poses a problem to studying. hundreds of thousands of beginners around the world are taught by way of lecturers who, at anyone time, are accountable for or extra university grades/years. those are the invisible multigrade academics who fight to supply studying possibilities for all inside curriculum and instructor schooling platforms designed for monograded periods.

International Handbook of Research on Teachers and Teaching (Springer International Handbooks of Education)

The overseas instruction manual of analysis on lecturers and educating presents a clean examine the ever altering nature of the educating occupation during the global. This choice of over 70 articles addresses a variety of concerns appropriate for figuring out the current academic weather during which the responsibility of academics and the standardized checking out of scholars became dominant.

Subject Headings for School and Public Libraries: An LCSH Sears Companion

A first-check resource for the main usually used headings wanted in media facilities and public libraries, this ebook has numerous thousand new and revised entries to help in employing LCSH and AC headings. Of the nearly 30,000 headings indexed, millions comprise cross-references. MARC codes are integrated with ambiguous headings to simplify coming into them into automated catalogs.

Instructional Design: Concepts, Methodologies, Tools and Applications

Profitable academic courses are usually the results of pragmatic layout and improvement methodologies that bear in mind all features of the tutorial and tutorial adventure. tutorial layout: techniques, Methodologies, instruments and purposes offers a whole assessment of old views, new tools and purposes, and versions in educational layout learn and improvement.

Extra resources for A guide to authentic E-learning

Sample text

374). The Role of Articulation The role of articulation has also been recognised in the value of peer tutoring. Research on peer tutoring (Forman & Cazden, 1985) has suggested that reasoning and problem solving is facilitated by “cognitive reorganization induced by cognitive conflict” (p. 330). Cognitive conflict occurs when students with disparate viewpoints challenge each other’s understanding, and is most likely to occur when students are required to achieve consensus. Pea (1991) argued for the importance of publicly defending a position in presentations to critics, who may be other students or specialists and experts on the topic.

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. 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.

Kemmis (1985) pointed out that we do not reflect in a vacuum: “We pause to reflect . . because the situation we are in requires consideration: how we act in it is a matter of some significance” (p. 141). Such reflection, one might argue, is only possible in an e-learning course that provides an authentic task within an authentic context, not at the prompting of an external agent. Reflection as a Process and a Product Some theorists see reflection as both a process and a product (Collen, 1996; Kemmis, 1985), and that it is action-oriented (Kemmis, 1985).

Download PDF sample

Rated 4.35 of 5 – based on 19 votes