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
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Extra resources for A guide to authentic E-learning
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).