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

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Extra resources for A guide to authentic E-learning

Sample text

The social act of attempting to share and reconcile the knowledge of different individuals motivates learning in a way that is much rarer . . among solitary learners (p. 152). In spite of this strong argument from the research for the value of articulation in learning, many e-learning courses are used quietly where a solitary student interacts with the computer in silence. Lave and Wenger (1991) pointed out that being able to speak the vocabulary and tell the stories of a culture of practice is fundamental to learning, yet some e-learning courses ensure almost by default that the learning remains tacit.

181). Errors of oversimplification can also compound each other. , 1991b) identified more than 12 serious misconceptions held by the majority of medical students they tested, the origins of which they were able to trace to oversimplification of the initial presentation of the concepts. It is not necessary to simplify learning contexts to enhance learning. Indeed, designing realistic levels of complexity in a learning environment can help to make learning easier. Honebein, Duffy and Fishman (1993) gave the example of a study with students who disliked fractions and who found them difficult to learn.

However, Perkins (1991) suggested that the temptation to oversimplify learning environments should be resisted, and instead designers and teachers should search for new ways to provide appropriate scaffolding and support. An authentic e-learning course provides for coaching at critical times, and scaffolding of support, where the teacher provides the skills, strategies, and links that the students are unable to provide to complete the task. Gradually, the level of support (the scaffolding) is reduced until the student is able to stand alone.

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