By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to real e-Learning' offers the instruments to use e-learning rules throughout various disciplines, with functional counsel on layout, improvement, implementation and assessment. It comprises case experiences and develops the conceptual framework for actual studying initiatives in on-line environments. desk OF CONTENTS -- what's real e-learning? -- actual e-learning projects -- what's now not actual e-learning? -- How learn does actual e-learning have to be? -- genuine e-learning and the conative studying area -- Designing and generating real e-learning classes -- review of real e-learning -- comparing real e-learning classes -- getting to know genuine e-learning
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Extra resources for A guide to authentic E-learning
Davydov, 1995) has profoundly inﬂuenced the way educators see the role of articulation in learning. Vygotsky believed that speech is not merely the vehicle for the expression of the learner’s beliefs, but that the act of creating the speech profoundly inﬂuences the learning process. Vygotsky wrote: “Thought undergoes many changes as it turns into speech. It does not merely ﬁnd expression in speech; it ﬁnds reality and form” (cited in Lee, 1985, p. 79). Vygotsky believed that intellectual development occurs ﬁrst between people in a social context before it is internalised within the individual: What is Authentic e-Learning?
Our own work has built on that body of work and has used a design research approach (van den Akker, Gravemeijer, McKenney, & Nieveen, 2006b; Reeves, Herrington, & Oliver, 2005) to propose and test draft design principles for authentic learning based on situated learning and other related research and literature. 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).
Typically, there is only one perspective worth memorising—the teacher’s—because that is what will be tested. Teachers ﬁnd it diﬃcult to give up control” (p. 37). The teacher as coach is a fundamental and integral part of an e-learning course that provides a substantial scaﬀolding and coaching support for students. , 1989; Collins, 1988; Young, 1993); coaching and scaﬀolding assistance is available for a signiﬁcant portion of the activity (Harley, 1993; Collins, 1988; Griﬃn, 1995; Young, 1993). What is Authentic e-Learning?