By Jan Herrington; Thomas C Reeves; Ron Oliver
'A advisor to actual e-Learning' presents the instruments to use e-learning rules throughout quite a number disciplines, with sensible advice on layout, improvement, implementation and overview. It comprises case reports and develops the conceptual framework for real studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- real e-learning initiatives -- what's no longer 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 -- evaluation of genuine e-learning -- comparing actual e-learning classes -- learning actual e-learning
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Altering pupil profiles and the expanding availability of mainstream and really expert studying applied sciences are stretching the normal face-to-face types of training and studying in better schooling. associations, too, are dealing with far-reaching systemic adjustments that are putting lines on current assets and actual infrastructure and calling into query conventional methods of educating via lectures and tutorials.
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Extra resources for A guide to authentic E-learning
In many e-learning courses, students continue to be assessed by the conventional methods of norm-referenced tests, essays, and examinations which are generally based on the assumption that there is an objective reality which can be judged as right or wrong. Thus, testing items are conﬁned to simple multiple choice or other low-level means to assess students’ knowledge. Authentic Assessment A common deﬁnition of authentic assessment is one such as given by Torrance in the introduction to the edited papers entitled Evaluating Authentic Assessment: The basic implication of the term [authentic assessment] seems to be that the assessment tasks designed for students should be more practical, realistic and challenging than what one might call “traditional” paper-and-pencil tests (Torrance, 1995, p.
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. Pea described a project where students composed computer-based multimedia presentations and where one of the key elements was the argumentation and persuasion of the product.
The Foundations of Authentic Learning: Situated Learning It was Brown, Collins, and Duguid (1989b) who ﬁrst synthesised contemporary thinking and research into the theory of situated learning and proposed a model of instruction that had implications for educational design and practice. Collins (1988) deﬁned situated learning most simply as: “the notion of learning knowledge and skills in contexts that reﬂect the way the knowledge will be useful in real life” (p. 2). The model arose out of investigation of highly successful learning situations.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver