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' presents the instruments to use e-learning rules throughout more than a few disciplines, with useful suggestions on layout, improvement, implementation and overview. It contains case reviews and develops the conceptual framework for genuine studying projects in on-line environments. desk OF CONTENTS -- what's real e-learning? -- real e-learning projects -- what's now not real e-learning? -- How learn does actual e-learning have to be? -- real e-learning and the conative studying area -- Designing and generating real e-learning classes -- overview of actual e-learning -- comparing genuine e-learning classes -- studying real e-learning

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In Chapter 2, the task—the key element in any authentic learning design—is described in more detail. Chapter 2 Authentic e-Learning Tasks Of all the design elements of an authentic e-learning course—indeed, of any learning design—it is the task that matters most. A well-crafted task, and the activities students engage in to complete it, can enable and facilitate complex learning, and motivate and engage students in its execution. There has been a great deal written about authentic tasks and activities in recent times as the influences of constructivist philosophy and advances in technology impact on educational theory, research and development.

It could be argued that learning can be authentic, as we define it, without utilising any e-element. Littlejohn and Pegler (2007) noted that “e-learning is commonly taken to mean the use of computers and the internet for learning” (p. 16). With this in mind, however, it is almost impossible to conceive of any authentic learning endeavour in higher education today that does not take advantage of the affordances of computers and the internet. In our view, authentic learning is best executed with powerful computer-based, participatory tools—this is e-learning at its best.

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?

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