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 real e-Learning' offers the instruments to use e-learning ideas throughout a number disciplines, with useful assistance on layout, improvement, implementation and evaluate. It contains case reviews and develops the conceptual framework for real studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- genuine e-learning projects -- what's no longer actual e-learning? -- How learn does actual e-learning have to be? -- genuine e-learning and the conative studying area -- Designing and generating actual e-learning classes -- evaluate of real e-learning -- comparing genuine e-learning classes -- studying genuine e-learning

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Extra resources for A guide to authentic E-learning

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However, simply placing students in groups will not necessarily result in collaboration. Students must also work on a common task with an appropriate “incentive structure,” that is, rewards based on the performance of the group (Hooper, 1992). Katz and Lesgold (1993) pointed out that collaboration is more than cooperation: “Cooperation . . involves a division of labour in achieving a task. Collaboration happens synchronously; cooperation is either synchronous or asynchronous” (p. 289). Jonassen’s (1995) discussion of collaboration also emphasised learners’ social roles in “exploiting each other’s skills while providing social support and modeling and observing the contributions of each member” (p.

This What is Authentic e-Learning? ’s (1985) second stage of Attending to feelings, and this approach can support effective metacognitive reflection on performance. Chee (1995) described a computer-based multimedia project designed using elements of situated learning. The program aimed to teach students an object-oriented programming language entitled Smalltalk. In order to promote reflection, a Reflect button could be selected by students. Questions appear which “either possess deeper conceptual significance, or involve subtleties related to programming practice” (p.

For example, Leone Burton (1992) commented on the disservice the widespread use of such tests have done to the learning of mathematics: If the Oxford Dictionary is to be believed, assessment is the estimation of value for the purpose of fixing and imposing a fine! Norm-referenced, summative assessment has imposed a fine on millions of learners of mathematics by failing them, and has done a disservice to the discipline by reifying those who succeed and the mathematics on which their success is based (p.

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