By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to genuine e-Learning' offers the instruments to use e-learning ideas throughout more than a few 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 real e-learning? -- genuine e-learning initiatives -- what's now not real e-learning? -- How learn does real e-learning have to be? -- genuine e-learning and the conative studying area -- Designing and generating actual e-learning classes -- overview of genuine e-learning -- comparing actual e-learning classes -- studying actual e-learning
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Extra info for A guide to authentic E-learning
The model arose out of investigation of highly successful learning situations. They set out to ﬁnd examples of learning in any context or culture that were eﬀective, and to then analyse the key features of such models. One such model was snow skiing, where learning time had diminished from two What is Authentic e-Learning? 15 years to two weeks as a result of instruction (Burton, Brown, & Fischer, 1984). An analysis of common features found in all the successful models were factors such as: apprenticeship, collaboration, reﬂection, coaching, multiple practice and articulation (McLellan, 1991).
Boud, Keogh, and Walker (1985) deﬁned the process of reﬂection as consisting of three related stages: 1 2 3 Returning to the experience: recollecting the salient features of the experience, recounting them to others. Attending to feelings: accommodating positive and negative feelings about the experience. Re-evaluating the experience: associating new knowledge, integrating new knowledge into the learner’s conceptual framework. Norman (1993) described two types of thinking that can be used by students in learning: experiential and reﬂective.
Although McLellan (1994) summarised the key components of the situated learning model as: apprenticeship, collaboration, reﬂection, coaching, multiple practice, and articulation of learning skills (p. 7), the contributions of various theorists and researchers, including the original authors of the model, had expanded and reﬁned the notion to a much more comprehensive and far-reaching framework for classroom application. 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.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver