By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to real e-Learning' offers the instruments to use e-learning rules throughout more than a few disciplines, with sensible tips on layout, improvement, implementation and overview. It comprises case experiences and develops the conceptual framework for real studying initiatives in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- genuine e-learning initiatives -- what's no longer real e-learning? -- How learn does actual e-learning must be? -- genuine e-learning and the conative studying area -- Designing and generating real e-learning classes -- overview of real e-learning -- comparing real e-learning classes -- getting to know actual e-learning
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Extra resources for A guide to authentic E-learning
The capabilities and strengths of e-learning technologies are more than adequate to provide a “window onto practice” (Brown & Duguid, 1993, p. 14). For example, uploaded movies of experts performing skills—such as a teacher asking openended questions, a nurse using reﬂective listening with a patient, a building adviser assessing foundations, or a farmer judging the quality of produce—allow students the opportunity to observe the experienced practitioner at work. Gott, Lesgold and Kane (1996) described computer-based learning programs entitled Sherlock 1 and Sherlock 2, that were designed to teach specialised electronics troubleshooting in avionics.
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.
85). This view is strongly supported in the literature by others who have pointed out that reﬂection is a social process (Kemmis, 1985), and that collaboration on tasks enables the reﬂective process to become apparent (von Wright, 1992). , 1989); collaborative groupings of students to enable reﬂection with aware attention (Knights, 1985; von Wright, 1992; Kemmis, 1985). , 1989; Lave & Wenger, 1991). Speech and Learning Counsellors and psychologists have long been aware of the importance of verbalisation in beginning to eﬀect change in problematic behaviours.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver