Overview

Part of the groundbreaking connecting with e-Learning series, A guide to Authentic e-Learning provides effective, practical examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept lecture and text dominated classroom pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that ...

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A Guide to Authentic e-Learning

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Overview

Part of the groundbreaking connecting with e-Learning series, A guide to Authentic e-Learning provides effective, practical examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept lecture and text dominated classroom pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce important higher-order outcomes.

A Guide to Authentic e-Learning:

develops the conceptual framework for authentic learning tasks in online environments.

Provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks.

Includes case studies and examples of outcomes of using authentic e-learning tasks.

Outlines the principles that guide the development of effective e-learning environments based upon authentic tasks.

Written for Further and Higher Education professionals who teach online, A Guide to Authentic e-Learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective strategies for engaging learners with authentic tasks in online learning settings that can be implemented across manydisciplines.

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Editorial Reviews

From the Publisher
Winner of the AECT Design and Development 2010 Outstanding Book Award

"This book gives designers and faculty a glimpse of how they can create more powerful online learning experiences for students. Take the time to read the book to find out how."—Educational Technology

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Product Details

  • ISBN-13: 9781135194192
  • Publisher: Taylor & Francis
  • Publication date: 4/2/2010
  • Series: Connecting with E-learning
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 232
  • File size: 2 MB

Meet the Author

Jan Herrington is a Professor in the School of Education at Murdoch University in Perth, Western Australia.

Thomas C. Reeves is a Professor of Learning, Design, and Technology at The University of Georgia, USA.

Ron Oliver is Pro-Vice-Chancellor (Teaching and Learning) at Edith Cowan University in Perth, Western Australia.

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Table of Contents

List of Figures ix

List of Tables xi

Series Editors' Foreword xiii

Acknowledgments xv

Introduction 1

Impediments to Authentic Learning in Higher Education 3

Inert Knowledge 4

Emerging Technologies and Cognitive Tools 7

Technologies of Participatory Culture 8

Participatory e-Learning 10

Learning Management Systems in e-Learning 11

1 What is Authentic e-Learning? 14

The Foundations of Authentic Learning: Situated Learning Critical Characteristics of Situated Learning for a Model of Authentic Learning 17

Elements of Authentic Learning 18

A Framework for Implementation 39

2 Authentic e-Learning Tasks 41

Activity as Practice 41

Academic Problems vs Practical Problems 43

Defining Authentic Tasks 45

Elements of Authentic Tasks 46

Authentic e-Learning Tasks 48

The Underlying Logic of Online Authentic Tasks in Higher Education 62

A Logic Map of an Authentic Tasks-based Higher Education Course 65

3 What is Not Authentic e-Learning? 72

Non-authentic Tasks 72

Misconceptions of Authenticity of Tasks 74

Continuum of Authentic Characteristics 79

4 How Real does Authentic e-Learning Need to be? 85

Increasing Relevance in Learning 85

Simulations and Virtual Reality 86

Realistic or Real? 89

The Nature of Authenticity 90

5 Authentic e-Learning and the Conative Learning Domain 97

What should Higher Education Students Learn? 98

Are Today's Postsecondary Students "Millennials" or "Generation Me"? 103

Alignment is the Key 108

Putting it all Together 111

6 Designing and Producing Authentic e-Learning Courses 112

Revising an Existing Course 112

Designing a New Course 114

Implementing Authentic e-Learning Courses 133

7 Assessmentof Authentic e-Learning 136

Assessment versus Evaluation 136

The Issue of Assessment 137

The Value of Assessment 137

Assessment and Student Learning 138

Restraints of Institutional Assessment Policies 139

Characteristics of Authentic Assessment 140

Authentic Assessment for Authentic Learning 146

8 Evaluating Authentic e-Learning Courses 148

Evaluation Planning 148

Preparing an Evaluation Proposal: An Example 151

Evaluation Project Management 163

Evaluation Reporting 167

Summary 171

9 Researching Authentic e-Learning 172

The Need for a Different Kind of Research 173

Design Research 175

Phases of Educational Design Research 177

Reporting Design Research 187

A Research Agenda for Authentic e-Learning 188

Conclusion 189

References 191

Index 211

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