By Jan Herrington; Thomas C Reeves; Ron Oliver
'A advisor to actual e-Learning' offers the instruments to use e-learning ideas throughout quite a number disciplines, with functional suggestions on layout, improvement, implementation and overview. It contains case reviews 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 now not real e-learning? -- How learn does actual e-learning must be? -- real e-learning and the conative studying area -- Designing and generating actual e-learning classes -- review of real e-learning -- comparing actual e-learning classes -- discovering real e-learning
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Extra info for A guide to authentic E-learning
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. 152). ” appears, and students have spent time reﬂecting, they can play a movie of an expert expressing his or her view of the issue.
1989; Greenﬁeld, 1984). What is Authentic e-Learning? , 1992) proposes that the best way to deal with complexity is to simplify the topic by breaking it down into its component parts. However, Perkins (1991) suggested that the temptation to oversimplify learning environments should be resisted, and instead designers and teachers should search for new ways to provide appropriate scaﬀolding and support. An authentic e-learning course provides for coaching at critical times, and scaﬀolding of support, where the teacher provides the skills, strategies, and links that the students are unable to provide to complete the task.
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.