Download e-book for iPad: A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver

By Jan Herrington; Thomas C Reeves; Ron Oliver

ISBN-10: 0203864263

ISBN-13: 9780203864265

ISBN-10: 0415997992

ISBN-13: 9780415997997

ISBN-10: 041599800X

ISBN-13: 9780415998000

'A consultant to actual e-Learning' offers the instruments to use e-learning ideas throughout more than a few disciplines, with sensible counsel on layout, improvement, implementation and assessment. It contains case stories and develops the conceptual framework for actual studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- genuine e-learning projects -- 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 -- evaluation of genuine e-learning -- comparing actual e-learning classes -- learning real e-learning

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Additional resources for A guide to authentic E-learning

Sample text

141). Such reflection, one might argue, is only possible in an e-learning course that provides an authentic task within an authentic context, not at the prompting of an external agent. Reflection as a Process and a Product Some theorists see reflection as both a process and a product (Collen, 1996; Kemmis, 1985), and that it is action-oriented (Kemmis, 1985). Knights (1985) contended that reflection is not the kind of activity which its name suggests—a solitary, internal activity—but a two-way process with the aware attention of another person: “Without an appropriate reflector, it cannot occur at all” (p.

Compare this fairly simplistic approach to some of the learning courses designed from a more constructivist philosophy.

However, externally stimulated reflection such as described in these projects may not be integral to the cognitive processes of the students and, if not, is likely to be ignored. Candy, Harri-Augstein, and Thomas (1985) believed that reflection is not facilitated simply by allowing time for it, or providing questions or prompts. Kemmis (1985) pointed out that we do not reflect in a vacuum: “We pause to reflect . . because the situation we are in requires consideration: how we act in it is a matter of some significance” (p.

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A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver


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