By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to genuine e-Learning' offers the instruments to use e-learning ideas throughout a number of disciplines, with functional suggestions on layout, improvement, implementation and overview. It comprises case stories and develops the conceptual framework for actual studying initiatives in on-line environments. desk OF CONTENTS -- what's real e-learning? -- genuine e-learning initiatives -- what's no longer actual 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 -- evaluation of actual e-learning -- comparing actual e-learning classes -- learning actual e-learning
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Extra resources for A guide to authentic E-learning
Among solitary learners (p. 152). In spite of this strong argument from the research for the value of articulation in learning, many e-learning courses are used quietly where a solitary student interacts with the computer in silence. Lave and Wenger (1991) pointed out that being able to speak the vocabulary and tell the stories of a culture of practice is fundamental to learning, yet some e-learning courses ensure almost by default that the learning remains tacit. , 1996; Mercer, 1996); public presentation of argument to enable articulation and defence of learning (Pea, 1991; Lave & Wenger, 1991).
Jonassen (1991a) contended that context provides “episodic memory cues that make the acquired knowledge more memorable” (p. 37). 30 pm, you do not have to consciously memorise the time, place and person. The details are easily remembered because they ﬁt readily into your cognitive structure. Within learning environments, Rogoﬀ (1984) deﬁned context as “the problem’s physical and conceptual structure as well as the purpose of the activity and the social milieu in which it is embedded” (p. 2). Avoiding Oversimplification of Context Teachers and designers of e-learning courses are often tempted to design learning sites that simplify learning by breaking up complex processes and ideas into step-by-step sequences.
330). Cognitive conﬂict occurs when students with disparate viewpoints challenge each other’s understanding, and is most likely to occur when students are required to achieve consensus. Pea (1991) argued for the importance of publicly defending a position in presentations to critics, who may be other students or specialists and experts on the topic. Pea described a project where students composed computer-based multimedia presentations and where one of the key elements was the argumentation and persuasion of the product.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver