A Guide to Authentic e-Learning

by Herrington; Jan

• ISBN13: 9780415998000
• ISBN10: 041599800X
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2009-12-01
• Publisher: Routledge

Summary

A Guide to Authentic e-learning provides the tools to apply authentic e-learning principles across a range of disciplines, with practical guidance on design, development, implementation and evaluation.

Author Biography

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.

Table of Contents

List of Figures	p. ix
List of Tables	p. xi
Series Editors' Foreword	p. xiii
Acknowledgments	p. xv
Introduction	p. 1
Impediments to Authentic Learning in Higher Education	p. 3
Inert Knowledge	p. 4
Emerging Technologies and Cognitive Tools	p. 7
Technologies of Participatory Culture	p. 8
Participatory e-Learning	p. 10
Learning Management Systems in e-Learning	p. 11
What is Authentic e-Learning?	p. 14
The Foundations of Authentic Learning: Situated Learning Critical Characteristics of Situated Learning for a Model of Authentic Learning	p. 17
Elements of Authentic Learning	p. 18
A Framework for Implementation	p. 39
Authentic e-Learning Tasks	p. 41
Activity as Practice	p. 41
Academic Problems vs Practical Problems	p. 43
Defining Authentic Tasks	p. 45
Elements of Authentic Tasks	p. 46
Authentic e-Learning Tasks	p. 48
The Underlying Logic of Online Authentic Tasks in Higher Education	p. 62
A Logic Map of an Authentic Tasks-based Higher Education Course	p. 65
What is Not Authentic e-Learning?	p. 72
Non-authentic Tasks	p. 72
Misconceptions of Authenticity of Tasks	p. 74
Continuum of Authentic Characteristics	p. 79
How Real does Authentic e-Learning Need to be?	p. 85
Increasing Relevance in Learning	p. 85
Simulations and Virtual Reality	p. 86
Realistic or Real?	p. 89
The Nature of Authenticity	p. 90
Authentic e-Learning and the Conative Learning Domain	p. 97
What should Higher Education Students Learn?	p. 98
Are Today's Postsecondary Students "Millennials" or "Generation Me"?	p. 103
Alignment is the Key	p. 108
Putting it all Together	p. 111
Designing and Producing Authentic e-Learning Courses	p. 112
Revising an Existing Course	p. 112
Designing a New Course	p. 114
Implementing Authentic e-Learning Courses	p. 133
Assessment of Authentic e-Learning	p. 136
Assessment versus Evaluation	p. 136
The Issue of Assessment	p. 137
The Value of Assessment	p. 137
Assessment and Student Learning	p. 138
Restraints of Institutional Assessment Policies	p. 139
Characteristics of Authentic Assessment	p. 140
Authentic Assessment for Authentic Learning	p. 146
Evaluating Authentic e-Learning Courses	p. 148
Evaluation Planning	p. 148
Preparing an Evaluation Proposal: An Example	p. 151
Evaluation Project Management	p. 163
Evaluation Reporting	p. 167
Summary	p. 171
Researching Authentic e-Learning	p. 172
The Need for a Different Kind of Research	p. 173
Design Research	p. 175
Phases of Educational Design Research	p. 177
Reporting Design Research	p. 187
A Research Agenda for Authentic e-Learning	p. 188
Conclusion	p. 189
References	p. 191
Index	p. 211
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