By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to actual e-Learning' presents the instruments to use e-learning rules throughout various disciplines, with sensible suggestions on layout, improvement, implementation and overview. It contains case reviews and develops the conceptual framework for genuine studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- actual e-learning initiatives -- what's now not genuine e-learning? -- How learn does actual e-learning must be? -- actual e-learning and the conative studying area -- Designing and generating actual e-learning classes -- evaluation of actual e-learning -- comparing actual e-learning classes -- learning genuine e-learning
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Additional info for A guide to authentic E-learning
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.
And how to tidy away” (p. 164). While these comments are most appropriate for classrooms in schools, the same conclusions may be drawn for the design of e-learning courses. Students learn how to invoke “sub-optimal” schemes to enable them to proceed, rather than deal with the content in a way that promotes true understanding. The approach of many e-learning tasks is to employ a design that provides steps, procedures, hints, suggestions, and facts which neatly add up to the “correct” solution. Many of these tasks are so “well designed” that they fail to account for the nature of realworld problem solving, where the solution is rarely neat and the salient facts are rarely the only ones at students’ disposal.
Compare this fairly simplistic approach to some of the learning courses designed from a more constructivist philosophy.
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