Operationalizing Nine Design Elements of Authentic Learning Environments in a Classroom-based On-line Simulation

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Ferry, B., Kervin, L., Hedberg, J., Turbill, J., Cambourne, B. & Jonassen, D. (2005). Operationalizing Nine Design Elements of Authentic Learning Environments in a Classroom-based On-line Simulation. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 3096-3103). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20557.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Authors

Brian Ferry, Lisa Kervin, University of Wollongong, Australia; John Hedberg, Macquarie University, Australia; Jan Turbill, Brian Cambourne, University of Wollongong, Australia; David Jonassen, University of Missouri, United States

Abstract

Herrington, Oliver and Reeves (2003) assert that many researchers and teachers now accept that well designed multimedia environments provide an alternative to real-life settings. Researchers report that educational software advances have demonstrated that it is feasible to create a motivational simulation that supports pre-service teachers by providing them with tools that allow them to view the effects of their decisions within a virtual classroom context (Aldrich, 2004) However, limited research has been reported on the use of authentic simulations in pre-service teacher education. This paper describes the on-line simulation that we developed to support our first year pre-service teacher education program. We explain how we operationalized the nine design elements of authentic learning environments as reported by Herrington, Oliver and Reeves (2003). In addition we describe the teaching and learning experiences incorporated within this virtual classroom and the responses to these experiences form the perspective of the initial users of the simulation.

Keywords

• Classrooms
• Virtual Environments
• Teachers

Also Read

• Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
• Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
• What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
• Student-Teacher Interaction on Facebook: What Students Find Appropriate
• Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)
• Mathematics Teacher TPACK Standards and Development Model
• Teachers’ assessment of TPACK: Where are we and what is needed?
• Web 2.0 learning environments in vocational education: a study on the use of collaborative online tools in the Statistics module
• Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge
• Mathematics Teacher TPACK Standards and Revising Teacher Preparation

Tags