Login or register for free to remove ads.

Designing Authentic Activities for Web-based Courses PROCEEDINGS

, Edith Cowan University, Australia

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Influenced by constructivist philosophy and advances in technology, there is increasing interest in authentic activities as a basis for learning in both face-to-face and web-based courses. Whereas traditionally, activities have primarily served as vehicles for practice of skills or processes, a more radical approach is to build a whole course of study around authentic activities and tasks. This presentation will put the case that the value of authentic activity is not constrained to learning in real-life locations and practice, but can be analysed for the critical characteristics that help to enhance learning in online contexts. It will continue with a description of the theory, research, and development initiatives that provide the foundations for this approach. Finally, guidelines for the design of complex authentic activities for online learning and examples will be presented, together with the implications of this approach for teachers, students and designers.

Citation

Herrington, J. (2002). Designing Authentic Activities for Web-based Courses. In M. Driscoll & T. Reeves (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (pp. 18-27). Chesapeake, VA: AACE.

Keywords

References

  1. Barab, S.A., & Landa, A. (1997). Designing effective interdisciplinary anchors. Educational Leadership, 54, 52-55.
  2. Barab, S.A., Squire, K.D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research and Development, 48(2), 37-62.
  3. Bennett, S., Harper, B., & Hedberg, J. (2001). Designing real-life cases to support authentic design activities. In G. Kennedy, M. Keppell, C. McNaught , & T. Petrovic (Eds.), Meeting at the Crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp . 73-81). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.
  4. Bottge, B.A., & Hasselbring, T.S. (1993). Taking word problems off the page. Educational Leadership, 50(7), 36-38.
  5. Bransford, J.D., Sherwood, R.D., Hasselbring, T.S., Kinzer, C.K., & Williams, S.M. (1990a). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education and multimedia: Exploring ideas in high technology (pp. 115-141). Hillsdale, NJ: Lawrence Erlbaum.
  6. Bransford, J.D., Vye, N., Kinzer, C., & Risko, V. (1990b). Teaching thinking and content knowledge: Toward an integrated approach. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 381-413). Hillsdale, NJ: Lawrence Erlbaum Associates.
  7. Brophy, J., & Alleman, J. (1991). Activities as instructional tools: A framework for analysis and evaluation. Educational Researcher, 20(4), 9-23.
  8. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 3242.
  9. Clayden, E., Desforges, C., Mills, C., & Rawson, W. (1994). Authentic activity and learning. British Journal of Educational Studies, 42(2), 163-173.
  10. Cognition and Technology Group at Vanderbilt. (1990a). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
  11. Cognition and Technology Group at Vanderbilt. (1990b). Technology and the design of generative learning environments. Educational Technology, 31(5), 34-40.
  12. Cronin, J.C. (1993). Four misconceptions about authentic learning. Educational Leadership, 50(7), 78-80.
  13. Duchastel, P.C. (1997). A Web-based model for for university instruction. Journal of educational technology systems, 25(3), 221228.
  14. Fitzsimmons, J. (2001). Designing an effective online unit: Theory and practice. Paper presented at the Teaching Online in Higher Education Online Conference, Indiana University-Purdue University Fort Wayne, Indiana. Available: http://www.ipfw.edu/as/tohe/2001/abstracts/fitzsimmons.htm.
  15. Gordon, R. (1998). Balancing real-world problems with real-world results. Phi Delta Kappan, 79, 390-393.
  16. Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: How university students respond to a model of authentic assessment. Higher Education Research and Development, 17(3), 305-322.
  17. Herrington, J., Oliver, R., & Reeves, T.C. (2002). The suspension of disbelief in authentic online learning environments, Conference paper submitted for publication.
  18. Honebein, P.C., Duffy, T.M., & Fishman, B.J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In T.M. Duffy, J. Lowyck , & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp . 87-108). Heidelberg: Springer-Verlag.
  19. Jonassen, D. (1991). Evaluating constructivistic learning. Educational Technology, 31(9), 28-33.
  20. Kantor, R.J., Waddington, T., & Osgood, R.E. (2000). Fostering the suspension of disbelief: The role of authenticity in goal-based scenarios. Interactive Learning Environments, 8(3), 211-227.
  21. Koenders, A. (2002). Creating opportunities from challenges in on-line introductory biology. In A. Goody, J. Herrington , & M. Northcote (Eds.), Quality conversations: Research and Development in Higher Education, Volume 25 (pp. 393-400). Jamison, ACT: HERDSA.
  22. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Lebow, D., & Wager, W.W. (1994). Authentic activity as a model for appropriate learning activity: Implications for emerging instructional technologies. Canadian Journal of Educational Communication, 23(3), 231-144.
  23. Luca, J., & Oliver, R. (2001). Developing generic skills through on-line courses. In C. Montgomerie & J. Viteli (Eds.), Proceedings of Ed-Media 2001 (Vol. 2, pp. 1163-1164). Tampere, Finland: Association for the Advancement of Computing in Education. McLellan, H. (1997). Creating virtual communities via the web. In B.H. Khan (Ed.), Web-based instruction (pp. 185-190). Englewood Cliffs, New Jersey: Educational Technology Publications.
  24. Myers, S. (1993). A trial for Dmitri Karamazov. Educational Leadership, 50(7).
  25. Oliver, R., & Omari, A. (1999). Using online technologies to support problem based learning: Learners responses and perceptions. Australian Journal of Educational Technology, 15(158-79).
  26. Pennell, R., Durham, M., Ozog, M., & Spark, A. (1997). Writing in context: Situated learning on the web. In R. Kevill, R. Oliver , & R. Phillips (Eds.), What works and why: Proceedings of the 14th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 463-469). Perth, WA: Curtin University.
  27. Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to the design of educational technology. Educational Technology Research and Development, 46(3), 53-65.
  28. Reeves, T.C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In A. Goody, J. Herrington, & M. Northcote (Eds.), Quality conversations: Research and Development in Higher Education, Volume 25 (pp. 562-567). Jamison, ACT: HERDSA.
  29. Reeves, T.C., & Laffey, J.M. (1999). Design, assessment, and evaluation of a problem-based learning environment in undergraduate engineering. Higher Education Research and Development Journal, 18(2), 219-232.
  30. Reeves, T.C., & Okey, J.R. (1996). Alternative assessment for constructivist learning environments. In B.G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 191-202). Englewood Cliffs, NJ: Educational Technology Publications.
  31. Resnick, L. (1987). Learning in school and out. Educational Researcher, 16(9), 13-20.
  32. Sternberg, R.J., Wagner, R.K., & Okagaki, L. (1993). Practical intelligence: The nature and role of tacit knowledge in work and at school. In J.M. Puckett & H.W. Reese (Eds.), Mechanisms of everyday cognition (pp. 205-227). Hillsdale, NJ: Lawrence Erlbaum Associates.
  33. Wineburg, S.S. (1989). Remembrance of theories past. Educational Researcher, 18(5), 7-10.
  34. Winn, W. (1993). Instructional design and situated learning: Paradox or partnership. Educational Technology, 33(3), 16-21. Young, M.F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43-58. Young, M.F. (1995). Assessment of situated learning using computer environments. Journal of Science Education and Technology, 4(1), 89-96.
  35. Young, M.F., & McNeese, M. (1993). A situated cognition approach to problem solving with implications for computer-based learning and assessment. In G. Salvendy & M.J. Smith (Eds.), Human-computer interaction: Software and hardware interfaces . New York: Elsevier Science Publishers.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.


Feedback and Suggestions please email info@editlib.org or use our online feedback form.