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Engaging learners in complex, authentic contexts: Instructional design for the web

Herrington, J., Oliver, R. and Stoney, S. (2000) Engaging learners in complex, authentic contexts: Instructional design for the web. In: Moving Online: A conference to explore the challenges for workplaces colleges and universities, 18 - 19 August 2000, Gold Coast, Qld pp. 85-96.

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    Abstract

    The old adage, 'We teach as we have been taught' places a great deal of responsibility on the current generation of online teachers, to teach in a manner that is worth replicating. This paper describes the development of a course in online teaching and learning, available only in online mode, that models the approach to teaching and learning that is advocated in the units. The course is not only an end in itself - it is also a means to an end, providing the necessary skills to enable students to continue to learn and adapt with new technologies and new learning approaches. The paper describes the instructional design process of developing units for web-delivery that are based on complex and authentic contexts. There is no attempt to simplify instructional sequences, or to structure the learning environment to progress from simple to complex. Instead, the nomination of authentic context, authentic task and integrated assessment guide the development of the learning environment. The paper describes the specific instructional design process adopted, together with the tools and planning resources used for the development of a Graduate Certificate in Online Teaching and Learning to be offered by Edith Cowan University.

    Publication Type: Conference Paper
    Notes: Appears In: Moving online : a conference to explore the challenges for workplaces, colleges and universities : proceedings of the Moving Online Conference 2000
    URI: http://researchrepository.murdoch.edu.au/id/eprint/7081
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