Authentic Tasks Online: Two Experiences

Authentic Tasks Online: Two Experiences

Tel Amiel, Jan Herrington
DOI: 10.4018/978-1-61350-080-4.ch009
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This chapter presents an exploration of the design and methods of two instantiations of authentic learning tasks in online learning environments. The first case employs a service learning orientation involving a distance learning project taught to students in four sites in two countries, while the second case is of a multimedia-based learning environment employing a scenario to engage students in realistic, simulated learning activities. The two approaches are examined through reference to characteristics of authentic tasks. The chapter demonstrates a range of possibilities for the instructor interested in more informed design of technology-based learning environments in higher education, and in particular, the design and creation of authentic learning tasks.
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Two Experiences

In this chapter, we discuss these two alternatives to enhance the authenticity of the online classroom. First, we review an experiential e-learning model based on service-learning focused on pre-service teachers and multicultural education. Next, we describe a scenario-based model focused on mathematics and pre-service teachers. We finalize the chapter with a comparison of the two approaches based on the characteristics of authentic tasks. Our aim is to demonstrate a range of possibilities for the instructor interested in promoting authenticity in an online environment.

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