Year: 2000
Type: conference-paper
Abstract: : The current trend to use the World Wide Web as a vehicle for the delivery of distance education units has required educators to adopt innovative approaches to the design of learning materials for this medium. However, the temptation to place large tracts of text online is deeply entrenched. This paper describes a project where guidelines for the design of authentic activities have been derived from a broad literature base. The guidelines have been used in the development of Masters subjects, where authors are encouraged to use learning activities as the central focus of study—the activity does not supplement the unit, it is the unit. The emphasis is placed on the design of activities, integrated assessment of the activities, identification of resources and establishment of collaborative tools. Examples of activities, together with the instructional design guidelines, are provided, and the use of theory and research to inform the instructional design process is discussed. Authentic activities Activities, investigations and problems are at the heart of student involvement in meaningful learning contexts. Teachers provide such activities to enable students to interact with the learning environment, and to learn, apply and practice newly acquired skills. Activities are defined by Brophy and Alleman (1991) as: ‘Anything
Institution: Edith Cowan University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1570095227