Representing Authentic Learning Designs Supporting the Development of Online Communities of Learners
Representing Authentic Learning Designs Supporting the Development of Online Communities of Learners
复制标题
代表真实的学习设计，支持学习者在线社区的发展
DOI：
10.5204/jld.v2i2.36
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
T. Reeves
中科院分区：
文献类型：
--
作者：
R. Oliver;A. Herrington;J. Herrington;T. Reeves
真实的学习设计已经被探索了一段时间，并且经常被证明提供了学习环境，为学习提供了许多有意义的背景。这些有意义的环境不仅鼓励学生学习，而且还促进了学习，包括更高层次的学习和各种形式的学习支持。在学习者中建立社区意识可以创建支持机制，这些机制可以很容易地提高学习结果。本文描述了几种技术促进的真实性学习设计，涉及学习社区的开发和支持。学习设计以几种形式呈现，以提供学习环境中各种要素的概述，并说明与社区发展和支持相关的学习和教学战略。本文阐述了学习设计表征的不同目的，并论证了进一步研究的必要性，特别是基于设计的研究，以开发可广泛用于提供支持发现和重用的描述的标准形式的表征。
Authentic learning designs have been explored for some time now and have frequently been shown to provide learning settings that provide many meaningful contexts for learning. These meaningful contexts provide not only encouragement for students to learn but also a raft of learning enhancements including higher-order learning and forms of learning support. The establishment of a sense of community among learners creates support mechanisms that can readily enhance learning outcomes. This paper describes several technology-facilitated authentic learning designs that involve the development and support of learning communities. The learning designs are represented in several forms to provide an overview of the various elements in the learning setting and to indicate the learning and teaching strategies associated with the community development and support. The paper illustrates the different purposes learning design representations can serve and argues the need for further research, in particular, design-based research, to develop standard forms of representations that can be widely used to provide descriptions that support discovery and reuse.