ORCID Profile
0000-0002-9960-4677
Current Organisation
Murdoch University
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Publisher: SensePublishers
Date: 2014
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 30-12-2010
DOI: 10.14742/AJET.1031
Abstract: span An effective online learning community requires the development of social presence, as this helps learners to project themselves online and feel a sense of community. A literature review found that cultural preferences are important in developing relationships online, which may explain why some learners in international contexts may not participate in the learning community, with an unsuccessful online experience as a result. The effect of culture in the development of a learning community was investigated using a design-based research approach, in two fully online courses for faculty at a university in the Sultanate of Oman. It was found that the participants, all from an Arabic cultural background, preferred to develop responsible relationships before they went online, and preferred to use tools such as synchronous chat that gave increased immediacy to the learning context. /span
Publisher: Routledge
Date: 15-09-2014
Publisher: Informa UK Limited
Date: 09-2007
Publisher: Athabasca University Press
Date: 04-2014
DOI: 10.19173/IRRODL.V15I2.1705
Abstract: class="Abstract" span lang="EN-GB" Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development. /span
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59140-594-8.CH001
Abstract: Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as ex les of authentic learning environments in erse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-5876-9.CH010
Abstract: In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59140-594-8.CH020
Abstract: While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.
Publisher: Springer Science and Business Media LLC
Date: 12-2004
DOI: 10.1007/BF02504718
Publisher: Wiley
Date: 02-06-2015
DOI: 10.1111/BJET.12295
Publisher: Elsevier BV
Date: 11-2010
Publisher: Informa UK Limited
Date: 10-1998
Publisher: Informa UK Limited
Date: 24-07-2013
Publisher: SAGE Publications
Date: 24-01-2014
Abstract: Authentic learning pedagogy not only allows students to engage in realistic tasks using real-world resources and tools, but it also provides opportunities for students to learn with intention by thinking and acting like professionals as they address real problems. This paper describes a research conducted in a first year university course, where social media were used to support authentic and intentional learning. Principles of authentic learning guided the design of the course, and learning tasks and activities focused on the completion of realistic and complex tasks. Students’ mental effort was expended largely on the creation of polished and accomplished products, rather than on the completion of a series of decontextualised or step-by-step exercises. Importantly, opportunities for reflection were provided through the completion of a complex and collaborative task, a journal and a reflective examination. A qualitative study of two cohorts of students was conducted, as part of a larger design-based research agenda, over a period of two years. Findings showed that providing such course elements to facilitate reflection allowed students to reflect both in action as they participated in the course tasks and on action as they wrote about their learning experiences.
Publisher: Springer New York
Date: 22-05-2013
Publisher: Wiley
Date: 12-04-2016
DOI: 10.1111/BJET.12449
Publisher: Wiley
Date: 04-06-2013
DOI: 10.1111/BJET.12048
Publisher: IGI Global
Date: 2006
Publisher: Informa UK Limited
Date: 08-2006
Publisher: Informa UK Limited
Date: 10-2020
Publisher: Edith Cowan University
Date: 2019
Publisher: Elsevier BV
Date: 08-2009
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59140-594-8.CH014
Abstract: The pedagogical knowledge learned by pre-service teachers often fails to transfer to teaching practice. Instead, new teachers revert to instructional strategies they observed as children. This chapter describes design research conducted over four years, where pre-service teachers were immersed in an authentic learning environment using multimedia to learn mathematics assessment strategies. The first study was conducted with pre-service teachers in the second year of their degree, and then the second study followed up with the same people in their second year as practising teachers. The first study revealed several constraints for the participants on professional practice, including limited time and the influence of the supervising teacher. Later, as practising teachers, they faced cultural and practical constraints within the school environment that prevented them from fully operationalising the pedagogical principles they learned as pre-service teachers.
Publisher: Springer Science and Business Media LLC
Date: 09-2004
DOI: 10.1007/BF02960280
Publisher: Springer New York
Date: 22-05-2013
Publisher: Wiley
Date: 04-06-2013
DOI: 10.1111/BJET.12046
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 21-06-2019
DOI: 10.14742/AJET.3941
Abstract: Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.
Publisher: ACM
Date: 03-06-2009
Publisher: Springer US
Date: 2003
Publisher: Springer Science and Business Media LLC
Date: 03-2005
DOI: 10.1007/BF02961476
Publisher: Informa UK Limited
Date: 27-11-2022
Publisher: Cambridge University Press (CUP)
Date: 08-2019
DOI: 10.1017/JIE.2017.34
Abstract: The work of Aboriginal Education Workers (AEWs) in Australian schools is complex and multifaceted, and yet it is often misunderstood, or worse, devalued. Added to this, the conditions of employment for many AEWs is often insecure, with minimal pay, few opportunities for career progression or meaningful professional development. Despite this there continues to be, as there have been for decades, research findings, policies and reports attesting to the invaluable role of AEWs in schools and communities. The theoretical standpoint of Nakata's (2007) ‘cultural interface’ is used in this paper to critically (re) examine the role of AEWs in Australian schools. Drawing from relevant past and contemporary literature, this paper draws attention to past and contemporary theorising and policy concerning the roles of AEWs. It asserts that if the work of AEWs is to be better understood and valued then it must be reconsidered in a more transformative way that benefits both the students and schools which they support.
Publisher: Springer Science and Business Media LLC
Date: 09-2000
DOI: 10.1007/BF02319856
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-120-9.CH013
Abstract: In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.
Publisher: IGI Global
Date: 2008
DOI: 10.4018/978-1-59904-935-9.CH008
Abstract: Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as ex les of authentic learning environments in erse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.
Publisher: Springer Science and Business Media LLC
Date: 09-2007
DOI: 10.1007/BF03033421
Publisher: Springer Science and Business Media LLC
Date: 1998
Publisher: Inderscience Publishers
Date: 2015
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-325-8.CH003
Abstract: In response to the growing influence of constructivism as a philosophical approach to learning, and a wide range of research studies investigating alternative models of teaching and learning over the last decade, many universities have experimented with the development of ‘authentic’ learning environments. How successful they have been in this quest is a subject of some debate. For instance, Gayeski (2005) has argued: Many of today’s programs are no better than those from the early days of interactive video—in fact, they are worse. We still see too many textbooks or PowerPoint slides ‘ported’ over to the Web with a few links or silly questions added to make them ‘interactive’ (p. 98) The challenge instructors face is to align university teaching and learning more substantially with the way learning is achieved in real-life settings, and to base instructional methods on recent theories of learning which reflect this shift, such as situated learning (Brown, Collins, & Duguid, 1989 Collins, Brown, & Newman, 1989 McLellan, 1996 Choi & Hannafin, 1995). Authentic approaches, as well as requiring students to apply theory, also allow students to create theories by starting with a realistic problem, and then developing their own knowledge within the practical situations in which the need for learning was created. This chapter proposes nine critical characteristics of learning as a framework for the design of more authentic learning environments on the Web. The elements are based on situated learning theory and other compatible research, with particular emphasis on computer and Web-based applications.
Publisher: Informa UK Limited
Date: 09-2011
Publisher: Springer Berlin Heidelberg
Date: 2009
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 21-02-2022
DOI: 10.14742/AJET.7370
Abstract: Effective employment of information and communication technology (ICT) in foreign language teaching and learning has become imperative as a means to support second language development when traditional face-to-face instruction and interaction is not possible. Using a design-based research approach and a theoretical framework that integrates authentic learning and online communities of practice principles, this paper examines the nature and extent of students’ contributions to computer mediated communication (CMC) tools provided in an online Italian as a foreign language learning environment. This paper describes the context of the intervention strategy, the methodology used, and presents an analysis of themes emerging from the data relating to the use of multiple discussion forums to support interaction and collaboration within the online community of foreign language learners. The findings suggest that there was a substantial development in the way students used different discussion forums over the course of two consecutive iterative implementations of the online learning environment developed. The findings also show that, as time progressed, students felt increasingly more confident about communicating their ideas in writing in the target language to different groups of participants. Implications for practice or policy: The design principles and learning environment described in this study will assist foreign language educators to create their own pedagogical frameworks for language education in technology-based, authentic learning environments. The design principles that emerged from this research will assist foreign language educators to support student interaction and collaboration in online communities of learners. Foreign language students’ engagement with peers and native speakers will be enhanced by integrating the recommendations for encouraging purposeful and authentic student online interactions.
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-61520-678-0.CH012
Abstract: Regardless of whether one thinks of today’s higher education students as “digital natives” or members of “Generation Me,” it is obvious that traditional instructional methods are failing to engage them adequately in developing the kinds of higher order learning outcomes necessary in the 21st Century. These outcomes should encompass the conative learning domain as well as the traditional cognitive, affective, and psychomotor domains. This chapter describes a set of ten authentic tasks learning design principles that can be used to create and support the kind of engaging learning experiences that today’s learners must have if they are to achieve a full range of cognitive, affective, conative, and psychomotor outcomes for the 21st Century. A case study of a graduate level online course that exemplifies these design principles is described. Responding to the needs of Generation Me learners requires far more of a pedagogical revolution than it does the widespread adoption of Web 2.0 technologies.
Publisher: Routledge
Date: 27-09-2006
No related grants have been discovered for Jan Herrington.