'Cognitive realism' in online authentic learning environments
Save to My Collections
Herrington, J., Oliver, R. & Reeves, T. (2003). 'Cognitive realism' in online authentic learning environments. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2115-2121). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14158.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
David Lassner & Carmel McNaught
More Information on EDMEDIA
Table of Contents
The development of virtual reality and advanced computer applications have meant that realistic creations of simulated environments are now possible. Such simulations have been used with to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultra-realistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than 'cognitive realism', provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism will be presented together with the views of teachers, authors and instructional designers.
- Leading the Technology Evolution
- Technology Integration: The Pedagogy of the 21st Century
- Documenting Value Added Learning Through Videoconferencing: K-12 Classrooms’ Interactions with Museums
- Inspiring Learning and Teaching: Using e-tools to Facilitate Change
- Comparing How Teachers use Technology and Teacher Education Programs Prepare Teachers to use Technology
- Preparing Teachers for 21st Century Skills: Using Blogs to Support Students in Learning Math and Encourage Teacher-Student-Parent Communications
- The MALTES Factor and the DAU Learning Evolution
- Coordinating Professional Practice with Course Pedagogy in the Design of a Serious Games course
- The Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning
- Case Study: Leveraging Government and Academic Partnerships in MOSES (Military Open Simulator [Virtual World] Enterprise Strategy)
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.