Authentic Learning Environments in Higher Education
By: Herrington, Tony
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Contributor(s): Herrington, Tony | Herrington, Jan.
Material type: 
BookPublisher: USA : Information Science Publishing, 2005Edition: 1st.Description: 321 p.ISBN: 1591405947 (hardcover); 9781591405948 (hardcover).Subject(s): Higher Education Social Science Effective teachingDDC classification: 378.12 Herrington 19320 1st 2006 Education Summary: While situated and constructivist theory has generated useful guidelines for the foundations of authentic learning environments, few concrete examples exist. Authentic Learning Environments in Higher Education provides rich descriptions of the principles that guide the development of an authentic learning environment, while also providing concrete examples across a wide range of discipline areas. The chapters in Authentic Learning Environments in Higher Education present the challenges and successes of the authentic approach, and the authors relate the practical design of their learning environments to both discipline-based and situated theory. Readers will use the descriptions of a range of implementations to guide their own design and development of an authentic learning environment.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
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Books
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UVAS Library Social Science | Social Science | 378.12 Herrington 19320 1st 2006 Education (Browse shelf) | Available | 19320 |
While situated and constructivist theory has generated useful guidelines for the foundations of authentic learning environments, few concrete examples exist. Authentic Learning Environments in Higher Education provides rich descriptions of the principles that guide the development of an authentic learning environment, while also providing concrete examples across a wide range of discipline areas. The chapters in Authentic Learning Environments in Higher Education present the challenges and successes of the authentic approach, and the authors relate the practical design of their learning environments to both discipline-based and situated theory. Readers will use the descriptions of a range of implementations to guide their own design and development of an authentic learning environment.
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