Instructional Design Guidelines for Authentic Activity in Online Learning Units PROCEEDINGS
Jan Herrington, Heather Sparrow, Tony Herrington, Edith Cowan University, Australia
EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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.
Herrington, J., Sparrow, H. & Herrington, T. (2000). Instructional Design Guidelines for Authentic Activity in Online Learning Units. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 435-440). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2018 from https://www.learntechlib.org/p/16105/.
© 2000 Association for the Advancement of Computing in Education (AACE)