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A Co-Evolutionary Model for Supporting the Emergence of Authenticity ARTICLE

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Educational Technology Research and Development Volume 48, Number 2, ISSN 1042-1629

Abstract

Describes a co-evolutionary model for supporting the emergence of authenticity through a partnership between preservice teachers and practicing teachers who collaborated in real-world tasks. Discusses authenticity and participatory learning; simulation models; participation models; uses of technology; communities of practice; power and control; and implications for developing learning environments. (Contains 81 references.) (LRW)

Citation

Barab, S.A., Squire, K.D. & Dueber, W. (2000). A Co-Evolutionary Model for Supporting the Emergence of Authenticity. Educational Technology Research and Development, 48(2), 37-62. Retrieved November 16, 2018 from .

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Cited By

  1. Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks

    Jan Herrington, University of Wollongong, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 3164–3173

  2. 'Cognitive realism' in online authentic learning environments

    Jan Herrington & Ron Oliver, Edith Cowan University, Australia; Tom Reeves, University of Georgia, United States

    EdMedia + Innovate Learning 2003 (2003) pp. 2115–2121

  3. A Framework to Promote Learning and Generic Skills

    Joe Luca & Ron Oliver, Edith Cowan University, Australia

    EdMedia + Innovate Learning 2003 (2003) pp. 1588–1595

  4. The Eight Events of Instruction: An Instructional Method based on the Constructivist Paradigm

    Khe Hew, Jung Hur, Hwan Jang & Lin Tian, Indiana University, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4110–4115

  5. Designing Authentic Activities for Web-based Courses

    Jan Herrington, Edith Cowan University, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 18–27

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