IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Authentic Tasks: The Key to Harnessing the Drive to Learn in Members of “Generation Me”

Authentic Tasks: The Key to Harnessing the Drive to Learn in Members of “Generation Me”
View Sample PDF
Author(s): Thomas C. Reeves (The University of Georgia, USA) and Jan Herrington (Murdoch University, Australia)
Copyright: 2010
Pages: 18
Source title: Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native
Source Author(s)/Editor(s): Martin Ebner (Graz University of Technology, Austria) and Mandy Schiefner (University of Zurich, Switzerland)
DOI: 10.4018/978-1-61520-678-0.ch012

Purchase

View Authentic Tasks: The Key to Harnessing the Drive to Learn in Members of “Generation Me” on the publisher's website for pricing and purchasing information.

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.

Related Content

Leadership: In a Time When Learners Take Ownership of Their Learning
Ebba Ossiannilsson. © 2018. 33 pages.
View Details View Details PDF Full Text View Sample PDF
Leadership in Open and Distance Learning Institutions Within the Scope of 21st Century Skills
Hakan Kilinc, Hakan Altinpulluk. © 2018. 29 pages.
View Details View Details PDF Full Text View Sample PDF
The Virtual CSU: A Leadership Model for Universities Transitioning to Online, Open, and Distance Delivery
Stephen Marshall, Jonathan Flutey. © 2018. 21 pages.
View Details View Details PDF Full Text View Sample PDF
Open and Distance Learning Administration: The Organizational Models, Cultures, and Structure and the Barriers and Trends in ODL Administration
Gürhan Durak. © 2018. 33 pages.
View Details View Details PDF Full Text View Sample PDF
Administrative Factors in Design and Delivery of Open and Distance Learning Course Materials: Within the Scope of Universal Design for Instruction
Hakan Altinpulluk, Hakan Kilinc. © 2018. 29 pages.
View Details View Details PDF Full Text View Sample PDF
Quality Assurance and Accreditation in Open and Distance Learning
Vimbi Petrus Mahlangu. © 2018. 24 pages.
View Details View Details PDF Full Text View Sample PDF
A Critical Investigation of Quality Assurance in Open Distance E-Learning
Victor Justice Pitsoe, Moeketsi Letseka. © 2018. 18 pages.
View Details View Details PDF Full Text View Sample PDF
Body Bottom