- A learning environment should preserve the complexity of the real life situation - context for deep exploration of ideas
- Authentic task
- Expert performance - access to the way an expert would think and act (so what does this do for lectures)
- Multiple perspectives - not just a single perspective like a text book
- Collaboration - jointly address problems, social support
- Articulation - speak about and write about learning
- Reflection - think about and discuss choices, both in and on action
- Scaffoldiing and coaching - supportive rather than didactic
- Authentic assessment - product based rather than separate testing like exams
Impacts of closing a local high school - data already collected, students use and write report (Uni assignment).
Samuel Pepys online diary and comments underneath - enhanced learning from sharing of knowledge. What does this say about the expert - there is no one expert!!!
Wikipedia - controversy over this, tyranny of the idiot??? The wisdom of the crowd? Good in the context of Peyps diary, but is she not being critical enough more generally given the vast amount of crap on the net???
Also wonder on authentic task that Herrington is being too dismissive of the need for drill and practice of certain techniques - especially in area of mathematics apart from context BEFORE more complex real-life problems are given.