The goal of this chapter is to illustrate how the concept of "authentic learning"can be implemented in a web-based distance course. We present a collaborative e-learning scenario, inspired by socio-constructivist and situated learning theories, which encourages authentic learning. Developed as the main learning scenario of a graduate distance education course, it requires students to participate asynchronously in a simulation of an online scientific conference. We describe the learning scenario, the technological environment developed to implement this scenario, as well as some results of a course evaluation completed by students.

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Anatomical sciences education requirements for grades K‐12 have recently been updated at state and national levels. At the local school level, many school systems are unable to fulfill the anatomical sciences education requirements due to financial constraints and/or lack of anatomical knowledge by the classroom teacher. Current research indicates that a neuroscience curriculum has not been developed and implemented in the academic instruction of students in grades K‐12. This prospective study involved developing a four‐week neuroscience curriculum targeted to students in grades 4–6 and determining if the curriculum was effective in outlining neuroscience concepts. The curriculum was presented to the 5th grade classrooms of a pre‐selected Oakland, CA area elementary school. During each one hour weekly session, the students were presented a neuroscience topic which was reinforced with interactive hands‐on activities and take home assignments. To assess the effectiveness of the curriculum, anonymous pre and post tests were administered and statistical significance was achieved using paired sample T –tests. Upon analysis of the data, the neuroscience curriculum allows students to retain neuroscience concepts and supports part of the anatomical sciences requirements currently mandated by state and national agencies.Grant Funding Source : none