Virtual communities for learning and new technologies
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Published
Apr 5, 2002
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Abstract
Communities' virtual learning are of particular interest now in training as they seem to definitively establish a theoretical and methodological paradigm shift. The constructivist idea has, in fact, gradually replaced the traditional model of knowledge transfer, that learning means being able to produce knowledge and skills 'objectively measurable, decontextualized and having the force of truth' objective, universally comparable.
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Articles - Special Issue
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References
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Salomon G. (1992), What does the design of effective CSCL require and how do we study its effects?, ACM SIGCUE Outlook, 21 (3), pp. 62-68.
Salomon G. (1993), No distribution without individual’s cognition: a dynamic interactional view, in Salomon G. (Ed) Distributed cognitions. Psychological and educational considerations, Cambridge University Press, New York, pp. 111- 138.
Savery J. R., Duffy T. M. (1995), Problem Based Learning: An instructional model and its constructivist framework, Educational Technology, n. 35, pp. 31-38.
Scardamalia C., Bereiter M. (1994), Computer support for knowledge- building communities, The Journal of the Learning Sciences, 3 (3), pp. 265-283.
Sini C. (1992), Etica della scrittura, Il Saggiatore, Milano.
Sloffer S. J., Dueber B., Duffy T. M. (1999), Using Asynchronous Conferencing to Promote Critical Thinking: Two Implementations in Higher Education, Proceedings of the 32nd Hawaii International Conference on System Sciences, Maui, Hawaii, January 1999.
Stahl G. (2000a), A Model of Collaborative Knowledge-Building, in Fishman B., O’Connor-Divelbiss S. (Eds) Proceedings of the Fourth International Conference of the Learning Sciences, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 70-77.
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Stahl G. (2002), Introduction: Foundations for a CSCL Community, in Stahl G. (Ed) Proceedings of CSCL 2002, Boulder, Colorado, 7- 11 January 2002, pp. 1-2.
Steffe L. P., Gale J. (Eds) (1995), Constructivism in Education, Lawrence Erlbaum Associates, Mahwah, NJ.
Trentin G. (2000), Dalla formazione a distanza alle comunità di pratica attraverso l’appendimento in rete, TD - Tecnologie didattiche, n. 20, pp. 21-29.
Varisco B. M. (1995), Paradigmi psicologici e pratiche didattiche con il computer, TD - Tecnologie Didattiche, n. 7, pp. 57-68.
Varisco B. M. (2001), Tecnologie Didattiche, Apprendimento e Valutazione, in Persico D. (a cura di) Atti del convegno TED, Genova, 12-14 Febbraio 2001, pp. 220- 235.
Vygotskij L. S. (1980), Il processo cognitivo, Bollati Boringhieri, Torino (ed. or. Vygotskij L. S., Mind and Society, Cambridge University Press, Cambridge, MA, 1978).
Wenger E. C. (1998), Communities of practice. Learning, meaning, and identity, Cambridge University Press, New York.
Wenger E. C. (2001), Supporting communities of practice: A survey of community-oriented technologies, http://www.ewenger.com/tech/in dex.htm.
Wenger E. C., Snyder W. M. (2000), Communities of Practice: The Organizational Frontier, Harvard Business Review, vol. 78, n. 1, pp. 139-145.
Wittgenstein L. (1967), Ricerche filosofiche, Einaudi, Torino (ed. or. Philosophische Untersuchungen, Basil Blackwell, Oxford, 1953).
Benigno V., Trentin G. (1999), La valutazione secondo il modello Polaris, in Trentin G. (a cura di) Telematica e formazione a distanza. Il caso Polaris, Franco Angeli, Milano, pp. 229-248.
Bocconi S., Midoro V., Sarti L. (1999), Valutazione della qualità nella formazione in rete, TD - Tecnologie Didattiche, n. 16, pp. 24-49.
Brown A. L., Campione J. C. (1994), Guided discovery in a community of learners, in McGilly K. (Ed) Classroom lessons: Integrating cognitive theory and classroom practice, MIT Press, Cambridge, MA, pp. 229-272.
Brown R. (2001), The process of community building in distance learning classes, Journal of Asynchronous Learning Networks, 5 (2).
Bruckman A. (1998), Community Support for Constructionist Learning, Computer Supported Cooperative Work, n. 7, pp. 47-86.
Cognition and Technology Group at Vanderbilt (1993), Anchored instruction and situated cognition revisited, Educational Technology, n. 33, pp. 52-70.
Collins A., Brown J. S., Newman S. E. (1989), Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics, in Resnick L. B. (Ed) Knowing, learning and instruction: Essays in honor of Robert Glaser, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 453-494.
De Pietro L., Micelli S. (1999) Le comunità di apprendimento: fattore competitivo dei sistemi locali, in Costa G., Rullani E. (a cura di) Il maestro e la rete, ETAS RCS, Milano, pp.197-252.
Dillenbourg P., Eurelings A., Hakkarainen K. (Eds) (2001), European perspectives on computersupported collaborative learning, Lawrence Erlbaum Associates, Mahwah, NJ.
Glasersfeld E. von (1998), Il costruttivismo radicale. Una via per conoscere ed apprendere, Società Stampa Sportiva, Roma.
Greif I. (Ed) (1988), Computer-Supported Cooperative Work: A Book of Readings, Morgan Kaufmann Publishers, San Francisco, CA.
Heidegger M. (1976), Essere e tempo, Longanesi, Milano (ed. or. Sein und Zeit, Max Niemeyer, Tübingen, 1927).
Hewitt J., Scardamalia M. (1998), Design Principles for the support of distributed processes, Educational Psychology Review, 10 (1).
Hoadley C., Roschelle J. (Eds) (1999), Computer Support for collaborative learning, Lawrence Erlbaum Associates, Mahwah, NJ.
Hoppe U., Gassner K (2002), Integrating Collaborative Concept Mapping Tools with Group Memory and Retrieval Functions, in Stahl G. (Ed) Proceedings of CSCL 2002, Boulder, Colorado, 7-11 January 2002, pp. 716-725.
Johnson C. M. (2001), A survey of current research on online communities of practice, Internet and Higher Education, n. 4, pp. 45–60.
Koschmann T. (Ed) (1996), CSCL: Theory and practice of an emerging paradigm, Lawrence Erlbaum Associates, Mahwah, NJ.
Koschmann T., Hall R., Myyake N. (Eds) (2002), CSCL 2: Carrying forward the conversation, Lawrence Erlbaum Associates, Mahwah, NJ.
Landon B. (2001), On line educational delivery applications: a web tool for comparative analysis, http://www.c2t2.ca/landonline/
Lave J., Wenger E. C. (1991), Situated learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
Ligorio M. B. (1994), Community of learners, TD - Tecnologie didattiche, n. 4, pp. 22-35.
Lipman M. (1991), Thinking in Education, Cambridge University Press, Cambridge, MA.
Manca S. (2001), Multimedialità, comunicazione ed apprendimento: una rivisitazione dei rapporti tra parola, immagine ed azione, TD - Tecnologie Didattiche, n. 24, pp. 9-15.
Manca S., Sarti L. (2001), Il rapporto tra comunità virtuale e apprendimento, in Biolghini D. (a cura di) Comunità in rete e Net learning. Innovazione dei sistemi organizzativi e processi di apprendimento nelle comunità virtuali, ETAS RCS, Milano, pp. 3-19.
McDermott R. (2000), Knowing in Community: 10 Critical Success Factors in Building Communities of Practice http://www.co-i-l.com/coil/knowledgegarden/ cop/knowing.shtml
Midoro V. (2002), Dalle comunità di pratica alle comunità di apprendimento virtuali, TD - Tecnologie Didattiche, n. 25, pp. 3-10.
Palloff R., Pratt K. (1999), Building Learning Communities in Cyberspace, Jossey-Bass Publishers, San Francisco.
Persico D., Manca S. (2000), Valutazione qualitativa di un sistema di computer conferenza nella formazione a distanza, TD - Tecnologie Didattiche, n. 21, pp. 35-41.
Preece J. (2000), Online communities. Designing usability, supporting sociability, John Wiley & Sons, Chichester, UK.
Resnick L. B. (1987), Learning in school and out, Educational Researcher, n. 16, pp. 13-20. Roschelle J. (1992), What Should Collaborative Technology Be? A Perspective From Dewey and Situated Learning, ACM SIGCUE Outlook, 21 (3), pp. 39-42.
Rogers J. (2000), Communities of practice: a framework for fostering coherence in virtual learning communities, Educational Technology & Society, 3 (3).
Salomon G. (1992), What does the design of effective CSCL require and how do we study its effects?, ACM SIGCUE Outlook, 21 (3), pp. 62-68.
Salomon G. (1993), No distribution without individual’s cognition: a dynamic interactional view, in Salomon G. (Ed) Distributed cognitions. Psychological and educational considerations, Cambridge University Press, New York, pp. 111- 138.
Savery J. R., Duffy T. M. (1995), Problem Based Learning: An instructional model and its constructivist framework, Educational Technology, n. 35, pp. 31-38.
Scardamalia C., Bereiter M. (1994), Computer support for knowledge- building communities, The Journal of the Learning Sciences, 3 (3), pp. 265-283.
Sini C. (1992), Etica della scrittura, Il Saggiatore, Milano.
Sloffer S. J., Dueber B., Duffy T. M. (1999), Using Asynchronous Conferencing to Promote Critical Thinking: Two Implementations in Higher Education, Proceedings of the 32nd Hawaii International Conference on System Sciences, Maui, Hawaii, January 1999.
Stahl G. (2000a), A Model of Collaborative Knowledge-Building, in Fishman B., O’Connor-Divelbiss S. (Eds) Proceedings of the Fourth International Conference of the Learning Sciences, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 70-77.
Stahl G. (2000b), Collaborative Information Environments to Support Knowledge Construction by Communities, AI & Society, n. 14, pp. 71-97.
Stahl G. (2002), Introduction: Foundations for a CSCL Community, in Stahl G. (Ed) Proceedings of CSCL 2002, Boulder, Colorado, 7- 11 January 2002, pp. 1-2.
Steffe L. P., Gale J. (Eds) (1995), Constructivism in Education, Lawrence Erlbaum Associates, Mahwah, NJ.
Trentin G. (2000), Dalla formazione a distanza alle comunità di pratica attraverso l’appendimento in rete, TD - Tecnologie didattiche, n. 20, pp. 21-29.
Varisco B. M. (1995), Paradigmi psicologici e pratiche didattiche con il computer, TD - Tecnologie Didattiche, n. 7, pp. 57-68.
Varisco B. M. (2001), Tecnologie Didattiche, Apprendimento e Valutazione, in Persico D. (a cura di) Atti del convegno TED, Genova, 12-14 Febbraio 2001, pp. 220- 235.
Vygotskij L. S. (1980), Il processo cognitivo, Bollati Boringhieri, Torino (ed. or. Vygotskij L. S., Mind and Society, Cambridge University Press, Cambridge, MA, 1978).
Wenger E. C. (1998), Communities of practice. Learning, meaning, and identity, Cambridge University Press, New York.
Wenger E. C. (2001), Supporting communities of practice: A survey of community-oriented technologies, http://www.ewenger.com/tech/in dex.htm.
Wenger E. C., Snyder W. M. (2000), Communities of Practice: The Organizational Frontier, Harvard Business Review, vol. 78, n. 1, pp. 139-145.
Wittgenstein L. (1967), Ricerche filosofiche, Einaudi, Torino (ed. or. Philosophische Untersuchungen, Basil Blackwell, Oxford, 1953).