Connettivist scenarios and the design of learning objects for cognitive diversity
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Published
Aug 31, 2011
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Abstract
Advances in technology and its growing presence in society and teaching-learning processes have led to the reformulation of the educational paradigm. This entails the establishment and identification of connections for the development of learning activities based on participation in specialized communities. In this context there is high connectivity between users and resources; individuals maintain their personal identity while knowledge is generated from the contributions of each member of a digital community. The design of Learning Objects (LO) becomes the starting point for creating new knowledge derived from network configuration. Thus, LO themselves are important interdisciplinary nodes incorporating the multiple learning experiences of users in many different contexts; they set learning in context and provide it with greater meaning. The creation of LO that adapt to cognitive diversity by responding to individual cognitive characteristics can enhance learning both at individual and network levels.
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Del Moral M.E., Cernea D.A. (2005). Diseñando objetos de aprendizaje como facilitadores de la construcción del conocimiento. Proceedings II Simposio Pluridisciplinar sobre Diseño, Evaluación y Descripción de Contenidos Educativos Reutilizables (SPDECE05) (Barcelona, Spagna, 19-21 Ottobre 2005), URL: http://www.uoc.edu/symposia/spdece05/pdf/ID16.pdf (ultima consultazione giugno 2011).
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Del Moral M.E., Cernea D. A., Villalustre L. (2007). Contributions of the Web 2.0 to collaborative work around learning objects. Post-proceedings of the International Conference on Technology, Training and Communication (Salamanca, Spagna, 12-14 settembre 2007), URL: http://sunsite.informatik. rwth-aachen.de/Publications/CEUR-WS/Vol-361/paper13.pdf (ultima consultazione novembre 2010).
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Del Moral M. E., Villalustre L. (2007). Las Wikis: construcción compartida del conocimiento y desarrollo de competencias. Proceedings IV Jornadas Internacionales de Innovación Universitaria (Villaviciosa de Odón, Madrid, Spagna, 12-13 luglio 2007). Madrid: Universidad Europea de Madrid.
Del Moral M. E.,Villalustre L. (2008). Las wikis vertebradoras del trabajo colaborativo universitario a través de WebQuest. Revista Latinoamericana de Tecnología Educativa RELATEC, 7 (1), pp. 73-83.
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Downes S. (2005). E-learning 2.0. eLearn Magazine, 10 (17). New York: Association for Computing Machinery. Downes S. (2006). Learning networks and connective knowledge. In IT Forum (17 Ottobre 2006). Type: G - Miscellaneous Publications.
Downes S. (2007a). An introduction to connective knowledge. In T. Hug (ed.). Media, Knowledge & Education - Exploring new spaces, relations and dynamics in digital media ecologies. Proceedings of the International Conference (25-26 Giugno 2007). Innsbruck: Innsbruck University Press.
Downes S. (2007b). What connectivism is. URL: http://halfanhour. blogspot.com/2007/02/what-connectivism-is.html (ultima consultazione aprile 2011).
Estelles E., Del Moral M.E., Gonzalez F. (2010). Social bookmarking tools as facilitators of learning and research collaborative processes: the Diigo case. Interdisciplinary Journal of Knowledge and Learning Objects, 6, pp. 175-191, URL: http://www.ijello.org/Volume6/IJELLOv6p175-191Estelles683. pdf (ultima consultazione maggio 2011).
Honey P., Mumford A. (1982). Manual of learning styles. London: P. Honey.
Marlow C., Naaman M., Davis M., Boyd D. (2006). HT06, tagging paper, taxonomy, Flickr, academic article, to read. Proceedings Hypertext 2006. New York: ACM Press.
Owen M., Grant L., Sayers S., Facer K. (2006). Social software and learning. http://www.futurelab.org.uk/research/opening_education.htm (ultima consultazione aprile 2010).
Rumelhart D.E., Norman D.A. (1985). Representation of Knowledge. In A.M. Aitkenhead, J.M. Slack (ed.). Issues in cognitive modelling. Hillsdale. N. J. Erlbaum.
Seitzinger J. (2006). Be constructive: blogs, podcasts, and wikis as constructivist learning tools. The eLearning Guild – Learning Solutions e-Magazine: Practical Applications of Technology for Learning, 31 luglio 2006, pp. 1-14, URL: http://www.elearningguild.com/pdf/2/073106DES.pdf (ultima consultazione giugno 2011).
Siemens G. (2005). Connectivism: A Learning Theory for the Digital Age. In International Journal of Instructional Technology and Distance Learning, 2 (1), URL: http://www.itdl.org/Journal/Jan_05/article01.htm (ultima consultazione maggio 2011).
Siemens G. (2006). Knowing knowledge, URL: http://www.knowingknowledge. com/ (ultima consultazione settembre 2010). Siemens G. (2008). Connectivism and connective knowledge, URL: http://www.youtube.com/user/gregaloha #p/c/0/a5-Wk2cwb68 (ultima consultazione maggio 2011).
Stephenson K. (2004). What Knowledge Tears Apart, In Networks Make Whole. Internal Communication, 36, URL: http://www.netform. com/html/icf.pdf (ultima consultazione gennaio 2010).
Wilson B. (1996). What is a constructivist learning environment?. In Constructivist Learning Environments (CLE). Englewood Cliffs: Educational Technology Publications, pp. 3-7.
Winner D. (2003). What makes a weblog a weblog?. URL: http://blogs.law.harvard.edu/whatMakesAWeblogAWeblog (ultima consultazione maggio 2011).
Wittrock M. C. (1974). Learning as a generative process. Educational Psychologist, 11, pp. 87–95.