Can you really build knowledge in an online university course?
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Published
Jan 1, 2007
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Abstract
Analyze a college course online structured along the lines of the Knowledge Building Community and based on a model of constructivist psychology. The subjects involved in learning intentionally take an active role in the construction of meaning through forms of collaboration and negotiation.
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Articles - Special Issue
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References
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Scardamalia M. (2003), Going beyond best practice: knowledge building principles and indicators, paper presented at Summer Institute, August 2003, University of Toronto.
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Simons P. R. J. (2000), Towards a constructivist theory of self-directed learning, in Straka G. A. (Ed.), Conceptions of self-directed learning: theoretical and conceptual considerations, Waxmann, Munster, pp.155-169.
Tartoni C. (2001), Verso l’università aperta e flessibile, in Innovazione tecnologica e cambiamento dell’università: verso l’università virtuale, op. cit., p. 73.
Varisco B.M. (2000), Nuove tecnologie tra teoria e pratica didattica: Le teorie a supporto della multimedialità, in Albanese O., Migliorini P. e Pietrocola G. (a cura di), Apprendimento e nuove strategie educative, Edizioni Unicopli, Milano, pp.77- 109.
Varisco B.M. (2002), Costruttivismo socio-culturale, Carocci, Roma.
Wenger E. (1998), Communities of practice. Learning meaning and identity, Cambridge: University Press, Cambridge.
Wenger E., Mc Dermott R., Snyder, W. (2002), Cultivating communities of practice: a guide to managing knowledge, Harvard Business School Press.
Bereiter C. (2002), Education and Mind in the Knowledge Age, LEA, Hillsdale, NJ.
Bereiter C. e Scardamalia M. (2003), Learning to work creatively with knowledge, in De Corte E., Verschaffel L., Entwistle N., Merrienboer J. V. (Eds.), Powerful learning environments: unravelling basic components and dimensions, Elsevier Science, Oxford, pp.73-78.
Brown A. L. e Campione J.C. (1990), Communities of Learning and Thinking: Or a Context by Any Other Name, in Khun D. (ed.) Contributions to Human Development, 21, pp.108-126.
Brown A. L., Campione J. C. (1994), Guided discovery in a community of learners, in Mc Gilly K. (a cura di), Classroom lessons: integrating cognitive theory and classroom practice, MIT Press, Cambridge, pp.229- 272.
Cacciamani S. (2002), Psicologia per l’insegnamento, Carocci, Roma.
Cacciamani S. (2003), Riflessione metacognitiva e comunità di apprendimento on line, in Albanese O. (a cura di ), Percorsi metacognitivi, Franco Angeli, Milano, pp.199-214.
Cacciamani S. (2004), Knowledge Forum nella formazione universitaria on line, Form@re, 24. http://www.formare.erickson.it
Cacciamani S. e Giannandrea L. (2004), La classe come comunità di apprendimento, Carocci, Roma.
Cantoni L. e Esposito A. (2004) (a cura di), La qualità nella gestione dei prodotto di E-learning nelle università italiane, CTU, Università degli studi di Milano.
Cesareni D. e Martini F. (2005), Costruire conoscenza in un forum universitario, Rassegna di Psicologia, XXII (1), pp.89-112.
Cesareni D. (2004), Comunità di apprendimento e rete. L’esperienza universitaria, Form@re, 25. http://www.formare.erickson.it
Colorni A., Sancassani S. (2000), Esperienze applicative al Politecnico di Milano in NetLearning, in Biolghini D. e Cenarle M., Imparare insieme attraverso la rete, Milano, ETAS, pp. 80- 91.
Costa G. (2003), Didattica della biblioteconomia ed e-learning: l’offerta universitaria italiana attraverso i siti Web degli atenei, Bibiliotime, 6 (3). http://www.didattica.spbo.unib o . i t / b i b l i o t i m e / n u m - v i - 2 /costa.htm
De Kock A., Sleegers P., Voeten M. J. M. (2004), Learning and Classification of Learning Environments in Secondary Education, Review of Educational Research, 74(2), pp.141-170.
Fiorentini B. (2003), Formazione e nuove tecnologie: la formazione a distanza. Il caso italiano, Magma, rivista elettronica di scienze umane e sociali, 1 (2). http://www.analisi qualitativa.com/magma
Garrison D. R., Anderson T., Archer W. (2000), Critical inquiry in a text-based environment: computer conferencing in higher education, The Internet and Higher Education, 2 (2-3), pp. 87- 105.
Garrison D. R., Cleveland-Innes M., Koole M., Kappelman J. (2006), Revisiting methodological issues in transcript analysis: negotiated coding and reliability, The Internet and Higher Education, 9(1), pp. 1-8.
Herrington J., Oliver R., Reeves T.C. (2003), Patterns of engagement in authentic on line learning environments, Australian Journal of Educational Technology, 19, pp. 59-71.
Hsu Y. S. (2004), Using the Internet to develop students’ capacity for scientific inquiry, Journal Educational Computing Research, 31(2), pp.137-161.
Leonardini P. (2001), Formazione a distanza (FaD): un percorso introduttivo, Pubblic@ndo, web magazine della comunicazione pubblica. http://www.webmagazine.urp.it
Manca S. e Sarti L. (2002), Comunità virtuali per l’apprendimento e nuove tecnologie, TD Tecnologie didattiche, vol. 1, pp. 11-18.
Muukkonen H., Hakkarainen K., Lakkala M. (1999), Collaborative technology for facilitating progressive inquiry: The future Learning Environment tools, in Hoadley C. e Roschelle J. (Eds.), Proceedings of the CSCL ‘99 conference Lawrence Erlbaum and Associates, Mahwah, Palo Alto, NJ, pp. 406-415.
Popper K. R. (1972), Objective knowledge: an evolutionary approach, Clarendon Press, Oxford.
Riccio P. (2003), L’E- learning come formazione integrata, Tecnoteca, il portale delle tecnologie informatiche. http://www.tecnoteca.it
Scardamalia M. (2002), Collective cognitive responsibility for the advancement of knowledge, in Smith B. (a cura di), Liberal Education in a knowledge society, IL, Open Court, Chicago, pp.76-98.
Scardamalia M. (2003), Going beyond best practice: knowledge building principles and indicators, paper presented at Summer Institute, August 2003, University of Toronto.
Scardamalia M. e Bereiter C. (2006), Knowledge Building: Theory, Pedagogy and Technology, in Sawyer K. (a cura di), Cambridge handbook of the Learning Sciences, Cambridge University Press, Cambridge, pp.97-115.
Simons P. R. J. (2000), Towards a constructivist theory of self-directed learning, in Straka G. A. (Ed.), Conceptions of self-directed learning: theoretical and conceptual considerations, Waxmann, Munster, pp.155-169.
Tartoni C. (2001), Verso l’università aperta e flessibile, in Innovazione tecnologica e cambiamento dell’università: verso l’università virtuale, op. cit., p. 73.
Varisco B.M. (2000), Nuove tecnologie tra teoria e pratica didattica: Le teorie a supporto della multimedialità, in Albanese O., Migliorini P. e Pietrocola G. (a cura di), Apprendimento e nuove strategie educative, Edizioni Unicopli, Milano, pp.77- 109.
Varisco B.M. (2002), Costruttivismo socio-culturale, Carocci, Roma.
Wenger E. (1998), Communities of practice. Learning meaning and identity, Cambridge: University Press, Cambridge.
Wenger E., Mc Dermott R., Snyder, W. (2002), Cultivating communities of practice: a guide to managing knowledge, Harvard Business School Press.