UN MODELLO CONCETTUALE PER LE PEDAGOGIE DELLA CURA NEGLI AMBIENTI DI APPRENDIMENTO ONLINE
Barra laterale dell'articolo
Pubblicato:
Apr 14, 2022
Parole chiave:
Apprendimento Online, Insegnamento, Pedagogia della Cura, Tecnologia, Educazione Olistica, Apprendimento Digitale, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Questo articolo discute l'importanza della pedagogia della cura progettata per un setting di insegnamento e apprendimento online. Proponiamo un modello per la cura nell’educazione online costruito su basi teoriche, incluso il lavoro di Jerome Bruner (1996) sulle pedagogie popolari. Attraverso la lente delle pedagogie popolari di Bruner, ci sono nuove possibilità per sviluppare pedagogie popolari progettate per la cura negli spazi online. Collegando questo con l'apprendimento esperienziale, la psicologia umanistica e la teoria sulle tecnologie, identifichiamo le tensioni all'interno delle intersezioni umane-tecnologiche, incluse le intersezioni dell’agency tra uomo e macchina. Sebbene tali tensioni siano importanti da identificare, c'è anche la necessità di andare oltre le tensioni e il binario implicito tra l’umano e il tecnologico per immaginare nuove combinazioni e possibilità creative che consentano la cura e facilitino l’agire degli studenti. Partendo da questo modello, offriamo indicazioni pratiche per gli educatori e i ricercatori che vogliano indirizzarsi verso una pedagogia della cura centrata sull'uomo per l'apprendimento online che punti ai futuri tecnologici.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Moersch, C. (1997). Computer efficiency: Measuring the instructional use of technology. Learning & Leading with Technology, 24(4), 52-56.
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Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. (2nd ed.). New York, NY, U.S.: Teachers College Press.
Orlikowski, W., & Scott, S. (2008). Sociomateriality: Challenging the separation of technology, work and organization. London, UK: London School of Economics.
Rose, E., & Adams, C. A. (2014). “Will I ever connect with the students?” Online teaching and the pedagogy of care. Phenomenology & Practice, 7(2), 5-16.
Rudnicki, S. (2017). The body, technology and translation: Mapping the complexity of online embodiment. Sociological Research Online, 22(2), 35–47.
Shankardass, K. Robertson, C., Shaughnessy, K., Sykora, M., & Feick, R. (2019). A unified ecological framework for studying effects of digital places on well-being. Social Science & Medicine, 227, 119-127.
Shin, D. H. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826-1836.
Slagter van Tryon, P., & Bishop, M. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291-315.
Thompson, C. L., & Henderson, D. A., (2007). Person-centered counseling. In Counseling Children (7th ed., pp. 159-182). Pacific Grove, CA, U.S.: Thompson Brooks/Cole.
Trull, T.T. (2005). Psychotherapy: phenomenological and humanistic-existential perspectives. In Clinical Psychology (7th ed., pp. 349-372). Wadsworth, OH, U.S.: Thompson Wadsworth.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC, U.S.: Duke University Press.
Barnacle, R., & Dall’Alba, G. (2017). Committed to learn: student engagement and care in higher education. Higher Education Research & Development, 36(7), 1326-1338.
Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers & Education, 149, 103783.
Boler, M. (2014). From existentialism to virtuality. In L. Waks (Ed.), Leaders in Philosophy of Education. Leaders in Educational Studies. Rotterdam, NL: Sense Publishers. doi: 10.1007/978-94-6209-758-2_3
Bruner, J. (1996). The culture of education. Cambridge, MA, U.S.: Harvard University Press.
Burke, K., & Larmar, S. (2020). Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care. Journal of Further and Higher Education, 1-15.
Burns, J., & Green, C. (2017). Gender, process, and praxis: Re-politicizing education in an era of neoliberalism, instrumentalism, and “big data”. In Deconstructing the Education-Industrial Complex in the Digital Age (pp. 24-54). Hershey, PA, U.S.: IGI Global.
Christensen, T. (2020). Designerly ways of teaching: Reflecting on folk pedagogies in industrial design education. (Unpublished doctoral dissertation). Tempe, AZ, U.S.: Arizona State University.
Cuban, L. (2009). Oversold and underused. Cambridge, MA, U.S.: Harvard University Press.
Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments? British Journal of Educational Technology, 41(1), 10-32.
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465.
Estes, C. A. (2004). Promoting student-centered learning in experiential education. Journal of Experiential Education, 27(2), 141–160.
Ferrando, F. (2013). Posthumanism, transhumanism, antihumanism, metahumanism, and new materialisms differences and relations. Existenz, 8(2), 26-32. Retrieved from https://existenz.us/volumes/Vol.8-2Ferrando.pdf
Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 10-20. doi: 10.5204/jld.v9i3.293
Hare, J. (2006). Towards an understanding of holistic education in the middle years of education. Journal of Research in International Education, 5(3), 301–322.
Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher transitions: Approaches to synchronous online learning in the wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201-209.
Hoos, I. R. (1975). The costs of efficiency: Implications of educational technology. The Journal of Higher Education, 46(2), 141-159.
Ihde, D. (2002). Bodies in technology. Electronic mediations series. Minneapolis, MN, U.S.: University of Minnesota Press.
Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distributed Learning, 12(7), 74-93.
Mehta, R., Creely, E., & Henriksen, D. (2020). A profitable education: Countering neoliberalism in 21st century skills discourses. In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 359-381). Hershey, PA, U.S.: IGI Global.
Miller, J. P. (2010). Educating for wisdom. In E. J. Brantmeier, J. Lin, & J. P. Miller (Eds.), Spirituality, Religion, and Peace Education (pp. 261-275).
Miller, J. P. (2017, October 22). Jack Miller on holistic education, Oslo 2017 [video]. Youtube. Retrieved from https://www.youtube.com/watch?reload=9&v=3q4HVnAuQ6w
Miller, J. P. (2019). The holistic education curriculum, Third Edition. Toronto, CA, U.S.: University of Toronto Press.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Moersch, C. (1997). Computer efficiency: Measuring the instructional use of technology. Learning & Leading with Technology, 24(4), 52-56.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York, NY, U.S.: Routledge.
Nierenberg, A., & Taylor, K. (2021, February 17). Education briefing: A remote learning success story. The New York Times. Retrieved from https://www.nytimes.com/2021/02/17/us/cold-weather-snow-school-class-teachers.html
Noddings, N. (2003). Caring: A feminine approach to ethics and moral education. Berkley, CA, U.S.: University of California Press. (Original work published in 1984).
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. (2nd ed.). New York, NY, U.S.: Teachers College Press.
Orlikowski, W., & Scott, S. (2008). Sociomateriality: Challenging the separation of technology, work and organization. London, UK: London School of Economics.
Rose, E., & Adams, C. A. (2014). “Will I ever connect with the students?” Online teaching and the pedagogy of care. Phenomenology & Practice, 7(2), 5-16.
Rudnicki, S. (2017). The body, technology and translation: Mapping the complexity of online embodiment. Sociological Research Online, 22(2), 35–47.
Shankardass, K. Robertson, C., Shaughnessy, K., Sykora, M., & Feick, R. (2019). A unified ecological framework for studying effects of digital places on well-being. Social Science & Medicine, 227, 119-127.
Shin, D. H. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826-1836.
Slagter van Tryon, P., & Bishop, M. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291-315.
Thompson, C. L., & Henderson, D. A., (2007). Person-centered counseling. In Counseling Children (7th ed., pp. 159-182). Pacific Grove, CA, U.S.: Thompson Brooks/Cole.
Trull, T.T. (2005). Psychotherapy: phenomenological and humanistic-existential perspectives. In Clinical Psychology (7th ed., pp. 349-372). Wadsworth, OH, U.S.: Thompson Wadsworth.