Evolution of interactive constructivism theories applied to the
Transcript of Evolution of interactive constructivism theories applied to the
Evolution of interactive constructivism theories applied to the new technologies underlying
Web 2.0
Giancarlo SucciFrancesco Di Cerbo
Faculty of Computer Science
Free University of Bolzano/Bozen, Italy[giancarlo.succi , francesco.dicerbo ] @ unibz.it
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ICT for e-Learning
Historically, two main strategies on how to use ICT in education Technological-commercial Methodological
The methodological strategy developed later, and lead to models of organizations and interactions within the learning group.
It emphasizes emotional and cognitive processes in acquisition and development of knowledge and specific competences.
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The methodological strategy
It gives more flexibly to the teacher’s pedagogical choices.
It allows to implement theoretical and methodological basis for second-generation cognitivism, for contextualism and for Learning by Doing in democratic community settings
Focus on comprehension and co-construction of contents
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Students arrive in class with conceptions and pre-cognitions.
If their initial comprehension is not involved in the subsequent learning phases, students fail in grasping new concepts, or
they give an instant performance, memorizing superficial information and then regressing to the initial stage.
Interactive constructivism 1/2
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Interactive constructivism 2/2
In order to acquire and develop their competence in a disciplinary area students should: have a solid base of ‘verified’
knowledge, understand facts and ideas in the
context of a conceptual construction, and
organize their knowledge in a way which will facilitate a retrieval and application.
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Meta-cognitive learning process
A meta-cognitive approach helps students to monitor their learning processes, to define goals and objectives, and to supervise their improvements.
Moreover, students need the opportunity to learn “comprehending”: deep and thorough comprehension of a topic transforms simple information into usable knowledge.
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Research problem
Within the mentioned methodological strategy and the learning interactive-constructivist approach, (Cooperative Learning) there is still to clarify a point:
The benefit to the learning process given by comprehension in a virtual social context which emphasizes strong and positive relationships.
Virtual social context = virtual learning space!
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Learning Spaces
Real-life learning spaces are specifically adapted to the needs of a community of learners
Thinking/conceiving spacesDesigning spacesPresenting spacesCollaborating spacesDebating or negotiating spaces
Documenting spacesImplementing/associating spacesPracticing spacesSensing spacesOperating spaces
Traditional Learning Spaces
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Learning Spaces in TfU
Teaching for Understanding is ideal for describing the role of learning spaces.
It involves: instruments (technologies) and
methodologies (cooperative learning); action settings (inside and outside of the
classroom); learning time (during and after the
lesson).
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Teaching for Understanding
Framework elements: Generative matters Comprehension aims Modalities and strategies to realize
comprehension Self-evaluation and steady evaluation Social practices of collaborative reflection
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Virtual Learning Spaces 1/2
VLS are a promising field where to apply the latest technological improvements
The e-learning research community is investigating the “best” (most accessible and usable) technology solutions for VLS
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Virtual Learning Spaces 2/2
Long and Ehrmann (2005) stated the guideline for VLS:
VLS designed for people, not for technologies. VLS optimized for learning activities; not just
stuffed with technology VLS enables technologies to be brought to the
space, rather than having technologies built into the space.
VLS allows invisible technology and flexible use. VLS emphasizes soft spaces. VLS is useful across the twenty-four-hour day. The classroom is "zoned" for activity.
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A new interaction model
A truly interactive implementation of a learning space, giving importance to the individuals in a distributed learning process
both teacher and her class participate to the creation of a shared knowledge; building up meanings and concepts where every individuality has its own importance inside the process.
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A “real” example: Second Life
Second Life A number of Campus started some
teaching activities on SL Harvard project: CyberOne
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Promising VLS Projects
Another interesting project is enabling the features of Learning Management software, combining them directly into Second Life locations: the work of Kemp and Livingstone (2006)
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... what about Web 2.0?
New communication metaphors, based on social translucence concepts Extensive use of AJAX or Flex
technologies Standard e-Learning services (chats,
forums, wikis, RSS, tagging, content management capabilities) contained in the new visualization paradigm, like in Second Life e-learning projects
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Social Translucence
Designing social infrastructure that make collective activity visible
Community interactions improve as the community is aware of what each member is currently doing
An auction proxy
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AJAX Web Application model
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Design of new VLS in Web 2.0
Real-time interactions powered by AJAX or Flex
Interactive environment rendered by browsers and plugin
Dynamical visualization of users and resources offered to the community
Use of Audio (and Video) conferencing system as a standard practice
Possibility to record conference work sessions (for podcasting, for instance)
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References Future of the Learning Space: Breaking Out of the Box, EDUCAUSE
Review, vol. 40, no. 4 (July/August 2005): 42–58.
Erickson, T. and Kellogg, W.A. Social translucence: An approach to designing systems that mesh with social processes. Trans. Computer-Human Interaction 7, 1. ACM Press
Kemp, J.; Livingstone, D.: Putting a Second Life "Metaverse" Skin on Learning Management Systems. Proceedings of the Second Life Education Workshop at SLCC, San Francisco, August 2006, p. 13—18
San Murugesan, "Understanding Web 2.0," IT Professional, vol. 9, no. 4, pp. 34-41, Jul/Aug, 2007