Il modello messo a punto nel primo capitolo del volume viene qui sviluppato seguendo il concetto guida dell’interattività: una delle parole chiave che sono state sottolineate come idée intorno alle quali progettare, implementare, fornire e monitorare una esperienza di apprendimento contestualizzata nell’incubatore di apprendimento aperto. Il capitolo è centrato, infatti, sulle peculiarità delle comunità di apprendimento online e approfondisce argomenti collegati alla nascita ed allo sviluppo del social networking ed alla conseguente creazione di ambienti di apprendimento cooperativi. Lo scopo è quello di presentare un quadro chiaro della natura, potenzialità e forze effettive delle comunità di apprendimento online, che possono rappresentare la soluzione per definire i requisiti che la società attuale, in continuo mutamento, richiede. Inoltre, secondo il paradigma di sviluppo che caratterizza il modello dell’incubatore, questo capitolo mira a discutere i fondamenti pedagogici delle comunità di apprendimento online, il nuovo ruolo degli attori coinvolti, il cambiamento di strategia, un approccio differente ai contenuti ed all’uso della tecnologia, la concezione aggiornata di spazio e tempo che caratterizzano le dinamiche di apprendimento.
The model devised in the first chapter is here developed taking as main “driving light” the concept of interactivity: one of the keywords that have been highlighted as the ideas around which design, implement, deliver and monitor a learning experience contextualized in the open learning incubator. This chapter is centered, in fact, on the peculiarities of on line learning communities and it deepens topics related to the rise and development of social networking and the consequent creation of cooperative learning spaces. The aim is that of presenting a clear picture of the nature, potentialities and effective strengths of online learning communities that could represent the solution for the requirements our changing society is demanding. Moreover, according to the paradigm shift which characterizes the model of the learning incubator, this chapter aims at discussing the pedagogical foundations of on line learning communities, the new role of the involved actors, the change of strategy, the different approach to contents and to the use of technology, the updated conception of space and time characterizing the learning dynamics.
Poce, A. (2010). i-Communities as Cooperative Learning Spaces: The case of the "Knowledge Forum". In Elia G, Poce A (a cura di), Open networked i-learning. Models and cases of Next Gen Learning (pp. 39-59). NEW YORK : Springer [10.1007/978-1-4419-6854-8_2].
i-Communities as Cooperative Learning Spaces: The case of the "Knowledge Forum"
POCE, Antonella
2010-01-01
Abstract
The model devised in the first chapter is here developed taking as main “driving light” the concept of interactivity: one of the keywords that have been highlighted as the ideas around which design, implement, deliver and monitor a learning experience contextualized in the open learning incubator. This chapter is centered, in fact, on the peculiarities of on line learning communities and it deepens topics related to the rise and development of social networking and the consequent creation of cooperative learning spaces. The aim is that of presenting a clear picture of the nature, potentialities and effective strengths of online learning communities that could represent the solution for the requirements our changing society is demanding. Moreover, according to the paradigm shift which characterizes the model of the learning incubator, this chapter aims at discussing the pedagogical foundations of on line learning communities, the new role of the involved actors, the change of strategy, the different approach to contents and to the use of technology, the updated conception of space and time characterizing the learning dynamics.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
