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Song, Y.; Jong, M. S. Y.; Chang, M.; Chen, W |
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Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? � A Synthesis. |
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2017 |
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Educational Technology & Society |
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20 |
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1 |
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180-183 |
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AU @ kstauff @ |
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860 |
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Dron, J. |
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Title |
Soft is hard and hard is easy: learning technologies and social media |
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Journal Article |
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2013 |
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Form@re |
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13 |
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1 |
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32-43 |
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tecnologie per l'apprendimento; connettivismo; social media; progettazione tecnologica; educazione |
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Questo articolo riguarda principalmente la natura delle tecnologie per apprendere, con una particolare attenzione ai social media. Muovendo dalla definizione fornita da W. Brian Arthur delle tecnologie come un insieme di fenomeni orchestrati per un qualche uso, l'articolo amplia la teoria di Arthur ridefinendo e allargando la distinzione comunemente accettata tra tecnologie soft e hard, laddove le tecnologie soft sono intese come quelle che richiedono l'orchestrazione di fenomeni da parte degli esseri umani, mentre le tecnologie hard sono quelle per le quali l'orchestrazione è predeterminata o incorporata. Le tecnologie per apprendere sono quelle in cui le pedagogie (anch'esse tecnologie) sono parte dell'insieme. Le conseguenze di questa prospettiva vengono esplorate nel quadro di diversi modelli pedagogici e in relazione agli approcci basati sul social learning in una varietà di contesti, dai corsi per corrispondenza ai MOOC. |
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1825-7321escape} |
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758 |
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Anderson, T.; Dron, J. |
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Learning technology through three generations of technology enhanced distance education pedagogy |
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2012 |
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European Journal of Open, Disance and E-Learning |
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2012 |
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2 |
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767 |
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Dron, J. |
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Title |
Self-paced and Social |
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2012 |
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 |
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962-976 |
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Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This is because, when students are all learning different things at different times, unless enrolment is extremely high, it is difficult to engage in any form of meaningful social learning. This paper reports on a self-paced course at Athabasca University that is designed to provide both the freedom of self-paced learning and the pedagogical benefits of social learning. At the same time the approach deals effectively with issues of plagiarism and the different needs, skills and interests of diverse learners. |
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764 |
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Dron, J. |
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Pedagogies as Educational technologies |
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2009 |
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the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education |
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Vancouver, Canada |
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AU @ pinkyshres @ |
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339 |
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