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Author (up) Dron, J.
Title Soft is hard and hard is easy: learning technologies and social media Type Journal Article
Year 2013 Publication Abbreviated Journal Form@re
Volume 13 Issue 1 Pages 32-43
Keywords tecnologie per l'apprendimento; connettivismo; social media; progettazione tecnologica; educazione
Abstract 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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Publisher Place of Publication Editor
Language Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1825-7321escape} ISBN Medium
Area Expedition Conference
Impact Factor Approved no
Call Number AU @ jond @ Serial 758
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Author (up) Dron, J.
Title The Pedagagogical-technological divide and the elephant in the room Type Journal Article
Year 2012 Publication Abbreviated Journal International Journal on E-Learning
Volume 11 Issue 1 Pages
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Publisher Place of Publication Editor
Language Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
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ISSN ISBN Medium
Area Expedition Conference
Impact Factor Approved no
Call Number AU @ jond @ Serial 761
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Author (up) Dron, J.
Title Soft Technology Design Type Journal Article
Year 2012 Publication Abbreviated Journal The 1st International Symposium on Smart Learning Environment
Volume Issue Pages 9-12
Keywords social media, technology, soft systems, hard systems, social software;
Abstract This is a paper about the design of systems that are part human, part machine. It uses a framework for understanding the nature of technology that builds on W. Brian Arthur's notion of technology as the orchestration of phenomena to some use and the nature of technologies as assemblies. Technologies are treated as existing on a continuum between soft and hard, with soft technologies orchestrated by humans and hard ones embedding that orchestration within the technology. The concept is explored in relation to Athabasca Landing, a deliberately soft social system that attempts to avoid predetermined purpose and design so that its inhabitants actively create the technology as they use it. The paper describes some issues that arise and steps being taken to address them.
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Publisher Place of Publication Editor
Language Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN ISBN Medium
Area Expedition Conference
Impact Factor Approved no
Call Number AU @ jond @ Serial 762
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Author (up) Dron, J.
Title Social Navigation for Learning in Immersive Worlds Type Book Chapter
Year 2012 Publication Social Navigation for Learning in Immersive Worlds Abbreviated Journal
Volume 3D Virtual Environments for Education and Business Issue Pages
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Publisher Springer Place of Publication New York Editor Hebbel-Seeger, A.; Reiners, T.; Schäffer, D.
Language Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN ISBN Medium
Area Expedition Conference
Impact Factor Approved no
Call Number AU @ jond @ Serial 763
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Author (up) Dron, J.
Title Self-paced and Social Type Journal Article
Year 2012 Publication Abbreviated Journal World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012
Volume Issue Pages 962-976
Keywords
Abstract 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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Publisher Place of Publication Editor
Language Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN ISBN Medium
Area Expedition Conference
Impact Factor Approved no
Call Number AU @ jond @ Serial 764
Permanent link to this record