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Govindarajan, K., Kumar, V. S., Boulanger, D., Seanosky, J., Bell, J., Pinnell, C., et al. (2016). Software-Defined Networking (SDN)-Based Network Services for Smart Learning Environments: The Role of SDN in Smart Competence LEarning Analytics platform (SCALE). (pp. 69–76). State-of-the-Art and Future Directions of Smart Learning, The 2015 International Conference on Smart. Springer Singapore.
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Govindarajan, K., Kumar, V. S., Boulanger, D., Seanosky, J., Bell, J., Pinnell, C., et al. (2016). Software-Defined Networking (SDN)-Based Network Services for Smart Learning Environments: The Role of SDN in Smart Competence LEarning Analytics platform (SCALE). (pp. 69–76). State-of-the-Art and Future Directions of Smart Learning, The 2015 International Conference on Smart. Springer Singapore.
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Dron, J. (2012). Soft Technology Design. The 1st International Symposium on Smart Learning Environment, , 9–12.
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.
Keywords: social media, technology, soft systems, hard systems, social software;
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Dron, J. (2013). Soft is hard and hard is easy: learning technologies and social media. Form@re, 13(1), 32–43.
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.
Keywords: tecnologie per l'apprendimento; connettivismo; social media; progettazione tecnologica; educazione
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Olaniran, B. A., Burley, H. E. Chang, M., Kuo, R. & Agnello, M. F. (2009). Socio-Technical Challenges of Semantic Web. In & Luis G. Ferreira Antonio J. Tavares E. F. O. Maria Manuela Cunha (Ed.), A Culturally Exclusive Proposition? Handbook of Research on Social Dimensions of Semantic Technologies and Web Services (pp. 379–391). Hershey, PA.
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