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Ostashewski, N.; Dron, J.; Howell, J. |
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Building open learning opportunities: The Participating in the Digital Age cMOOC design case |
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2014 |
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World Conference on Educational Multimedia, Hyperm |
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2480-2484 |
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This paper reports on the development and utilization of an innovative learning platform developed to support the flexible delivery of a connectivist-style Massive Open Online Course or cMOOC. The social media platform, implemented as the Curtin Learning Commons (www.curtincommons.com) was developed as a customized Elgg social software instance on a cloud-hosted server. The Participating in the Digital Age (PDA MOOC) was designed to utilize a wide variety of the social media tools available, providing learners with inquiry style learning tasks over a six-week period. Innovations in the learning environment on the institutional side include the presentation of a fully open learning space with almost limitless combinations of configurable tools available for the designers to present resources and activities to learners. Innovations on the learner side include detailed customization of the learning space and choice of tools, spaces, and open-ness of content posted. |
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AU @ jond @ |
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753 |
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Dron, J.; Anderson, T. |
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Title |
Agoraphobia and the modern learner |
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Journal Article |
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2014 |
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Journal of Interactive Media in Education |
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Open for Learning Special Issue |
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McGreal, R.; Dron, J.; Ellerman, E. |
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Virtual Platforms at Athabasca University for Open Learning |
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2013 |
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Eleventh Annual Hawaii International Conference on Education |
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Anderson, T.; Dron, J.; Mattar, J. |
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Três Gerações De Pedagogia De Educação A Distância |
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2013 |
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EAD em FOCO |
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2 |
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1 |
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119-134 |
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Este artigo define e examina três gerações de pedagogia de educação a distância. Ao contrário de classificações anteriores de educação a distância, baseadas na tecnologia utilizada, esta análise centra-se na pedagogia que define as experiências de aprendizagem encapsuladas no design da aprendizagem. As três gerações de pedagogia, cognitivo-behaviorista, socioconstrutivista e conectivista, são examinadas utilizando o conhecido modelo de comunidade de investigação (GARRISON; ANDERSON; ARCHER, 2000), com foco nas presenças cognitiva, social e de ensino. Embora essa tipologia de pedagogias possa também ser aplicada com proveito na educação presencial, a necessidade e a prática de abertura e de explicitação do conteúdo e do processo em educação a distância tornam o trabalho especialmente relevante para os designers, professores e desenvolvedores de educação a distância. O artigo conclui que a educação a distância de alta qualidade explora as três gerações em função do conteúdo de aprendizagem, do contexto e das expectativas de aprendizagem [1]. ----------------------------------------------- [1] Tradução autorizada de: ANDERSON, Terry; DRON, Jon. Three generations of distance education pedagogy. IRRODL – International Review of Research in Open and Distance Learning, v. 12, n. 3, 2011. Special Issue – Connectivism: Design and Delivery of Social Networked Learning, p. 80-97. |
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AU @ jond @ |
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757 |
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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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AU @ jond @ |
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758 |
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