Educational Technologies' designers always refer to a model, more or less explicit, of the teaching/learning process. Even when not explicit there is always an idea about how people learn behind the design of an e-learning product as there is for every other formal or informal context of learning (school, training classes, working places. etc.). At the same time there is an implicit model of the role of technology: computers can be seen essentially as a "cognitive tool" which allows one access to a series of informations and contents to isolated users or as "social Tool" which allow one top communicate, share and negotaitate competent practices, identities and meanings. In the paper we outline an analysis odf the most widespread educational technologies by investiganting the nature of such "theories" that are "behind" their design and that supports- more or less- learning social practices. Finally, we outline some principles to follow for the design of effective educational technologies following a social and situated learning theory.

Some reflections on learning and e-learning / Zucchermaglio, C.; Alby, F.. - In: PSYCHNOLOGY. - ISSN 1720-7525. - 3:2(2005), pp. 200-222.

Some reflections on learning and e-learning

Zucchermaglio C.
Primo
Writing – Original Draft Preparation
;
Alby F.
Writing – Review & Editing
2005

Abstract

Educational Technologies' designers always refer to a model, more or less explicit, of the teaching/learning process. Even when not explicit there is always an idea about how people learn behind the design of an e-learning product as there is for every other formal or informal context of learning (school, training classes, working places. etc.). At the same time there is an implicit model of the role of technology: computers can be seen essentially as a "cognitive tool" which allows one access to a series of informations and contents to isolated users or as "social Tool" which allow one top communicate, share and negotaitate competent practices, identities and meanings. In the paper we outline an analysis odf the most widespread educational technologies by investiganting the nature of such "theories" that are "behind" their design and that supports- more or less- learning social practices. Finally, we outline some principles to follow for the design of effective educational technologies following a social and situated learning theory.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11573/1194277
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