Flussi di conoscenza e spazi ibridi di apprendimento

Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Guglielmo Trentin
Anno di pubblicazione 2015 Fascicolo 2014/1
Lingua Italiano Numero pagine 25 P. 5-29 Dimensione file 270 KB
DOI 10.3280/ERP2014-001001
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

When proposing group activities to students with a view to fostering collaborative learning in a hybrid learning space, we often find ourselves speculating on the relative amounts of information and knowledge which flow in the interaction, both among the group members and with the external information and knowledge sources. And furthermore, what phases of the collaborative process are at a higher index of knowledge flow and which ones are at a higher index of information flow? The experiment described below has tried to answer these questions and it has involved 66 university students.;

  1. Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune and Stratton.
  2. Biuk-Aghai, R.P. (2003). An information model of virtual collaboration. In Proceeding of Information Reuse and Integration, IEEE International Conference, 2003. --Disponibile su: <http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=1251405>. [Accesso 11.01.2014].
  3. http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=1251405>. [Accesso 11.01.2014].
  4. Brodie, P., & Irving, K. (2007). Assessment in work-based learning: investigating a pedagogical approach to enhance student learning. Assessment & Education in Higher Education, 32(1), pp. 11-19.
  5. Cress, U., & Kimmerle, J. (2008). A Systemic and Cognitive view on Collaborative Knowledge Building with Wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), pp. 105-122. Diaper, D., & Sanger, C. (Eds.) (1993). CSCW in Practice: an Introduction and Case Studies. London: Springer-Verlag.
  6. Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(1), pp. 1-13.
  7. Donald, J.G. (1987). Learning schemata: methods of representing cognitive, content and curriculum structures in higher education. Instructional Science, 16, pp. 187-211.
  8. Hernández-Leo, D, Villasclaras-Fernández, E.D., Asensio-Pérez, J.I., Dimitriadis, Y., Jorrín-Abellán, I.M., Ruiz-Requies, I., & Rubia-Avi, B. (2006).
  9. COLLAGE: A collaborative Learning Design editor based on patterns. Educational Technology & Society, 9 (1), pp. 58-71.
  10. Karakostas, A., & Demetriadis, S.N. (2009). Adaptation patterns in systems for scripted collaboration. In Proceeding of the 8th International Conference on Computer Supported Collaborative Learning, CSCL'09, Rhodes, Greece, June 8-13, 2009, Volume 1. Disponibile su: http://dblp.unitrier.de/db/conf/cscl/cscl2009-1.html#KarakostasD09. [Access 22.01.2014].
  11. Kaschig, A., Maier, R., Sandow, A., Lazoi, M., & Barnes, S. (2010). Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study. Proceedings of 5th European Conference on Technology Enhanced Learning, EC-TEL 2010. Lecture Notes in Computer Science, Vol. 6383, pp. 151-166. Springer.
  12. Jones, W. (2010). No knowledge but through information. First Monday, 15(9). September 2010. --Disponibile su: <http://firstmonday.org/ojs/index.php/fm/article/view/3062/2600>. [Accesso09.01.2014].
  13. <http://firstmonday.org/ojs/index.php/fm/article/view/3062/2600>. [Accesso09.01.2014].
  14. Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australasian Journal of Educational Technology, 26(3), pp. 341-354.
  15. Larsen, S. (1986). Information can be transmitted but knowledge must be induced. PLET, 23(4), pp. 331-336.
  16. Lazakidou, G. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics.Journal Computers & Education, 54(1), pp. 3-13.
  17. Macdonald, J. (2003). Assessing online collaborative learning: process and product. Computers & Education, 40, pp. 377–391.
  18. Nissen, M.E. (2002). An extended model of knowledge-flow dynamics. Communications of the Association for Information Systems, 8(18), pp. 251-266.
  19. Olimpo, G. (2011). Knowledge flows and graphic knowledge representations. In Trentin, G. (Ed.), Technology and Knowledge Flow: the power of networks, (pp. 91-131). Cambridge, UK: Chandos Publishing Limited.
  20. Oliver, G.R. (2013). A micro intellectual capital knowledge flow model: a critical account of IC inside the classroom. Journal of Intellectual Capital, 14(1), pp. 145-162 Piaget, J. (1977). Problems of equilibration. In: Appel, M.H., & Goldberg, L.S.
  21. (Eds.), Topics in cognitive development, (pp. 3-14). New York: Plenum. Rowley, J. (2007). The wisdom hierarchy: representations of the DIKW hierarchy Science, 33. --Disponibile su: <http://jis.sagepub.com/content/33/2/163.abstract>. [Accesso 15.03.2014].
  22. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, pp. 265-283.
  23. Schrage, M. (1990). Shared minds: the new technologies of collaboration. New York: Random House.
  24. Shannon, C.E., & Weaver, W. (1949). The Mathematical Theory of Communication. Illinois: The University of Illinois Press.
  25. Siddiqui, R.A. (2014). Bring Your Own Device (BYOD) in Higher Education: Opportunities and Challenges. International Journal of Emerging Trends & Technology in Computer Science (IJETTCS), 3(1), pp. 233-236.
  26. Stahl, G. (2000). A Model of Collaborative Knowledge-Building. In Fishman, B., & O’Connor-Divelbiss, S. (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences, (pp. 70-77). Mahwah, NJ: Lawrence Erlbaum Associates.
  27. Strijbos, J.W. (2011). Assessment of (computer-supported) collaborative learning. IEEE Transactions on Learning Technologies, 4, pp. 59-73.
  28. Trentin, G. (2007). Graphic Tools for Knowledge Representation and Informal Problem-Based Learning in Professional Online Communities. Knowledge Organization, 34(4), pp. 215-226.
  29. Trentin, G. (2009). Using a Wiki to Evaluate Individual Contribution to a Collaborative Learning Project. Journal of Computer Assisted Learning, 25(1), pp. 43-55.
  30. Trentin, G. (2011a). Conclusive thought on communication flow, knowledge flow and informal learning. In Trentin, G. (Ed.), Technology and Knowledge Flow: the power of networks, (pp. 157-165). Cambridge, UK: Chandos Publishing Limited.
  31. the power of networks, (pp. 157-165). Cambridge, UK: Chandos Publishing Limited.
  32. Trentin, G. (2011b). Graphic knowledge representation as a tool for fostering knowledge flow in informal learning processes. In Trentin, G. (Eds.), Technology and Knowledge Flow: the power of networks, (pp. 133-156). Cambridge, UK: Chandos Publishing Limited.
  33. Yeager, L.B. (2005). Why Distinguish Between Information and Knowledge? Econ Journal Watch, 2(1), pp. 82-87.
  34. Zhang, L., Ayres, P., & Chan, K. (2013). Examining different types of collaborative learning in a complex computer-based environment: A cognitive load approach. Computers in Human Behavior, 1(27), pp. 94-98.

Guglielmo Trentin, Flussi di conoscenza e spazi ibridi di apprendimento in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2014, pp 5-29, DOI: 10.3280/ERP2014-001001