Today’s society, since the end of the last century, has been influenced by a series of events such as globalization, liberalization of both work markets and economy, high technology, the extensive production and dissemination of information content, that have led to substantial changes in most of the activities that the man held daily, more and more qualified and characterized by the use of information technology and communications, today identified as New Technologies. These have contributed, in an innovative manner, creating and testing new models of education and training, not only for excellence in formal contexts (schools and universities), but also in companies and in public and private Institutions. Hence the pedagogical need for reflecting on how Can and must to design and implement training processes through mediation and appropriate use of technology. In view of the foregoing, the topics covered in the book are aimed on the one hand to propose innovative solutions to support learning activities and on the other to explain the structure and design of socio-constructivist learning environments in relation to communication technologies education. The text, for the variety of topics and the basic methodologies and techniques presented, is intended as a theoretical but at the same time practical introductory guide for all those wanting to work in educational contexts on site and online. The volume, in particular, is designed for both educational experts who work in public and private organizations, and high schools teachers in relation to their professional development, and university students who want to learn on this topic, the volume is the landmark for scholars and professionals working in this field.In particular, in the first chapter, are both analyzed the dynamic educational link between communication and relationships that characterizes the learning and educational process, and the relationship that develops between communication, technology, education, instruction and training. In the second chapter is examined and discussed the use of Educational and Communication Technologies in the educational process and is carried out an overview, from the point of view of educational systems, CAI, CBT, ITS, WBT, and thus of Content Management Systems (CMS) to Learning Content Management Systems (LCMS), designed as platforms for online learning. In the third chapter is addresses the issue of Distance Learning (DL) and is traced to its history and its evolution: from early learning experiences through mail, to e-Learning platforms and the current concept of e-Learning 2.0;technological evaluation, especially the Internet, and in the point of view of teaching models and learning paradigms (rationalist-information’s, systemic-interactionist and constructivist-social) that have characterized the various phases of distance education. The fourth chapter is dedicated to web learning environments and are outlined the guidelines for its design in a socio-constructivist perspective. In the fifth chapter we talk about the tools of knowledge representation in online learning contexts, and in particular about ontologies and concept maps. In the sixth chapter are sets out the principles to the underlying concept of individualization and personalization in a didactic and pedagogical point of view, are discussed the theoretical aspects of reference related to cognitive styles, cognitive processes and user profiling and are highlighted the benefits of Personal Learning Environment and e-Learning 2.0.
La Società odierna, a partire dalla fine del secolo scorso, è stata influenzata da una serie di eventi quali la globalizzazione, la liberalizzazione dei mercati del lavoro e dell’economia, l’alta tecnologia, l’ampia produzione e diffusione di contenuti informativi, che hanno determinato un sostanziale cambiamento nella maggior parte delle attività che l’uomo svolge quotidianamente, sempre più qualificate e caratterizzate dall’utilizzo delle tecnologie dell’informazione e della comunicazione, oggi identificate dal temine Nuove Tecnologie. Queste hanno contribuito, in maniera innovativa, alla creazione e sperimentazione di nuovi modelli educativi e formativi, non soltanto negli ambienti formali per eccellenza (Scuole ed Università), ma anche nelle Aziende e negli Enti pubblici e privati. Da qui la necessità pedagogica di riflettere su come poter e dovere progettare e realizzare processi formativi attraverso la mediazione e l’uso adeguato delle tecnologie. In considerazione di quanto premesso, le tematiche trattate nel volume sono finalizzate da un lato a proporre soluzioni innovative a supporto delle attività di apprendimento e dall’altro ad esplicitare la struttura e la progettazione di ambienti di apprendimento socio-costruttivisti in relazione alle tecnologie della comunicazione educativa. Il testo, per la varietà degli argomenti trattati e per le metodologie di base e di tecniche presentate, vuole essere una guida introduttiva teorica e nello stesso tempo pratica per tutti coloro che intendono operare nei contesti formativi on site e on line. Il volume, nello specifico, si rivolge sia agli esperti della formazione che operano nelle Organizzazioni pubbliche e private, sia ai docenti delle scuole di grado superiore in riferimento al loro sviluppo professionale, sia agli studenti universitari che intendono avvicinarsi alla disciplina, proponendosi il volume come punto di riferimento per studiosi e per professionisti che operano in tale settore.In particolare, nel primo capitolo, viene analizzato sia il rapporto dinamico di natura educativa, comunicativa e relazionale che contraddistingue il processo d’apprendimento e di educazione, sia il rapporto che si instaura tra comunicazione, tecnologie, educazione, istruzione e formazione. Nel secondo capitolo viene esaminato e discusso l’uso delle Tecnologie della Comunicazione Educativa nei processi formativi e viene effettuata una rassegna, dal punto di vista didattico dei sistemi CAI, CBT, ITS, WBT e, quindi, dei Content Management Systems (CMS) ai Learning Content Management Systems (LCMS), intese quali piattaforme per l’apprendimento in rete. Nel capitolo terzo si affronta la problematica della Formazione a Distanza (FaD) e viene ripercorsa la sua storia e la sua evoluzione: dalle prime esperienze di formazione per corrispondenza, alle piattaforme e-Learning fino all’attuale concetto di e-Learning 2.0; il tutto, in rapporto all’evoluzione tecnologica, soprattutto di Internet, e nell’ottica dei modelli e paradigmi didattici dell’apprendimento (razionalista-informazionista, sistemico-interazionista e costruttivista-sociale) che hanno caratterizzato le varie fasi della formazione a distanza. Il capitolo quarto è dedicato agli ambienti di apprendimento in rete e vengono tracciate le linee guida per la sua progettazione in ottica socio-costruttivista. Nel capitolo quinto si parla degli strumenti di rappresentazione della conoscenza nei contesti formativi on line e in particolare di ontologie e di mappe concettuali. Nel sesto capitolo vengono enunciati i principi alla base del concetto di individualizzazione e personalizzazione in chiave didattica e pedagogica, vengono illustrati gli aspetti teorici di riferimento relativi agli stili cognitivi, ai processi cognitivi e alla profilazione utente e messi in evidenza i vantaggi offerti dai Personal Learning Environment e dall’e-Learning 2.0.
Formazione e Ambienti di apprendimento in rete. - (Training and Online Learning Environment)
DE PIETRO, Orlando
Writing – Review & Editing
2010-01-01
Abstract
Today’s society, since the end of the last century, has been influenced by a series of events such as globalization, liberalization of both work markets and economy, high technology, the extensive production and dissemination of information content, that have led to substantial changes in most of the activities that the man held daily, more and more qualified and characterized by the use of information technology and communications, today identified as New Technologies. These have contributed, in an innovative manner, creating and testing new models of education and training, not only for excellence in formal contexts (schools and universities), but also in companies and in public and private Institutions. Hence the pedagogical need for reflecting on how Can and must to design and implement training processes through mediation and appropriate use of technology. In view of the foregoing, the topics covered in the book are aimed on the one hand to propose innovative solutions to support learning activities and on the other to explain the structure and design of socio-constructivist learning environments in relation to communication technologies education. The text, for the variety of topics and the basic methodologies and techniques presented, is intended as a theoretical but at the same time practical introductory guide for all those wanting to work in educational contexts on site and online. The volume, in particular, is designed for both educational experts who work in public and private organizations, and high schools teachers in relation to their professional development, and university students who want to learn on this topic, the volume is the landmark for scholars and professionals working in this field.In particular, in the first chapter, are both analyzed the dynamic educational link between communication and relationships that characterizes the learning and educational process, and the relationship that develops between communication, technology, education, instruction and training. In the second chapter is examined and discussed the use of Educational and Communication Technologies in the educational process and is carried out an overview, from the point of view of educational systems, CAI, CBT, ITS, WBT, and thus of Content Management Systems (CMS) to Learning Content Management Systems (LCMS), designed as platforms for online learning. In the third chapter is addresses the issue of Distance Learning (DL) and is traced to its history and its evolution: from early learning experiences through mail, to e-Learning platforms and the current concept of e-Learning 2.0;technological evaluation, especially the Internet, and in the point of view of teaching models and learning paradigms (rationalist-information’s, systemic-interactionist and constructivist-social) that have characterized the various phases of distance education. The fourth chapter is dedicated to web learning environments and are outlined the guidelines for its design in a socio-constructivist perspective. In the fifth chapter we talk about the tools of knowledge representation in online learning contexts, and in particular about ontologies and concept maps. In the sixth chapter are sets out the principles to the underlying concept of individualization and personalization in a didactic and pedagogical point of view, are discussed the theoretical aspects of reference related to cognitive styles, cognitive processes and user profiling and are highlighted the benefits of Personal Learning Environment and e-Learning 2.0.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
