The Web 2.0 brought in the use of social tools at a large scale in every area: a transformation which led to redefining the teaching-learning process. In this new context knowledge is distributed over network connections in an uncontrolled way -thus learning consists of recognizing relevant information patterns and constructing new connections. Hence, users become active members of learning communities, bringing in their own social context and committing themselves to the whole learning process.This article presents a comparison between constructivism and connectivism, which arises in the Social Web framework. It also shows an evolution of the Learning Objects design which is moving from a constructivist perspective to a connectivist one (Siemens, 2005), due to the benefits provided by the Web 2.0 tools, and specifically by social media. These new resources allow learning strategies to transfer through multiple users' connections and enable collaborative knowledge construction within networks. Connectivist Learning Objects (CLOs) emerge as interdisciplinary nodes, which incorporate multiple learning experiences from users within very diverse contexts. Adapting CLOs to users' cognitive diversity enhances both the individual learning and the connective one. This paper presents design guidelines for CLOs, based on didactical methodologies to reinforce their adaptability to students learning styles.
A description and psychometric validation is offered of the evaluation instrument COMPASS-Ar, conceived to check the level of competence achieved by future teachers—after participating in the ITINER-Ar Project (2018-19)—in the collaborative design of augmented didactic itineraries (ADIs) using augmented reality. This instrument—assessed by experts—consists of 30 items to measure the acquired didactic, digital, socio-collaborative, and creative competences involved in ADI development on the basis of an analytical rubric—created ad hoc and validated by means of the Delphi method—which specifies the requirements of each score through a (1-5) Likert-type scale. After evaluating a sample of 322 subjects, the assessment of reliability provided a Cronbach's alpha = .979. Construct validity was tested using factor analysis. Both the Kaiser-Meyer-Olkin test and Bartlett's sphericity test revealed that the instrument under study has a unidimensional nature. It can be concluded that this is a valid and reliable instrument.
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