Partners in Cognition: Extending Human Intelligence with Intelligent Technologies

Salomon, Gavriel; Perkins, David N.; Globerson, Tamar

doi:10.2307/1177234

Cited by 136 publications

(150 citation statements)

References 18 publications

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“…What might it mean to experience conceptual change by manipulating an artifact that is external to the brain (Sfard & McClain, 2002)? After engaging in such an activity, do we retain any useful residual knowledge that we can then apply even in the absence of the artifacts (Salomon, Perkins, & Globerson, 1991)?…”

Section: Equipment and Breakdowns: Learning As Gearing Up With Biologmentioning

confidence: 99%

Embodiment and Embodied Design

Abrahamson

Lindgren²

2014

The Cambridge Handbook of the Learning Sciences

128

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Section: Equipment and Breakdowns: Learning As Gearing Up With Biologmentioning

confidence: 99%

Embodiment and Embodied Design

Abrahamson

Lindgren²

2014

The Cambridge Handbook of the Learning Sciences

128

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“…An interpretive approach to data analysis was employed and this provided insight into how participants made sense of their learning experiences (Mason, 1996). This methodology is supported by educational technology theorists such as Neuman (1989) and Salomon, Perkins, and Globerson (1991) who have advocated more naturalistic studies that provide appropriate data about relevant social and cognitive processes in order to explore the affordances of innovative technologies.…”

Section: Study Methodologymentioning

confidence: 99%

Investigating Prospective Teachers as Learning Design Authors

Kearney

Prescott

Young

2009

Handbook of Research on Learning Design and Learning Objects

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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataHandbook of research on learning design and learning objects : issues, applications and technologies / Lori Lockyer, ... [et al.], editors. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.Chapter XII Investigating ProspectiveTeachers as Learning Design Authors Matthew Kearney University of Technology, Sydney (UTS), Australia Anne Prescott University of Technology, Sydney (UTS), Australia Kirsty Young University of Technology, Sydney (UTS), AustraliaCopyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. AbstrAct This chapter reports on findings from a recent project situated in the area

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“…Μηα Κνηλφηεηα Μάζεζεο πνπ βαζίδεηαη ζην δηαδίθηπν, απνηειεί Δηθνληθφ Πεξηβάιινλ Μάζεζεο φπνπ αμηνπνηεί πξνεγκέλεο ςεθηαθέο ηερλνινγίεο, ελζαξξχλεη ηελ αιιειεπίδξαζε κεηαμχ ησλ ζπκκεηερφλησλ (Dillenburg, Sceider & Syntena 2002), πξνζθέξεη ηε δπλαηφηεηα ζηνπο εθπαηδεπνκέλνπο λα δνπιεχνπλ ζην δηθφ ηνπο ηφπν θαη ζπλήζσο ρξφλν, νξγαλψλεηαη γχξσ απφ ζαθή πιαίζηα ιεηηνπξγίαο, θαλφλσλ ζπκπεξηθνξάο, ζηφρσλ θαη πιηθνχ, βαζίδεηαη ζε αμίεο έρνληαο πνηνηηθά ραξαθηεξηζηηθά (Υξνλάθε & Μπνπξδάθε, 2003), θαζψο θαη ζε αξρέο εηιηθξίλεηαο, αληαπφθξηζεο, θαιήο ζπκπεξηθνξάο, ζεβαζκνχ, αθεξαηφηεηαο, αιιά θαη δηακφξθσζεο θνηλψλ ζηφρσλ (Palloff & Pratt, 1999;Φξαγθάθε, 2008). Καζψο έλα πεξηβάιινλ κάζεζεο απνηειεί ζχλζεην ζχζηεκα ην νπνίν δηέπεηαη απφ ζπζρεηηδφµελνπο παξάγνληεο πνπ επεξεάδνπλ ηε δηαδξαζηηθή κάζεζε µε ζρεηηθέο αηνµηθέο θαη πνιηηηζµηθέο δηαθνξέο (Salomon, 1991), ε δηαδηθαζία ηεο κάζεζεο ζπλαξηάηαη άκεζα απφ ηελ ζπκκεηνρή ησλ δηδαζθφλησλ θαη δηδαζθνκέλσλ ζην πιαίζην κηαο θνηλφηεηαο, ελψ νη δηδαζθφκελνη δεκηνπξγνχλ ηηο δηθέο ηνπο ζπλζήθεο κάζεζεο κέζσ έληνλσλ θνηλσληθψλ δηεξγαζηψλ αλαπηχζζνληαο ζρέζεηο, αληαιιάζζνληαο ηδέεο θ.ά. (Bruner, 1990;Solomon, 1987;Vygotsky, 1978).…”

Section: δκπαηγδτσηκαunclassified

10 + 1 Learning Theories about the polymorphic dimension of Moodle as a pedagogical tool in Distance learning

Αργυρίου¹,

Κουτσούμπα²

2016

ICODL

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Basic learning theories together with modern technologies used in distance learning environments open a field for the development of new tools and offer new perspectives. A wide range of educational and communication means as well as a pluralism in learning and teaching principles are transforming distance learning into a process of high quality education. This paper discusses the implementation of the Moodle platform in distance education aiming at researching whether polymorphicity can function efficiently in this particular distance learning environment. With an ever increasing number of internet learning communities, Moodel was chosen for being able to create an open learning environment, created in order to provide users with the necessary tools that can organise internet courses based on interaction and collaborative content formation. The paper examines the basic features of Moodle, its utilisation in distance education as well as wide range of learning theories so that those features that make Moodle ideal for polymorphic distance learning can be pointed out. Concluding, it is shown that there is a functional relationship between polymorphic distance learning and the application of certain educational practices through internet educational environments, such as Moodle. ΠεπίληψηH θαηάιιειε ρξήζε θαη αμηνπνίεζε ησλ λέσλ ηερλνινγηψλ ζην πιαίζην ηεο εμ απνζηάζεσο εθπαίδεπζεο, αμηνπνηψληαο ηηο βαζηθέο ζεσξίεο κάζεζεο, κπνξεί λα δεκηνπξγήζεη λέα εξγαιεία θαη πξννπηηθέο. Απηφ πνπ έξρεηαη λα κεηακνξθψζεη ηελ εμ απνζηάζεσο εθπαίδεπζε ζε κηα δηαδηθαζία πνηνηηθήο εθπαίδεπζεο, είλαη, κεηαμχ άιισλ, ε πνηθηιία ζηα κέζα εθπαίδεπζεο θαη επηθνηλσλίαο, θαζψο θαη ν πινπξαιηζκφο ζηηο αξρέο κάζεζεο θαη δηδαζθαιίαο. Η παξνχζα εξγαζία ζπδεηά ηελ έληαμε ηεο πιαηθφξκαο Moodle ζηελ εμ απνζηάζεσο εθπαίδεπζε σο ζχγρξνλε ηερλνινγηθή εθαξκνγή ζηελ επηθνηλσλία, δηδαζθαιία θαη κάζεζε. Δηδηθφηεξα, ζθνπφο ηεο εξγαζίαο είλαη ε δηεξεχλεζε ηνπ θαηά πφζν είλαη δπλαηφλ ε πνιπκνξθηθφηεηα ζηελ εμ απνζηάζεσο κάζεζε λα εθαξκνζηεί ιεηηνπξγηθά ζην πιαίζην ηνπ ζπγθεθξηκέλνπ δηαδηθηπαθνχ πεξηβάιινληνο εμ απνζηάζεσο εθπαίδεπζεο. Λφγσ ηεο επξείαο ρξήζεο ησλ δηαδηθηπαθψλ θνηλνηήησλ κάζεζεο επηιέρζεθε ε δηεξεχλεζε ηνπ Moodle σο έλα αλνηθηφ θαη ειεχζεξν πεξηβάιινλ κάζεζεο ην νπνίν αλαπηχρζεθε γηα λα βνεζήζεη ηνπο ρξήζηεο λα δεκηνπξγήζνπλ δηαδηθηπαθά καζήκαηα επηθεληξσκέλα ζηε δηάδξαζε θαη ηε ζπλεξγαηηθή θαηαζθεπή ηνπ πεξηερνκέλνπ. ηελ εξγαζία εμεηάδνληαη ηα βαζηθά ραξαθηεξηζηηθά ηνπ Moodle, http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 13/05/2018 02:23:01 |

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Partners in Cognition: Extending Human Intelligence with Intelligent Technologies

Cited by 136 publications

References 18 publications

Embodiment and Embodied Design

Embodiment and Embodied Design

Investigating Prospective Teachers as Learning Design Authors

10 + 1 Learning Theories about the polymorphic dimension of Moodle as a pedagogical tool in Distance learning

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