The scientific literature of recent years has focused its attention on the concept of educational ecosystem. In regard to the scarcely identifiable boundary between digital environments and physical environments, this concept recalls that of knowledge, understood not so much as the result of the acquisition of information about an observed object, but as a process that leads to its construction and expressive re-elaboration. Specifically, two types of technological environment can be distinguished: digital environments structured according to content / learning modules, and digital environments with a high level of customization. This second typology refers to the experimentation presented here, carried out in the context of university teaching, through which students were able to define and rework concepts, and design and build new cognitive objects.

Ambienti digitali per la costruzione della conoscenza

Chiara Panciroli;Anita Macauda
2019

Abstract

The scientific literature of recent years has focused its attention on the concept of educational ecosystem. In regard to the scarcely identifiable boundary between digital environments and physical environments, this concept recalls that of knowledge, understood not so much as the result of the acquisition of information about an observed object, but as a process that leads to its construction and expressive re-elaboration. Specifically, two types of technological environment can be distinguished: digital environments structured according to content / learning modules, and digital environments with a high level of customization. This second typology refers to the experimentation presented here, carried out in the context of university teaching, through which students were able to define and rework concepts, and design and build new cognitive objects.
Pedagogia, Didattica e Ricerca Educativa: approcci, problemi e strumenti
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Chiara Panciroli; Anita Macauda
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/711068
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