The contemporary e-learning scenario is marked by a strong contradiction between Italian and international technical and pedagogical literature on one hand and the reality of the experiences carried out to date on the other. From a pedagogical perspective, analysis of the literature reveals four strong points in e-learning, corresponding to as many methodological-didactic categories characterizing contemporary innovative didactic practices. In brief, these categories relate to the concepts of individualization, personalization, constructive/socio-constructive approach, student/students and students/teachers educational interaction. Since we are dealing with complex categories, it is worth briefly analyzing their internal problems and the gap between theory and practice in e-learning settings. In any case, their usage must include structural integration and cannot stick to single educational experiences of the additive-linear kind. The idea of using a problematic didactic model in e-learning formative paths again echoes pedagogical problematicism topics and defines a complex hypothesis which can emphasize the integrated coexistence of different didactic strategies referring back to a problematicist matrix. The theoretical foundation of the model explicitly recalls the main didactic categories mentioned above and their critical interaction. The starting point of the model described here is the possibility defining three main Learning Objects typologies, focusing respectively on the object, the process and the subject of learning.

A Problematic Teaching Model for the Implementation of e-Learning Formative Pathways

GUERRA, LUIGI;FABBRI, MANUELA;MAERAN, GILDA
2008

Abstract

The contemporary e-learning scenario is marked by a strong contradiction between Italian and international technical and pedagogical literature on one hand and the reality of the experiences carried out to date on the other. From a pedagogical perspective, analysis of the literature reveals four strong points in e-learning, corresponding to as many methodological-didactic categories characterizing contemporary innovative didactic practices. In brief, these categories relate to the concepts of individualization, personalization, constructive/socio-constructive approach, student/students and students/teachers educational interaction. Since we are dealing with complex categories, it is worth briefly analyzing their internal problems and the gap between theory and practice in e-learning settings. In any case, their usage must include structural integration and cannot stick to single educational experiences of the additive-linear kind. The idea of using a problematic didactic model in e-learning formative paths again echoes pedagogical problematicism topics and defines a complex hypothesis which can emphasize the integrated coexistence of different didactic strategies referring back to a problematicist matrix. The theoretical foundation of the model explicitly recalls the main didactic categories mentioned above and their critical interaction. The starting point of the model described here is the possibility defining three main Learning Objects typologies, focusing respectively on the object, the process and the subject of learning.
Knowledge Construction in E-learning Context: CSCL, ODL, ICT and SNA in education
1
5
Guerra L.; Fabbri M.; Maeran G.
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/73876
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 1
  • ???jsp.display-item.citation.isi??? ND
social impact