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Modeling of Numerical Learning Environments of New Generation : Theory of Complex Systems.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newark :
John Wiley & Sons, Incorporated,
2018.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half-Title Page; Title Page; Copyright Page; Contents; Foreword; Introduction; 1. A Virtual Learning Environment seen as a System of Instrumented Activities; 1.1. From school radios to MOOCs: a retrospective glance at the evolution of instrumented activities in education; 1.1.1. Educational technologies, ICT, ICTs for teaching, common ICTs?; 1.1.2. A broad variety of technologies in education; 1.1.3. Learning to put knowledge, expertise and interpersonal skills into practice; 1.1.4. Learning modes; 1.1.5. Learning modes in education.
- 1.1.6. ICT, learning and pedagogical theories: an interrelated revolution1.1.7. From objectivist epistemology to school radio and television; 1.1.8. From behaviorism to computer-assisted learning; 1.1.9. From construstivism to microworlds; 1.1.10. From social constructivism to CLE, CSCL and cMOOC; 1.1.11. Learning in an open network: from connectivism to MOOCs; 1.1.12. Synthesis of these evolutions; 1.2. VLEs: a system of instrumented activity; 1.2.1. Virtual learning environments (VLEs); 1.2.2. The principles of the systemic paradigm; 1.2.3. The steps involved in the systemic approach.
- 1.2.4. VLEs seen as open systems1.2.5. VLEs seen as systems of instrumented activity; 1.3. Conclusion; 2. Modeling Instrumented Activity at the Heart of the Virtual Environment; 2.1. Introduction; 2.2. Modeling instrumented activity, yes, but why?; 2.2.1. What type of model are we talking about?; 2.2.2. Models for multiple uses; 2.2.3. Models with specific uses; 2.3. Contour, components and hierarchical levels of a system of instrumented activity; 2.3.1. Perimeters, objects and components; 2.3.2. Three levels (macro, meso, micro) associated with business processes.
- 2.3.3. An example of distance learning device analysis2.3.4. Associated levels, objects and models; 2.4. Summary of models and modeling languages; 2.4.1. Models of pedagogical engineering (EML); 2.4.2. Training engineering models; 2.4.3. Adaptive models; 2.4.4. Systemic models of activity; 2.4.5. Systemic models of complexity; 3. Models of Instrumented Activity Challenged by Technopedagogical Innovations; 3.1. Introduction; 3.2. The Vygotskien model and its expansion; 3.2.1. Digital ink: towards a new virtual learning environment design; 3.2.2. Use of tablets (iPads) in school contexts.
- 3.3. Expansion of Engeström's model3.3.1. Looking for a unifying model in long-distance learning; 3.3.2. First expansion of Engeström's model for designing a CLE; 3.4. New context of usage and new expansion; 3.4.1. Digital workspaces in schools: online text books; 3.4.2. Second expansion of the model: facilitating the analysis of online textbooks; 3.5. Expansion of pedagogical and training engineering models; 3.5.1. Resistance to pedagogical engineering models; 3.5.2. Evolution towards training engineering models; 3.6. MOOC models to build.