Literaturnachweis - Detailanzeige
| Autor/in | Hamilton, Eric |
|---|---|
| Titel | Advancing a Complex Systems Approach to Personalized Learning Communities: Bandwidth, Sightlines, and Teacher Generativity |
| Quelle | In: Journal of Interactive Learning Research, 26 (2015) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1093-023X |
| Schlagwörter | Systems Approach; Individualized Instruction; Educational Technology; Communities of Practice; Interaction Process Analysis; Blended Learning; Feedback (Response); Electronic Learning; Creativity |
| Abstract | Educational technologies have advanced one of the most important visions of educational reformers, to customize formal and informal learning to individuals. The application of a complex systems framework to the design of learning ecologies suggests that each of a series of ten desirable and malleable features stimulates or propels the other ten, interacting to create important emergent properties, such as personalized learning communities (PLCs) or the powerful blending of individualization within community. This paper furnishes two examples of technologically-mediated learning environments that illustrate the interactivity of the ten features as constituent elements of higher order PLCs. One involves collaborative "what you see is what I see" network spaces that emphasize high bandwidth "sightlines" as entrée to a discussion of featural interactions and an emerging PLC. The other involves reliance on teachers as they participate in the user-generated content revolutions in society more generally. In this example, the entrée is creativity. (As Provided). |
| Anmerkungen | Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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