Supporting Collaborative Knowledge Construction with Web 2.0 Technologies
Supporting Collaborative Knowledge Construction with Web 2.0 Technologies
复制标题
利用Web 2.0技术支持协作知识构建
DOI：
10.1007/978-1-4614-4696-5_7
复制
发表时间：
2013
影响因子：
3.4
通讯作者：
Hedieh Najafi
中科院分区：
文献类型：
--
作者：
J. Slotta;Hedieh Najafi
本章描述了Internet最近演变成一组面向社会的应用程序，统称为Web 2.0，并讨论了这些新功能用于教育目的的应用。我们建议，为了充分利用Web 2.0的社交、语义和聚合特性，必须将这些技术深度集成到我们的教学设计中，这是非常具有挑战性的。需要教学设计的理论模型。我们提出，知识社区学习的理论传统可能是这些模型的一个很好的来源，并描述了我们自己最近的模型，称为知识社区和探究。接下来，我们将介绍两个坚持知识社区方法的教学设计范例，包括集成wiki技术的研究生研讨会课程和集成内容管理系统的高中生物学课程。最后，我们讨论了这种设计对21世纪学习和教学的影响，并讨论了教育工作者的下一步工作。
This chapter describes the recent evolution of the Internet into a set of socially oriented applications collectively referred to as Web 2.0, and discusses the application of these new functions for educational purposes. We suggest that to take full advantage of social, semantic, and aggregative properties of Web 2.0, the technologies must be integrated deeply into our instructional designs, which is very challenging to do. Theoretical models of pedagogical design will be required. We propose that the theoretical tradition of learning in knowledge communities may be a good source for such models and describe our own recent model, called Knowledge Community and Inquiry. Next, we present two exemplars of instructional design that adhere to the knowledge community approach, including a graduate seminar course that integrates wiki technologies and a high school biology course that integrates a content management system. We close with a discussion of the implications of such designs for learning and instruction in the twenty-first century and address next steps for educators.