Smart technology for self-organizing processes
Smart technology for self-organizing processes
复制标题
自组织流程的智能技术
DOI：
--
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发表时间：
2014
影响因子：
4.8
通讯作者：
C. Bereiter
中科院分区：
文献类型：
--
作者：
M. Scardamalia;C. Bereiter
学习技术周期性地经历变化，以响应人类认知和学习的主流模式的变化。20世纪80年代开始的整个行为科学的重大转变开始在课堂学习及其支持技术层面产生影响。受复杂性理论的启发，这是一种转变，将所有学习和知识构建视为本质上的自组织过程。设计的挑战不是像一些教学方法试图做的那样控制自组织过程，而是促进更高层次结果的出现，例如，更好的解释，更连贯的理解。为了促进这种更高层次的涌现，智能技术不仅需要支持人们与其他人进行富有成效的互动，还需要支持想法与想法进行富有成效的互动，以及促进人与想法之间互动的反馈系统。这与智能技术的概念形成鲜明对比，智能技术将其视为对学习过程提供越来越精确的集中控制。智能技术与学习和思考的涌现特征相协调，并不是简单地将更多的控制权交给学习者，而是将重点从控制转移到学习者、教师、思想和技术之间的有效互动。
Learning technology periodically undergoes changes in response to changes in the prevailing models of human cognition and learning. A major shift throughout the behavioral sciences that began in the 1980s is beginning to have effects at the level of classroom learning and its supportive technologies. Inspired by complexity theory, it is a shift that treats all learning and knowledge building as essentially self-organizing processes. The design challenge is not to control the self-organizing process, as some instructional approaches attempt to do, but to facilitate the emergence of higher-level outcomes—e.g., better explanations, more coherent understanding. To foster such higher-level emergents, smart technologies not only need to support people interacting productively with other people but also ideas interacting productively with ideas and feedback systems promoting engagement between people and ideas. This is in contrast to conceptions of smart technology that see it as providing increasingly precise centralized control over learning processes. Smart technology attuned to the emergent character of learning and thinking does not simply turn more control over to the learners but shifts the emphasis from control to productive interaction among learners, teachers, ideas, and technology.