Towards a Fusion of Formal and Informal Learning Environments: The Impact of the Read/Write Web.
Towards a Fusion of Formal and Informal Learning Environments: The Impact of the Read/Write Web.
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发表时间：
2009
影响因子：
2.2
通讯作者：
R. Hall
中科院分区：
文献类型：
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作者：
R. Hall
读/写网络，或Web 2.0，为用户提供了个性化他们在线存在的方式，并通过他们对一系列工具的控制来发展自己的关键身份。授权控制使这些用户能够根据特定技术以用户为中心的参与性社交网络功能，建立新的背景、个人资料和内容，以代表自己。反过来，这些技术使学习者能够整合自己的背景、个人资料和内容，以发展非正式的协会或探究社区。在教育背景下，这些工具使学习者能够将自己的正式学习扩展到更非正式的地方，通过融合基于网络的工具到一个以任务为导向的个人学习环境。当学生被授权对支持他们个人学习方法的工具做出决定时，他们能够进一步控制他们的学习经验，并走向自己的学科基础掌握。重要的是，他们能够定义与谁分享他们的个人方法，以及如何最好地将他们生活中发生的非正式学习与他们的正式学术工作联系起来。个人定义或工具和任务的融合是通过对学习环境的个人控制来提供的。在技术和参与规则的中介下，个人学习目标的开花发生在特定任务的循环中，学习者可以解释和处理认识论信号。反过来，如果这些循环位于更广泛的个性化环境中，学生可以对他们的学习进行上下文感知，并扩展自己的教育机会。此外，他们可以通过在其他环境中的应用扩展自己的学术决策，并因此管理自己的学术不确定性。通过对学习者和教师的声音进行专题研究，突出了教育工作者如何积极主动地使用读写网络，利用具体任务使学习者能够融合其非正式和正式学习空间，从而增强他们决策的信心，这一点就得到了证明。学习空间的结构，使用户和社交网络管理他们的教育过程中增强了读/写网络的方法和工具，并在本文中定义通过融合学习者集成模型。
The read/write web, or Web 2.0, offers ways for users to personalise their online existence, and to develop their own critical identities though their control of a range of tools. Exerting control enables those users to forge new contexts, profiles and content through which to represent themselves, based upon the user-centred, participative, social networking affordances of specific technologies. In turn these technologies enable learners to integrate their own contexts, profiles and content, in order to develop informal associations or communities of inquiry. Within educational contexts these tools enable spaces for learners to extend their own formal learning into more informal places though the fusion of web-based tools into a task-oriented personal learning environment. Where students are empowered to make decisions about the tools that support their personal approaches to learning, they are able develop further control over their learning experiences and move towards their own subject-based mastery. Critically, they are able to define with whom to share their personal approaches, and how they can best connect the informal learning that occurs across their life to their formal, academic work. The personal definition or fusion of tools and tasks is afforded through individual control over the learning environment. The flowering of personal learning aims, mediated by technologies and rules of engagement, occurs within task-specific loops where learners can interpret and process epistemological signals. In turn, where those loops are located within broader, personalised environments students can make contextual sense of their learning and extend their own educational opportunities. Moreover, they can extend their own academic decision-making through application in other contexts, and as a result manage their own academic uncertainties. This is evidenced through a thematic study of the voices of both learners and tutors, which highlights how the read/write web can be used proactively by educators, using specific tasks to enable learners to fuse their informal and formal learning spaces, and thereby enhance their decision-making confidence. The structuring of learning spaces that enable users and social networks to manage their educational processes is enhanced by read/write web approaches and tools, and in this paper is defined through a Fused Learner Integration model.