Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning
Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning
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教育技术中的建构主义和联通主义：主动学习、情境学习、真实学习、体验式学习和锚定学习
DOI：
10.5944/ried.21.2.20055
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
João Mattar
中科院分区：
文献类型：
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作者：
João Mattar
本理论论文的主要目的是比较一些建构主义相关的学习理论，并探讨它们如何在教育技术和远程教育中得到充分的应用。在简要介绍之后，建构主义被定义为包含几种不同学习理论的一般教育哲学。然后，文章提出并讨论了以下理论：情境认知、活动理论、体验学习、锚定教学和真实学习。连接主义或分布式学习也作为一种新的重要理论被提出，包括其教学观点和在大规模在线开放课程（MOOCs）中的实践。然后将这些理论以连贯的方式组织起来，在构成主义的保护伞下进行分类，指出它们的共同和独特之处。连接主义被定位为数字时代的一种新的教育哲学，使维果茨基的最近发展区（ZPD）的概念更加灵活，并将其扩展到包括学习者之外的学习，社交网络和技术工具。本文最后提出了如何将这些理论恰当地结合起来，并将其作为教育技术和远程教育领域建构主义项目和活动的框架的进一步工作。这篇文章是基于对建构主义、联系主义、其他上述理论以及教育技术和远程教育的同行评议文章的搜索和审查。
The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructivism is defined as a general philosophy of education encompassing several different learning theories. The article then presents and discusses the following theories: situated cognition, activity theory, experiential learning, anchored instruction, and authentic learning. Connectivism or distributed learning is also presented as a new and important theory, including its pedagogical view and practice in massive open online courses (MOOCs). These theories are then organized in a coherent way, classified under the constructivist umbrella, pointing their common and distinctive features. Connectivism is positioned as a new philosophy of education for the digital age, making Vygotsky’s concept of zone of proximal development (ZPD) more flexible and stretching it to include learning that lies outside the learner, in social networks and technological tools. The text finally proposes further work on how these theories can be properly combined and used as frameworks for constructivist projects and activities in the fields of educational technology and distance education. The article is based on the search and review of peer-reviewed articles on constructivism, connectivism, the other aforementioned theories, and education technology and distance education.
富田贤治：《物理评论》（1989）。
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经验与我
DOI：
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发表时间：
2004
期刊：
Koza Seimei Vol.7
影响因子：
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作者：
TANI;Toru
通讯作者：
Toru