文章基本信息

标题：Some Reflections on Learning and E-learning
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作者：Cristina Zucchermaglio ; Francesca Alby
期刊名称：PsychNology Journal
电子版ISSN：1720-7525
出版年度：2005
卷号：3
期号：2
页码：200-222
出版社：PsychNology Journal
摘要：Educational technologies’ designers always refer to a model, more or less explicit, of the teaching/learning process. Even when not explicit there is always an idea about how people learn behind the design of an e-learning product as there is for every other formal or informal context of learning (school, training classes, working places, etc.). At the same time there is an implicit model of the role of technology: computers can be seen essentially as a ‘cognitive tool’ which allows one access to a series of information and contents to isolated users or as a ‘social tool’ which allows one to communicate, share and negotiate competent practices, identities and meanings. In this paper we outline an analysis of the most widespread educational technologies by investigating the nature of such ‘theories’ that are ‘behind’ their design and that supports –more or less- learning social practices. Finally, we outline some principles to follow for the design of effective educational technologies following a social and situated learning theory
关键词：learning; e-learning; technology ; virtual communities