Evolution of interactive constructivism theories applied to the

Evolution of interactive constructivism theories applied to the new technologies underlying

Web 2.0

Giancarlo SucciFrancesco Di Cerbo

Faculty of Computer Science

Free University of Bolzano/Bozen, Italy[giancarlo.succi , francesco.dicerbo ] @ unibz.it

ILIAS Conference, Bolzano-Bozen 25/10/07 2

ICT for e-Learning

Historically, two main strategies on how to use ICT in education Technological-commercial Methodological

The methodological strategy developed later, and lead to models of organizations and interactions within the learning group.

It emphasizes emotional and cognitive processes in acquisition and development of knowledge and specific competences.


The methodological strategy

It gives more flexibly to the teacher’s pedagogical choices.

It allows to implement theoretical and methodological basis for second-generation cognitivism, for contextualism and for Learning by Doing in democratic community settings

Focus on comprehension and co-construction of contents


Students arrive in class with conceptions and pre-cognitions.

If their initial comprehension is not involved in the subsequent learning phases, students fail in grasping new concepts, or

they give an instant performance, memorizing superficial information and then regressing to the initial stage.

Interactive constructivism 1/2


Interactive constructivism 2/2

In order to acquire and develop their competence in a disciplinary area students should: have a solid base of ‘verified’

knowledge, understand facts and ideas in the

context of a conceptual construction, and

organize their knowledge in a way which will facilitate a retrieval and application.


Meta-cognitive learning process

A meta-cognitive approach helps students to monitor their learning processes, to define goals and objectives, and to supervise their improvements.

Moreover, students need the opportunity to learn “comprehending”: deep and thorough comprehension of a topic transforms simple information into usable knowledge.


Research problem

Within the mentioned methodological strategy and the learning interactive-constructivist approach, (Cooperative Learning) there is still to clarify a point:

The benefit to the learning process given by comprehension in a virtual social context which emphasizes strong and positive relationships.

Virtual social context = virtual learning space!


Learning Spaces

Real-life learning spaces are specifically adapted to the needs of a community of learners

Thinking/conceiving spacesDesigning spacesPresenting spacesCollaborating spacesDebating or negotiating spaces

Documenting spacesImplementing/associating spacesPracticing spacesSensing spacesOperating spaces

Traditional Learning Spaces


Learning Spaces in TfU

Teaching for Understanding is ideal for describing the role of learning spaces.

It involves: instruments (technologies) and

methodologies (cooperative learning); action settings (inside and outside of the

classroom); learning time (during and after the

lesson).


Teaching for Understanding

Framework elements: Generative matters Comprehension aims Modalities and strategies to realize

comprehension Self-evaluation and steady evaluation Social practices of collaborative reflection


Virtual Learning Spaces 1/2

VLS are a promising field where to apply the latest technological improvements

The e-learning research community is investigating the “best” (most accessible and usable) technology solutions for VLS


Virtual Learning Spaces 2/2

Long and Ehrmann (2005) stated the guideline for VLS:

VLS designed for people, not for technologies. VLS optimized for learning activities; not just

stuffed with technology VLS enables technologies to be brought to the

space, rather than having technologies built into the space.

VLS allows invisible technology and flexible use. VLS emphasizes soft spaces. VLS is useful across the twenty-four-hour day. The classroom is "zoned" for activity.


A new interaction model

A truly interactive implementation of a learning space, giving importance to the individuals in a distributed learning process

both teacher and her class participate to the creation of a shared knowledge; building up meanings and concepts where every individuality has its own importance inside the process.


A “real” example: Second Life

Second Life A number of Campus started some

teaching activities on SL Harvard project: CyberOne


Promising VLS Projects

Another interesting project is enabling the features of Learning Management software, combining them directly into Second Life locations: the work of Kemp and Livingstone (2006)


... what about Web 2.0?

New communication metaphors, based on social translucence concepts Extensive use of AJAX or Flex

technologies Standard e-Learning services (chats,

forums, wikis, RSS, tagging, content management capabilities) contained in the new visualization paradigm, like in Second Life e-learning projects


Social Translucence

Designing social infrastructure that make collective activity visible

Community interactions improve as the community is aware of what each member is currently doing

An auction proxy


AJAX Web Application model


Design of new VLS in Web 2.0

Real-time interactions powered by AJAX or Flex

Interactive environment rendered by browsers and plugin

Dynamical visualization of users and resources offered to the community

Use of Audio (and Video) conferencing system as a standard practice

Possibility to record conference work sessions (for podcasting, for instance)


Thank you!

http://www.flickr.com/photos/inju/284333427/


References Future of the Learning Space: Breaking Out of the Box, EDUCAUSE

Review, vol. 40, no. 4 (July/August 2005): 42–58.

Erickson, T. and Kellogg, W.A. Social translucence: An approach to designing systems that mesh with social processes. Trans. Computer-Human Interaction 7, 1. ACM Press

Kemp, J.; Livingstone, D.: Putting a Second Life "Metaverse" Skin on Learning Management Systems. Proceedings of the Second Life Education Workshop at SLCC, San Francisco, August 2006, p. 13—18

San Murugesan, "Understanding Web 2.0," IT Professional, vol. 9, no. 4, pp. 34-41, Jul/Aug, 2007

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