An Italian Social Learning Experience in High Schools (original) (raw)
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Social software brought profound implications on how the user interacts with the Internet. More than a way to transmit content, the Internet emerges as a platform where the user creates, processes and shares content with the community. Social software, by facilitating the processes of communication, interaction and group creation, fosters the development of new learning environments characterized by participation and sharing, where the community becomes a locus for the construction of knowledge. In a context where the use of Web 2.0 tools can be considered a way of nurturing interaction and participation in a community, the study described in this paper analyses the use of a specific set of tools by the students of the Master in Multimedia in Education (University of Aveiro, Portugal, 2006/2008). Considering the analysis of the contribution of Web 2.0 tools for the creation of a learning community in the Master in Multimedia in Education (2006/2008 edition) as a primary aim, this study also intends to identify the motivations behind the use of these tools by the students. In spite of some reservations, the analysis shows that the existence of a learning community in the Master in Multimedia in Education - 2006/2008 edition - was real: the ability to share, the collaborative work and the openness to interaction within the group are mentioned as the main reasons for the use of the Web 2.0 tools. Although limited to the specific context of this edition of the Master course, the findings of the study presented may be useful for the planning of future approaches where the integration of technology in educational contexts is intended.
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Italian Journal of Sociology of Education, 2009
The article addresses the challenges of the spreading of web based technologies for teaching and learning (e-learning environments) in schools. Here, web based technologies are considered in their role of making of new forms of socialities, by looking at the processes of mutual constitution of socialities and technologies in a not deterministic ways. The essay unfolds as follows: a) it suggests to analyse e-learning as a form of networked sociality emerging out of a process of fabrication which implies a translation and disruption of traditional hierarchies, and a materialization in digital environments imbued by logics of attachment/detachment; b) it reflects on the issue of e-learning in schooling by highlighting the contrasts between different values (tradition vs. innovation; humanistic vs. scientific culture, linear vs. circular transmission of knowledge) which accompanies the development of e-learning practices.
Learning and Social Network: new form of sociability - ESA 2010
With the post-industrial society, variously defined by some observers risk society, late-modern societies, post-industrial society, there is a redefinition of living spaces, social flows and division of labor. New social actor is, according to Levy, the cyborg, who moves with ease into the new space- time determined by the advent of Internet; dimension where time is timeless. Web becomes for this subject a new social life space, where everything is present with others. The advent of network has led to a radical change of social processes and relationship. The proposed paper analyzes the way in which technological and social dimension intertwine in virtual spaces resulting innovative practices. The goal that guides the research is a reconstruction of educational uses are allowed by new technologies of communication, with emphasis on the social network (example: Face Book, Blogs) in order to describe trends in these techno-social environments. The results of which will render account to describe: new spaces of socialization; the way in which different communities can interact in these new techno-social spaces; new form of sociability; The field of investigation has identified by the experience sponsored by Garamond that offers a range of advanced technological tools for educational systems (schools and universities), and which has promoted a refresher course for teachers and education experts conveyed only through network and use of social networks. We use a qualitative methodology through participant observation and in-depth interviews with privileged witnesses, in order to provide a more accurate description as a kind of reality "immersive".
We are presently witnessing a great shift in how young people learn and in the benefits that social software has to offer. New technologies can augment and build on traditional forms of social learning, giving birth to an improved and more multifaceted approach to knowledge acquisition that complements the current more general shift toward an increasingly technological world. The purpose of this article is not only to consider how social learning through the use of technology benefits learners, but also to investigate the implications of such learning and technology for curriculum development.
Interaction and Dialogue in Innovative and Social Learning. The Alberoventi Project
INTED2013 Proceedings, 2013
"New Media allow many applications in Education. Really, we can do a lot thanks to the Web 2.0. We can contribute to write a wiki. All wiki’s pages are composed by users. This is already a great opportunity to collaborate and share contents and knowledge. Furthermore, we can explain an argument or probe a question. We can discuss any theme with forum community, too. But now, with Social Media, there’s an increase of a collaborative Education. With New Media and, Especially, with the interaction, we can contact more users. Simultaneously. Together. We can realize new communities, based on dialogue. Social Networks allow to collaborate and converse with more people. If chat systems are usually indicated for a two-way communication (it often replaces the phone and it’s based on oral communicative structure), with Social Network platform, we can involve more people. Be careful! Even in Social Network we can talk a two-way communication, but can share our conversation easily. Our communication is often on board. And all people can read our posts and interact with us. On Facebook wall, I can start a conversation, post a comment, publish a video, an audio and any material (by my pc, by Web… ), but I can talk, too. Because, If I comment and interact with another user (my friend), I’m talking, I’m participating in a conversation, in a dialectical dynamic. Naturally, this needs our presence: both must be online. Thus, immediacy is real. And the immediacy is one of the most important elements of dialogue and oral communication. Starting by Plato’s Dialogue Theory and John Searle’s Speech Acts, I tested the possibility of collaborative learning on social network, with a social network platform, Alberoventi (in collaboration with Department of Philosophy and Education, University of Turin, Italy). That is an open source environment through it is possible to edit and create collaborative and share knowledge. I tested it at some Regional Secondary Schools (average age: 16-19) and at two University Department (Economy and Education Science). According the context, objectives of any experiments are changed: in some, it was important to help students to argue and deepen didactical themes; in another, students were involved in experimental project of communication (simulating business cases). In this case, students developed the communication’s strategy, deepening linguistic and pragmatic concepts and elements (typical of the Web). After, they realized a shared document with their choices and thoughts. Starting by this elaboration, students made a ppt presentation and hypertext document to show their idea to other students. Students are involved with the same Facebook’s dynamics (they can be friend, talk with others, post…); they can discuss online and at the same time about a theme with them teacher. They can create a project collaboratively. And, they can make video and web productions starting by discussion performed on Alberoventi. With this platform, I’d demonstrate that the user’s performance on Web allows to create an innovative and shared knowledge. My relation would explain some experiments of this project. "