By Antonio Dias Figueiredo
Dealing with studying In digital Settings: The position of Context discusses the root for the advance and administration of studying contexts, with contributions from many varied domain names. It stresses the measurement of context in a global ruled via a spotlight at the measurement of content material whereas explaining the improvement of balanced, natural and winning studying environments and methods.
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New York: Cambridge University Press. Whitehead, A. N. (1929). The aims of education. London: William & Norgate. Wittgenstein, L. (1953). Philosophical investigations (G. E. M. ). New York: Macmillan. Copyright © 2006, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Context and Learning 23 SECTION I CONCEPTS Copyright © 2006, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc.
In this theory, an actor is any element, human or nonhuman, that intervenes in the network, creating relationships of mutual dependence with other actors and translating its wishes in appropriate languages. An actor-network is a heterogeneous network of aligned interests that interconnects the various (human and nonhuman) actors. In the example given earlier, of a community of learners following an online course that supports collaboration and gives them access to a digital library, the actor-network includes all the items and people, such as the collaboration mechanisms of the platform they use (e-mail and mail lists, in addition to Weblog, whiteboard, and mind-map editors), the digital library (and its multimedia materials, books, journals, and papers and its access protocols), the codes of behavior and netiquette supporting the collaboration, all kinds of content, all the learners in the community, and the coordinator and e-moderators of the course.
The handbook of education and human development: New models of learning, teaching and schooling. Oxford: Blackwell. Choi, J. ,& Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research & Development, 43(2), 3-69. , & Mayer, R. (2003). E-learning and the science of instruction. San Francisco, CA: Jossey-Bass/Pfeiffer. Dorn, S. (1996). Creating the dropout: An institutional and social history of school failure.