Volume index - Journal index - Article index - Map Back. This paper analyzes the pedagogy of transmission, with its unidirectional nature and features that it has in common with traditional media, and the pedagogy of interaction, one of participation, dialogue and co-authorship which harmonizes with the principles of Web 2. New media have implemented new communication models that allow every citizen to become a potential media communicator. This communicative ecosystem suggests a society of communicators in which everyone feeds each other with his or her creations and shares individual and collective knowledge. We review communication practices that utilize feedback as a strategy of interaction, when in fact these practices still favor the perspective of the sender.
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A teacher can change the dimension of his authorship by replacing the speak-dictate system based on the oneway distribution of information with a perspective in which the proposition of knowledge is open to the active participation of the students, most of whom have already experienced other models on the Net and on their mobile phones.
In sum, a teacher is responsible for mediating in the construction of another kind of thought, reinventing a new architecture of knowledge and, to a certain extent, reinventing the profession of teaching. Conclusions In this time of conflict and transition for educational systems, we observe that while the school represents sluggishIn this time of conflict and transition for educational systems, ness, reflection, slow action, we observe that while the school represents sluggishness, simultaneous group work and promotes a certain type of indireflection, slow action, simultaneous group work and vidual authorship of production and classification, the new promotes a certain type of individual authorship of communication ecosystem production and classification, the new communication proposes immediacy, acceleration, emotional shock, intuiecosystem proposes immediacy, acceleration, emotional tion, collaborative work, rapid interaction, the individual screshock, intuition, collaborative work, rapid interaction, the en and a form of group authority.
Dussel examines this dilemma over the meaning of culture inside and outside the classroom by describing four major dimensions that only by participating, getting involved, investigating, are appropriate for these environments: asking questions and looking for answers, discovering a The school recognizes the function of the indiviproblems and resolving them that we can really attain dual author while participatory culture and collective knowledge.
Learning comes from experiencing, creaproduction on the Net create other canons regarding ting and inventing, not just from reading and listening. Conectados en el ciberespacio. Mac The school shows, sees, verbally defines, while drid: Uned. Barcelona: Gedisa. Buenos Ailedge and immeasurable hypertexts. Previous page Next page. Revista Comunicar. Published on Feb 20, Go explore.
RESEÑA de: Aparici, R. (Coord.). Conectados en el ciberespacio. Madrid: UNED, 2010
This article analyzes an expanded learning experience, expanded in the sense that this experience is mediated by public digital space, in which a very active collective of educators that work with young children strive to improve their professional practice incorporating the pedagogical approaches of Emmi Pikler. Although, initially, the format of this seminar was based on discussion and analysis meetings, a few years back the author and researcher joined to suggest open and connected activities, promoting the use of standard tools of the social web that enable participants to create knowledge before, during and after the sessions; as well as disseminate, debate and recover it afterwards. The interpretation and analysis of this experience showcase the diversity and evolution of the trajectories of participation that take place within this community of practice, and the design of its functional elements and protocols intend to inspire an expanded approach in other learning scenarios. Bruner, J. Madrid: Morata.
Bye, information certitude! Hi, Knowledge Fuzziness.
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