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Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

M.C. Pettenati, M.E. Cigognini
Copyright: © 2009 |Pages: 20
ISBN13: 9781605662381|ISBN10: 1605662380|ISBN13 Softcover: 9781616925871|EISBN13: 9781605662398
DOI: 10.4018/978-1-60566-238-1.ch007
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MLA

Pettenati, M.C., and M.E. Cigognini. "Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments." Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, edited by Nikos Karacapilidis, IGI Global, 2009, pp. 110-129. https://doi.org/10.4018/978-1-60566-238-1.ch007

APA

Pettenati, M. & Cigognini, M. (2009). Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments. In N. Karacapilidis (Ed.), Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications (pp. 110-129). IGI Global. https://doi.org/10.4018/978-1-60566-238-1.ch007

Chicago

Pettenati, M.C., and M.E. Cigognini. "Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments." In Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, edited by Nikos Karacapilidis, 110-129. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-238-1.ch007

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Abstract

This chapter considers the affordances of social networking theories and tools in building new and effective e-learning practices. We argue that “Connectivism” (social networking applied to learning and knowledge contexts) can lead to a re-conceptualization of learning in which formal, non-formal, and informal learning can be integrated so as to build potentially lifelong learning activities which can be experienced in “personal learning environments”. In order to provide a guide for the design, development, and improvement of e-learning environments, as well as for the related learning activities, we provide a knowledge flow model and the consequent learning design model, highlighting the stages of learning, the enabling conditions, and possible technological tools to be used for the purpose. In the conclusion to the chapter, the derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

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