Elia / Poce Open Networked "i-Learning"

Models and Cases of "Next-Gen" Learning
1. Auflage 2010
ISBN: 978-1-4419-6854-8
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 157 Seiten

Open Source Applications Springer Book Series Editor: Ernesto Damiani, University of Milan, Italy http://sesar.dti.unimi.it/ossbook/A new overall interdisciplinary framework called 'i learning' integrates managerial organization and technology aspects also known as 'technology enhanced learning'. Open Networked 'i Learning': Models and Cases of 'Next-Gen' Learning begins its investigation with the important changes that have recently occurred within the management, technology and society fields. Social and cultural aspects of society that influence the 'dynamics' and the 'styles' of the learning processes are presented as well. The last section of this edited volume focuses on possible future scenarios of the learning processes by describing the main models, processes, tools, technologies, and involved organizations.Open Networked 'i Learning': Models and Cases of 'Next-Gen' Learning is suitable for advanced under- and graduate level students and professors concentrating on computer science, engineering and business management as a secondary text or reference book. Professionals and researchers who work in the related industry of technology enhanced learning will find this book useful as well.

Autoren/Hrsg.

Elia, Gianluca

Poce, Antonella

Inhaltsverzeichnis

1;Open Networked“i-Learning”;3
1.1;Foreword;7
1.2;Preface;11
1.2.1;Feedback;14
1.3;Acknowledgements;15
1.4;Contents;17
1.5;List of Contributors;19
1.6;Chapter 1: The Emergence of the Open Networked “i-Learning” Model;23
1.6.1;1 The Main On-Going Changes in ICT, Management and Society/Workplace;24
1.6.1.1;1.1 Changes in ICT;27
1.6.1.2;1.2 Changes in Management;29
1.6.1.3;1.3 Changes in Society and Workplace;32
1.6.2;2 A New Professional Archetype for Leading Change;33
1.6.2.1;2.1 “P-Shaped” People as Change Agent;34
1.6.2.2;2.2 Curriculum Design and Delivery for “P-Shaped” People;35
1.6.3;3 Innovating Learning Processes Through the Open Networked “i-Learning” Model: Key Characteristics and Guidelines;39
1.6.3.1;3.1 The Process-Based Perspective;44
1.6.3.2;3.2 The Technological-Based Perspective;46
1.6.3.3;3.3 Operational Guidelines;48
1.6.4;4 Open Networked “i-Learning” Radar;52
1.6.4.1;4.1 Interdisciplinarity;53
1.6.4.2;4.2 Interactivity;54
1.6.4.3;4.3 Internetworking;55
1.6.4.4;4.4 Individualization;55
1.6.4.5;4.5 Immediacy;56
1.6.4.6;4.6 Interoperability;57
1.6.5;5 Discussion and Conclusions;58
1.6.6;References;58
1.7;Chapter 2: i-Communities as Cooperative Learning Spaces: The Case of the “Knowledge Forum”;61
1.7.1;1 Cooperative Learning;62
1.7.1.1;1.1 Why Cooperative Learning Should be More Effective than Individual Learning: A Social Learning Theory Perspective;63
1.7.1.2;1.2 Interactivity and Peer Working for Cooperative Learning;64
1.7.2;2 On Line Networks and Learning Community;65
1.7.2.1;2.1 Communities of Practice;66
1.7.3;3 The Rise of the “i-Communities”;68
1.7.3.1;3.1 Technologies Enabling “i-Communities”;70
1.7.4;4 The Case of the “Knowledge Forum”;72
1.7.4.1;4.1 The Effectiveness of Knowledge Forum;75
1.7.5;5 Discussion and Conclusions;80
1.7.6;References;81
1.8;Chapter 3: Problem-Based Learning in Web Environments: The Case of “Virtual eBMS” for Business Engineering Education;82
1.8.1;1 Introduction;83
1.8.2;2 Why PBL Approach for Engineering Education?;84
1.8.3;3 How do Engineers Acquire Competence Through PBL?;86
1.8.4;4 Creating Business Engineers Using a PBL Approach in Web Environment: Two On-field Applications;88
1.8.4.1;4.1 The Business Engineer Profile;88
1.8.4.2;4.2 The Interdisciplinary Knowledge Base Supporting the “Extended Enterprise” Domain;89
1.8.4.3;4.3 “Virtual eBMS”: A Web-Based System Supporting the PBL Approach;90
1.8.4.3.1;4.3.1 The Logical Architecture and the Services Characterizing the “Virtual eBMS”;91
1.8.4.3.2;4.3.2 The Web Learning Component of the “Virtual eBMS”;92
1.8.4.3.3;4.3.3 The Heterogeneity of Experiences Into the “Virtual eBMS”;95
1.8.4.3.4;4.3.4 The “Virtual eBMS” Operational Framework for Designing PBL Curricula;96
1.8.4.3.5;4.3.5 The Mentor Perspective for Implementing a PBL Curricula;98
1.8.4.3.6;4.3.6 The Learner Perspective for Accessing to a PBL Curricula;99
1.8.4.4;4.4 Personalizing Learning Process Through “Virtual eBMS”;101
1.8.4.5;4.5 Experiencing the “Virtual eBMS”;103
1.8.5;5 Discussion and Conclusions;106
1.8.6;References;107
1.9;Chapter 4: Social Computing as Next-Gen Learning Paradigm: A Platform and Applications;111
1.9.1;1 Introduction;112
1.9.2;2 Social Computing as Enabler of Learning;114
1.9.3;3 Building the Social Computing Space;116
1.9.3.1;3.1 Technological Infrastructure;116
1.9.3.2;3.2 User Profiles;117
1.9.3.3;3.3 Learning Processes;117
1.9.4;4 WeLearn in Action: Applications and Examples;119
1.9.5;5 Discussion and Conclusions;127
1.9.6;References;128
1.10;Chapter 5: A Learning Dashboard to Monitor an Open Networked Learning Community;130
1.10.1;1 Introduction;131
1.10.2;2 Theoretical Background;132
1.10.2.1;2.1 Open Networked Learning: Definition and Approaches;132
1.10.2.2;2.2 Web 2.0 for Open Networked Learning Communities;134
1.10.2.3;2.3 Monitoring Learning Communities Through Intellectual Capital Measurement;136
1.10.3;3 Experience in Action;137
1.10.4;4 A Learning Dashboard to Monitor Open Networked Learning Communities;138
1.10.5;5 Applying the Learning Dashboard to an International Master Program;141
1.10.5.1;5.1 Human Capital Growth;141
1.10.5.2;5.2 Structural Capital Growth;142
1.10.5.3;5.3 Social Capital Growth;144
1.10.6;6 Discussion and Conclusions;145
1.10.7;References;148
1.11;Chapter 6: Future Trends for “i-Learning” Experiences;151
1.11.1;1 Introduction;151
1.11.2;2 Technology-Related Trends;153
1.11.3;3 Organization-Related Trends;168
1.11.4;4 Discussion and Conclusions;172
1.11.5;References;174