Nowadays,
new forms of communicative interaction are growing. Universities contribute to
this development by promoting teaching in virtual learning environments. Thus,
this requires a methodological change: from the teaching university towards the
learning university. Therefore, students are given roles, which were
traditionally held by teachers, like content creator and manager.
Besides,
collaborative work is promoted by using learning platforms like Moodle. A
widely spread belief is that students are “digital natives” (Prensky, 2001) and
expert users of communicative social networks, therefore, can adopt such roles
easily. The assumption is they can transfer communicative abilities from their
normal interaction and exchange of digital information patterns into virtual
learning environments.
This
work introduces a model of interaction that provides a personal learning
environment in which Moodle offers a student-centered approach, which allows to
limit, define and operationalize communication systems and observe their effect
on the construction of knowledge which is described.
The
system described in this paper is deployed and tested at UCLA (LISANDRO
ALVARADO University), with a virtual campus of more than 1000 students.
It
is concluded that the instructions given by teachers define what type of
interaction aims and activities must be designed, so that the collaboration
among students is essential.
Key
words: communicative interaction, virtual
learning environments (VLE), digital wisdom, knowledge, Moodle, digital
natives, collaborative work, communicative social networks, digital information
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