The purpose of this chapter is to present a method based on blended activities and able to build a blended community. The blended activity design approach is based on a set of theoretical principles such as socio-constructivism, Activity Theory and Cultural Psychology and, keeping up with these principles, it offers a set of activities that are able to enrich the potentialities e-learning can offer to higher education and blended approach can suggest to community life. This chapter depicts a method to design and implement constructivist blended courses for higher education where, at any time, online and offline can be mixed. The complex architecture described allows a mixture of different educational and psychosocial models, an alternation of individual learning activities, various types of collaborative learning, group activities, and community participation. A sense of belonging to the blended community is unavoidably fostered through: (a) group and plenary discussions, (b) reflections on the roles students covered during the course, and (c) the construction of collective artifacts.
Blended activity design approach. A method for innovating e-learning communities in higher education
LIGORIO M. B;ANNESE, Susanna
2010-01-01
Abstract
The purpose of this chapter is to present a method based on blended activities and able to build a blended community. The blended activity design approach is based on a set of theoretical principles such as socio-constructivism, Activity Theory and Cultural Psychology and, keeping up with these principles, it offers a set of activities that are able to enrich the potentialities e-learning can offer to higher education and blended approach can suggest to community life. This chapter depicts a method to design and implement constructivist blended courses for higher education where, at any time, online and offline can be mixed. The complex architecture described allows a mixture of different educational and psychosocial models, an alternation of individual learning activities, various types of collaborative learning, group activities, and community participation. A sense of belonging to the blended community is unavoidably fostered through: (a) group and plenary discussions, (b) reflections on the roles students covered during the course, and (c) the construction of collective artifacts.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
