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

ANNESE, Susanna
2010

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.
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/12901
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact