Reclaiming distributed cognition in networked learning
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Notice bibliographique
Résumé
On the tenth anniversary of the networked learning conference I am looking back at developments in identifying the sites of learning in networked learning design and praxis. Beginning with McConnell’s (1998) premise that collaboration is central to the development of democratic ‘learning communities’ and Jones’ (2000) relational perspective on the role of technologies in connecting learners, tutors, and learning resources, I examine early critiques of community and the implications of those critiques for design, tutoring, and assessment practices. I then turn to a discussion of interrelated human and technological agencies and a historical trajectory of design foci at the resource, task, and activity levels. Tensions between research orientations that focus on individual learning and those that focus on collective learning are traced to associated theoretical perspectives and methodological choices. The construct of the individual mind and the notion of connectivism are critiqued. The agencies of socially constructed technologies to distribute learning capacities across networks are examined for insights into and implications of differing approaches to collective coordination of social-material practices. In concluding this retrospective, I return to the critical and humanistic roots of networked learning and introduce Hodgson, de Laat, McConnell, and Ryberg’s (2014) call to “transcend the dualism between abstract mind and concrete material social practice” (p. 3). I use discourse analysis to critique contemporary cognitivist, computational conceptualizations of the individual mind and the resultant focus on instructionalist underpinnings in broader educational technology approaches to design. I argue that this perspective on cognition is reductive: focused on teacher-designer-researcher control, hierarchical perceptions of learning contexts, and suggest the quest for designed orchestrations of learning processes has led to an assumption that the efficaciousness of learning can simply reside in resources. The computational, cognitivist perspective on design is contrasted with Conole’s (2006) rejection of resource-level foci on design and with Goodyear, Carvalo, and Dohn’s (2014) distinctions among designable tasks and emergent activities; situated conceptualizations of affordances and mutually constitutive perspectives on the relationships among material social practices and learning. The “reclaiming” section of the paper examines three pre-computational conceptualizations of distributed cognition as embodied, integrated with socio-material artifacts, and enacted through practices. I conclude with looking forward to a time where pre-computational conceptualizations of distributed cognition provide links to networked learning theory, a route to transcending dualisms, and opens new examinations and problematizations.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle