Towards a New Learning: The "Scholar" Social Knowledge Workspace, in Theory and Practice

Autor/inn/en	Cope, Bill; Kalantzis, Mary
Titel	Towards a New Learning: The "Scholar" Social Knowledge Workspace, in Theory and Practice
Quelle	In: E-Learning and Digital Media, 10 (2013) 4, S.332-356 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2013.10.4.332
Schlagwörter	Computer Software; Educational Technology; Theory Practice Relationship; Electronic Learning; Knowledge Management; Knowledge Representation; Feedback (Response); Cooperative Learning; Academic Discourse; Metacognition; Reflection; Individualized Instruction; Multimedia Materials; Research and Development; Learning Modalities; Educational Environment; Evaluation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Theorie-Praxis-Beziehung; Wissensmanagement; Wissensrepräsentation; Kooperatives Lernen; Discourse; Diskurs; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individualisierender Unterricht; Forschung und Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evaluierung
Abstract	This article describes the thinking behind the development of "Scholar," a "social knowledge" technology developed as part of a series of research and development projects at the University of Illinois. Seven pedagogical openings are identified in this article, possibilities for the creation of innovative learning environments afforded by a new generation of educational technologies: ubiquitous learning, active knowledge production, multimodal knowledge representations, recursive feedback, collaborative intelligence, metacognitive reflection and differentiated learning. The article explores these ideas in general terms, and also describes the ways in which the "Scholar" environment attempts to translate these ideas into practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10