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Multiliteracies and e-learning2.0


Ivana Marenzi

This work, concerned with the significance of literacy and multiliteracies in the 21st century, examines pedagogy from the perspective of Web 2.0 tools and the potential of social networks to improve the quality of learning. Drawing on five years research in German and Italian universities, the author investigates different scenarios in which technology can support the learning process. The focus is on online interaction and collaboration from the standpoint of Educational Technology. With this approach, key pedagogical issues are analysed in relation to theoretical models as well as to the specific learning context. The resulting LearnWeb2.0 Design Framework provides a systematic and up-to-date reference and guide for teachers, researchers and developers when discussing course design and learning supports.
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2 Pedagogy and Technology Enhanced Learning (TEL)


“Learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events.”

(Vaill, 1996, p. 42)

This chapter provides a theoretical basis for the thesis. It gives an overview of the most relevant pedagogical frameworks such as Behaviourism, Cognitivism (Section 2.1) and Constructivism (Section 2.2) as the fundamental basis for the development of e-learning (Section 2.3), Computer Supported Collaborative Learning (Section 2.4) and the e-learning2.0 strategies (Section 2.5). Section 2.6 describes what Educational Technology is in greater detail, together with an investigation into the role of an educational technologist, in particular as regards the work of making connections between literacy, collaboration and organisational skills in education. Section 2.7 provides a summary and discussion.

2.1 Behaviorism and Cognitivism

We can take 1954 as the starting date for the technology of education, when Skinner published his article The science of learning and the art of teaching. Skinner is the most representative author of Behaviorism, developed during the first half of the 20th century in the United States. One of the premises of Skinner’s radical behaviourism is that the study of behaviour should not be based on hypotheses about the inner self stated as causes of behaviour, but should rather be based on observational descriptions. According to Skinner (1968), it is impossible to determine what happens in the human mind. To...

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