Monday, September 29, 2008

Buying Ice Skates Northampton

process design user-centered learning ...

One aspect that is often overlooked in the design of learning processes with digital technologies is the target: who is leading the process. This is a structural problem that becomes even more explicit in the field of academia. For example, when universities teach future educators to develop teaching sequences with digital technologies will be aimed at wider audiences, as in the fields curriculum design, organizational innovation, social intervention programs, and so on. Typically in these cases is to focus on a group stereotype ("young", "adult", "society", etc.), whose definition does not take into account the psychosocial changes associated with the use of technology. In the time to internalize the academy change, the evolution of the social scene has reached a level where it makes explicit the break between the theoretical model and the real situation. This gives rise to problems of fit (or disengage, as you look) like this: Where would fit the profile within the academic orthodoxy?, What type of conventional teaching resources (methodological and instrumental) are most likely in accordance with their characteristics, and do what those resources would be facilitators (rms) of their learning?


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