Pedagogies for the open knowledge society

dc.contributorTecnologico de Monterrey
dc.creatorRicaurte Quijano, Paola
dc.date2016-08-31T14:07:07Z
dc.date2016-08-31T14:07:07Z
dc.date31/08/2016
dc.date2016-08-31T06:06:03Z
dc.date.accessioned2018-03-16T19:01:59Z
dc.date.available2018-03-16T19:01:59Z
dc.identifierhttp://dx.doi.org/10.1186/s41239-016-0033-y
dc.identifierhttp://hdl.handle.net/11285/619132
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1222985
dc.descriptionLearning challenges within the knowledge society cannot be limited to the technological dimension. Learning and education are embedded in economic, political and cultural contexts. Pedagogies reflect this social condition. Consequently we need to situate the pedagogical practices on a wider debate regarding their place in the global system of knowledge production. Some questions are relevant in assessing these practices: What is the sense of learning in the knowledge society? How this technological paradigm modifies our conception of learning and education? How pedagogies are related to technology and the global system of knowledge production? What principles are associated with these proposals? Through a case study of two learning environments, Wikipedia and Google, we compare the two models and the values, principles and competences associated to each of them.
dc.languageeng
dc.publisherSpringer Open
dc.relationhttp://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0033-y
dc.rightsOpen Access
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsThe Author(s)
dc.subjectNetwork society
dc.subjectInformation society
dc.subjectOpen learning environments
dc.subjectWikipedia
dc.subjectGoogle
dc.subjectEmerging pedagogies
dc.subjectCiencias Sociales / Social Sciences
dc.titlePedagogies for the open knowledge society
dc.typeArtículos de revistas


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