Pedagogies for the open knowledge society

Ricaurte Quijano, Paola; PAOLA RICAURTE QUIJANO;352335

Pedagogies for the open knowledge society

dc.contributor.author	Ricaurte Quijano, Paola
dc.contributor.department	Tecnologico de Monterrey	en
dc.creator	PAOLA RICAURTE QUIJANO;352335	es_MX
dc.date.accessioned	2016-08-31T14:07:07Z
dc.date.available	2016-08-31T14:07:07Z
dc.date.issued	2016-08-31
dc.date.updated	2016-08-31T06:06:03Z
dc.description	Learning 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.description.abstract	Learning 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.identifier.doi	http://dx.doi.org/10.1186/s41239-016-0033-y
dc.identifier.uri	http://hdl.handle.net/11285/619132
dc.language	eng
dc.publisher	Springer Open
dc.relation	Investigadores	es_MX
dc.relation	Estudiantes	es_MX
dc.relation.isFormatOf	versión publicada	es_MX
dc.relation.url	http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0033-y	en
dc.rights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0	*
dc.subject.classification	5 CIENCIAS SOCIALES	es_MX
dc.subject.discipline	Ciencias Sociales / Social Sciences
dc.subject.keyword	Network society	en
dc.subject.keyword	Information society	en
dc.subject.keyword	Open learning environments	en
dc.subject.keyword	Wikipedia	en
dc.subject.keyword	Google	en
dc.subject.keyword	Emerging pedagogies	en
dc.title	Pedagogies for the open knowledge society
dc.type	Artículo
html.description.abstract	Learning 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.
refterms.dateFOA	2018-03-20T03:53:07Z