Filosofia

Attenzione: Pagina in costruzione

La progettazione e lo sviluppo di Moodle sono guidati da una filosofia di insegnamento denominata pedagogia socio-costruttivista che sarà trattata partendo da quattro concetti affini: costruttivismo, costruzionismo, costruzionismo sociale, comportamento connesso e distaccato.

Costruttivismo

Secondo il costruttivismo, le persone 'costruiscono' attivamente nuove conoscenze nel momento in cui interagiscono con l’ambiente circostante.

Tutto ciò che si legge, vede, ascolta, sente e tocca viene confrontato con le proprie conoscenze pregresse e, se è valido all’interno del proprio mondo mentale, andrà a formare nuove conoscenze da portare con sé. Queste conoscenze sono rafforzate se si riescono ad utilizzare con successo in altre situazioni. Le persone non sono semplici banchi di memoria che assorbono passivamente le informazioni, né le conoscenze possono essere 'trasmesse' solamente leggendo o ascoltando qualcuno.

Ciò non significa che sia impossibile imparare leggendo una pagina web o guardando una lezione; certo è possibile. Tuttavia, nell’acquisire nuove conoscenze si attiva un processo di interpretazione che va al di là del semplice trasferimento di informazioni da un cervello all’altro.

Costruzionismo

Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.

For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then it's very likely you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures (even if they never read the notes again).

Costruzionismo sociale

Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.

A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shapes" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.

Comportamento connesso e distaccato

This idea looks deeper into the motivations of individuals within a discussion:

• Separate behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas.
• Connected behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view.
• Constructed behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.

In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.

Conclusioni

Consideration of these issues can help to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.

Moodle doesn't FORCE this style of behaviour, but this is what the designers believe that it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.

Vedere anche

• Background