Networked learning | Solutional Webdesign Antwerpen

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Networked learning is a method of education and knowledge sharing that utilizes various digital and Internet^[4] technologies to facilitate learning. Originating in the 19th century, it has evolved significantly over time, influenced by advancements in technologie^[2] and key theories like Situated Learning and Connectivisme^[1]. Networked learning encompasses various models and applications, including Massive Open Online Courses (MOOCs) and open, collaborative research practices. It is a globally recognized method, with global partnerships and policies playing a pivotal role in its development and implementation. The field of networked learning is continually progressing, with numerous authors contributing to its discourse^[3] through books and publications. Its research trends focus on the design and efficiency of learning environments, with an emphasis on successful learning networks.

Définitions des termes

1. ↑ Connectivisme ( Connectivism ) Connectivism is a learning theory that was first introduced by George Siemens in 2004 and further developed by Siemens and Stephen Downes in 2005. This theory emphasizes the use of networks as a metaphor for learning, with the network consisting of nodes and connections. In the context of connectivism, learning is perceived as the process of creating and strengthening connections within this network. The theory also encompasses various teaching methods, including experiential learning, and has been the subject of debates and discussions in the field of education. Despite criticism questioning its originality, connectivism continues to influence the development of new pedagogies and is often explored in relation to other learning theories such as constructivism and social learning theory.

2. ↑ technologie. La technologie, dérivée des mots grecs signifiant artisanat et connaissance, est un terme général qui désigne les outils, les machines et les systèmes mis au point par l'homme pour résoudre des problèmes ou atteindre des objectifs. Née avec des outils primitifs comme les haches de pierre et la découverte du feu, la technologie a évolué de manière significative tout au long de l'histoire de l'humanité. Elle a joué un rôle déterminant à différentes époques, depuis l'invention de la roue et des systèmes d'irrigation avancés dans les civilisations anciennes jusqu'à la naissance des universités et de la presse à imprimer au cours des périodes médiévale et de la Renaissance. La révolution industrielle du XVIIIe siècle a marqué un tournant important dans la production de masse et l'innovation, donnant naissance aux technologies modernes telles que l'électricité, l'automobile et les plates-formes de communication numérique. Aujourd'hui, la technologie fait partie intégrante de divers aspects de la vie et de la société, stimulant la croissance économique et les changements sociétaux, tout en suscitant des préoccupations en matière de sécurité, de respect de la vie privée et d'incidences sur l'environnement. L'avenir de la technologie devrait apporter encore plus de progrès, avec l'essor de l'intelligence artificielle qui devrait avoir des implications significatives sur le marché du travail.

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Glossaire

Apprentissage en réseau (Wikipedia)

Apprentissage en réseau is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It adopts a relational stance in which learning takes place both in relation to others and in relation to learning resources. In design and practice, networked learning is intended to facilitate evolving sets of connections between learners and their interpersonal communities, knowledge contexts, and digital technologies.

Networked learning can offer educational institutions more functional efficiency, in that the curriculum can be more tightly managed centrally, or in the case of vocational learning, it can reduce costs to employers and tax payers. However, it is also argued that networked learning is too often considered within the presumption of institutionalised or educationalised learning, thereby omitting awareness of the benefits that networked learning has to informal or situated learning.

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