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dc.contributor.authorRicaurte Quijano, Paola
dc.creatorPAOLA RICAURTE QUIJANO;352335es_MX
dc.date.accessioned2016-08-31T14:07:07Z
dc.date.available2016-08-31T14:07:07Z
dc.date.issued2016-08-31
dc.identifier.doihttp://dx.doi.org/10.1186/s41239-016-0033-y
dc.identifier.urihttp://hdl.handle.net/11285/619132
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.description.abstractLearning 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.relationInvestigadoreses_MX
dc.relationEstudianteses_MX
dc.relation.isformatofversión publicadaes_MX
dc.relation.ispartofREPOSITORIO NACIONAL CONACYTes_MX
dc.relation.urlhttp://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0033-yen
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0*
dc.subject.classification5 CIENCIAS SOCIALESes_MX
dc.titlePedagogies for the open knowledge society
dc.typeArtículo
dc.contributor.departmentTecnologico de Monterreyen
dc.date.updated2016-08-31T06:06:03Z
dc.subject.keywordNetwork societyen
dc.subject.keywordInformation societyen
dc.subject.keywordOpen learning environmentsen
dc.subject.keywordWikipediaen
dc.subject.keywordGoogleen
dc.subject.keywordEmerging pedagogiesen
dc.subject.disciplineCiencias Sociales / Social Sciences
refterms.dateFOA2018-03-20T03:53:07Z
html.description.abstractLearning 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.


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