No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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7. Herron, M., (1971). The nature of scientific enquiry. In School Review, vol. 72, no 2, pag.171-212.8. Kenway, J., (1998). Educando cibercidadãos que sejam “ligados” e “críticos”. In: Silva, J.H. (org.). A escola cidadã no contexto da globalização. Petrópolis: Vozes.9. Kress, G., (2003). O ensino na era da informática: entre a instabilidade e a integração. In:Garcia, R. L.; Moreira, A. F. B. Currículo na contemporaneidade; incertezas e desafios. SãoPaulo: Cortez.10. Marinho, S. P. P., (2001). WebQuest - um uso inteligente da Internet na escola. In Cadernodo Professor, vol. 7, pag. 55-64.11. Molebash, P.; Julis, J., (2004). Web Inquiry Projects: The Everest of Online LearningExperiences. In Ferdig, R. et al. (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2004. Chesapeake, USA: AACE, pag. 4209-4211.12. Novak, A., (1964). Scientific inquiry. In Bioscience, vol. 14, pag. 25-28.13. Olive, A.M., (2006). De la recherche guidée sur Internet vers le WebQuest: Les minimission.[online]. Available from: http://www.langues.ac-versailles.fr/doc/dossier/mini.htm.Accessed 29 Sep 2006.14. Posner, G. J., Strike, K. A., Hewson, P. W., Gertzog, W. A., (1982). Accommodation of ascientific conception: towards a theory of conceptual change. In Science Education, vol. 66,no. 2, pag. 211-227.15. Rada, J., (2004). Oportunidades e riscos das novas tecnologias para a educação. In: Tedesco,J. C. (org.). Educação e Novas Tecnologias: esperança ou incerteza? São Paulo: Cortez /Unesco / IEIP.16. Raker, D., Callan, J., (2001). Scavenger Hunts. [online]. Available from: http://www.thegateway.org/browse/27228/. Access: Sep 29, 2006.17. Gimeno Sacristán, J., (2003). O significado e a função da educação na sociedade e nacultura globalizadas. In: Garcia, R. L.; Moreira, A. F. B. Currículo na contemporaneidade;incertezas e desafios. São Paulo: Cortez.18. Tamir, P., (1991). Practical Work in School Science: An Analysis of Current Practice. In:Woolnough, B. (ed.). Practical Science. London: Open University Press, pag.13-20.Templates for WIP are available on http://webinquiry.org/templates.htm.
Transformation Through Online Learning AndCompetence BuildingDonald M. NORRISStrategic Initiatives, Inc.dmn@strategicintiatives.comPaul LEFREREStrategic Initiatives, Inc.AbstractLearning enterprises in the United States need better tools to address several key challenges: 1) buildingthe capacity of graduates to use their knowledge to achieve their career goals, thereby raising nationalproductivity and competitiveness; 2) discovering the best course of action for learning enterprises incurrent circumstances and in changing conditions; and 3) stepping up to new challenges such as the LuminaFoundation’s target of 60% of Americans graduating with high-value degrees, certificates or credentials.To highlight key issues, we present a five-stage model of the evolution of learning and competence buildingtechnologies. This is grounded in examples of current practice and future possibility. It describes howleading-edge institutions and learning enterprises are using “expeditionary change” to evolve, innovatemore nimbly and establish competitive advantage as they transform. Such changes will be essential toAmerican higher education addressing affordability and establishing financial sustainability.The five-stage model highlights how to use the organizational capacities developed to enable onlinelearning as an instrument for transforming higher education. Until now, many leaders have failed to graspthe potential of orchestrating those capacities to systemically realign learning to the needs of the 21stCentury knowledge economy and to adapt to new patterns of knowledge sharing. However, today’s socialnetworking, Web 2.0 and learning technologies are facilitating and accelerating transformations: in theproduction functions for learning, roles of faculty and mentors, business models, patterns and cadences ofinteractivity, use of open resources and the roles of independent, “free-range” learners. They are alsoempowering disruptive competitors and enabling closer links between learning, work, and competence.Modern knowledge economies have an ever-greater need for individuals who perpetually fill emergingknowledge gaps, using continuous flows of fresh knowledge emerging from open innovation and openresearch as well as social network-based communities. Traditional knowledge paths and practices leadingto certificates and degrees are important for basic learning and socialization of lifelong learners. But theyare inadequate to dealing with knowledge gaps and flows at the pace and scale required. By themselvesthey are not the route to institutional sustainability or to the creation of large numbers of attractive andgraduate-level jobs in new areas.Keywords: Distance Education, Online Education, Blended (Hybrid) Education, Higher Education, Mash-ups,Disintermediation, Self-directed Learning, Knowledge Gaps, Knowledge Flows, Knowledge Paths,Knowledge Society, Innovation, Entrepreneurship, Open Educational Resources, Open Innovation,Organizational Transformation, Expeditionary Planning, Success Making.Revista de Informatică Socialăanul VII, nr. 14, decembrie 2010ISSN 1584-384X
Page 1: Revista de Informatica Sociala 14 /
Page 7: ● ● ●CONTENTS● ● ●[9-20
Page 10 and 11: THE TRANSITION FROM OLD TO NEW MEDI
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Page 14 and 15: Overall, we can therefore sum up on
Page 16 and 17: n.a.I often use itI seldom use it6.
Page 18 and 19: - Traditional web use: searching th
Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
Page 22: IntroductionIn 1995, Bernie Dodge o
Page 25 and 26: The Web-Inquiry Project [WIP] is a
Page 27 and 28: and even orally. The teacher will a
Page 29: environment in which the teacher gu
Page 33 and 34: INTRODUCTIONLeading practitioners a
Page 35 and 36: learning. We also describe how the
Page 37 and 38: Some of these transformations are b
Page 39 and 40: Recently, Twigg has received suppor
Page 41 and 42: Stage III: Unbundled Learning, Mark
Page 43 and 44: perhaps using Second Life-like virt
Page 45 and 46: performance. Indeed, Stage V will l
Page 47 and 48: Free-Range Open LearningOver time,
Page 49 and 50: New communities, tools and services
Page 51 and 52: Embed enterprise-wide predictive an
Page 53 and 54: In collaboration with Strategic Ini
Page 55 and 56: Wiki Tools and English for Academic
Page 57 and 58: eality. Besides being an additional
Page 59 and 60: StudentPage 1StudentPage nTeacher
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Page 67 and 68: Simularea şi comunicarea electroni
Page 69 and 70: RespondenţiRăspunsuriLa nivelul
Page 71 and 72: RespondenţiRăspunsuriLa nivelul
Page 73 and 74: Respondenţii au fost rugaţi să i
Page 75 and 76: Itemul 9 doreşte să identifice ti
Page 77 and 78: Identificara opţiunii, chiar şi p
Page 79 and 80: EşantioaneRăspunsuri/Ranguriagita
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modalităţile practice prin care u
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1. INTRODUCEREÎn prezent, complexi
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Figura 1. Analiza grafică a evolu
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Faţă de această situaţie se deg
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variabilele acesti noi culturi cybe
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INTRODUCEREÎncă din anul 2000 am
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după tipul lecţiei: prezentare de
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Funcţiile oferite de AEL asigură
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• elevi/studenţi, beneficiari di
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Se poate folosi cadrul formal de co
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Evaluarea formativă este comentari
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Rezultatele elevilor, pe itemi:Diag
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Nr. Denumirea activităţii AEL MOO
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SEMNAL EDITORIALLaura MALITA, Vanna
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IN MEMORIAMConstantin TraianCHEVERE
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No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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