Description: This contribution is born from the need to reflect, in a global way, on the formative practices induced by formative technologies and on the epistemic framework of reference for pedagogical studies, in the context Better e-learning for All (Community programme Erasmus plus: 2015-1-TR01-KA204-021954). The project has as its objective the analysis and discussion on the quality of e-learning practices in lifelong learning and the conditions required to greater diffusion of e-learning. Analysis methodology: refer to the hermeneutical context. Objectives: Hence, the attempt to clarify the relation between epistemic values and ethical values, on the background of a need of educational concreteness. We will try to reach a proposal which triesto reflect in a critical way on the epistemological background, as well as on the spread circulation of paradigms and on the pedagogical normativity, that underlie the educational practices induced by the new technologies. Results: we will show how at the basis of educational concreteness operate theories and models of which both teachers and researchers are not always aware and that affect their educational act.

Nuevas Tecnologías e investicación educativa: los supuestos epistemólogicos del proyecto "0etter-e learning for all”

GRAMIGNA, Anita
Primo
2016

Abstract

Description: This contribution is born from the need to reflect, in a global way, on the formative practices induced by formative technologies and on the epistemic framework of reference for pedagogical studies, in the context Better e-learning for All (Community programme Erasmus plus: 2015-1-TR01-KA204-021954). The project has as its objective the analysis and discussion on the quality of e-learning practices in lifelong learning and the conditions required to greater diffusion of e-learning. Analysis methodology: refer to the hermeneutical context. Objectives: Hence, the attempt to clarify the relation between epistemic values and ethical values, on the background of a need of educational concreteness. We will try to reach a proposal which triesto reflect in a critical way on the epistemological background, as well as on the spread circulation of paradigms and on the pedagogical normativity, that underlie the educational practices induced by the new technologies. Results: we will show how at the basis of educational concreteness operate theories and models of which both teachers and researchers are not always aware and that affect their educational act.
2016
9788461762941
Antecedente: esta contribución nace de la exigencia de reflexionar, en sentido global, sobre las prácticas formativas que afectan a las tecnologías de la formación y sobre el marco epistémico de referencia para los estudios pedagógicos en el contexto del proyecto Better-E Learning for All. El proyecto tiene como objetivo el análisis y la discusión sobre la calidad de las prácticas de e-learning en la formación permanente y las condiciones necesarias para una mayor difusión de e-learning dentro el marco del programa europeo Erasmus plus numero 2015-1-TR01-KA204-021954. Metodología: referencia al contexto hermenéutico. Objetivos: Intento de clarificar la relación entre los valores epistémicos y los valores éticos, sobre el trasfondo de una exigencia de concreción educativa. Buscamos unir a una propuesta de investigación, de un lado, de reflexionar de modo crítico sobre el trasfondo epistemológico. Sobre la circulación de paradigmas y sobre la normatividad pedagógica que sustentan la praxis educativa actuante a través de las nuevas tecnologías. Resultados y conclusión: mostraremos como en la base de la concreción educativa operan teorías y modelos de los cuales tanto los docentes como los investigadores no son siempre conscientes y que condicionan su acción educativa.
Educación Epsitemologia Desarrollo Hermenéutica Formación permanente
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11392/2370313
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