Formazione & insegnamento
ISSN: 2279-7505 | Published: 2011-08-31
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Title: The Web as Space to explore diversity
Abstract: Can the Net become a place suitable for promoting intercultural education? Which elements are crucial to achieving this goal? There is strong agreement on the fact that the Internet represents a metaphor for a place or environment having social significance in identity building processes (Turkle, 1996), as well as being a cultural environment promoting virtual citizenship and virtual communities (Rheingold, 1993) which, in time, can become formal learning communities capable of generating effective learning (Palloff, Pratt, 1999; Rovai, 2002b).Recently, some attention has been paid to the design of an interculturally sensitive virtual learning place, which can promote further intercultural learning (Dunn, Marinetti, 2002; Rollin, Harrap, 2005; McConnell, 2006; Edmundson, 2005; Rutheford, Kerr, 2008). The participated construction of a virtual working/learningspace (VWLS) aimed at supporting an international cooperation project on Teachers' Education, where two continents (European Union, Latin America) ten Universities from six countries (Italy, Spain, Portugal, Brazil, Paraguay, Argentina, Chile) and near 150 students from those countries and beyond is described in this article. The case study attemps to show how learning spaces on the Web can give support to dimensions that are the kernel of intercultural education, from motivation to sharing one's own cultural and professional identity (constituted by symbols, icons, music, etc.), to collaboration across frontiers (creating professional learning communities).
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Title: Il web come spazio per esplorare la diversità
Abstract: Può la rete diventare un luogo adatto per promuovere l'educazione interculturale? Quali elementi sono fondamentali per raggiungere questo obiettivo? C'è un forte consenso sul fatto che Internet rappresenta una metafora di luogo o ambiente socialmente significativo per quanto riguarda i processi di costruzione dell'identità (Turkle, 1996), oltre ad essere un ambienteculturale che promuove la cittadinanza virtuale e comunità virtuali (Rheingold, 1993) che, nel tempo, possono diventare formali comunità di apprendimento in grado di generare efficaci processi di apprendimento (Palloff, Pratt, 1999; Rovai, 2002b). Recentemente, una certa attenzione è stata rivolta alla progettazione di ambienti virtuali sensibili alla dimensione interculturale, mirati inoltre a promuovere apprendimento interculturale in rete (Dunn, Marinetti, 2002; Rollin, Harrap, 2005; McConnell, 2006; Edmundson,2005; Rutheford, Kerr, 2008). La costruzione partecipata di uno spazio virtuale di lavoro/apprendimento (VWLS) volta a sostenere un progetto internazionale di cooperazione in materia di formazione degli insegnanti, dove due continenti (Unione Europea, America Latina) dieci università di sei paesi (Italia, Spagna, Portogallo, Brasile, Paraguay , Argentina, Cile) e circa 150 studenti provenienti da questi paesi è descritta in questo articolo. Si tenta attraverso questo caso di studio di mostrare come spazi di apprendimentoin rete possano dare sostegno a dimensioni cruciali per l'educazione interculturale, dalla motivazione alla condivisione della propria identità culturale e professionale (costituiti da simboli, icone, musica, ecc), alla collaborazione attraverso e oltre frontiere geografiche e simboliche (la creazione di comunità di apprendimento professionale).
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Title: Le Web comme un espace pour explorer la diversité
Abstract: Le réseau peut-il devenir un endroit approprié pour promouvoir l'éducation interculturelle?Quels éléments sont-ils fondamentaux pour atteindre cet objectif? Il existe un fort consensus sur le fait que Internet représente une métaphore socialement significative du lieu ou de l'environnement concernant les processus de construction de l'identité (Turkle, 1996), en plus d'être un environnement qui favorise le temps de citoyenneté virtuelle et de communautés virtuelles (Rheingold, Palloff, Pratt, 1999; Rovai, 2002b).Récemment, une certaine attention a été accordée à la conception d'environnements virtuels sensibles à la dimension interculturelle, visant également à promouvoir l'apprentissage interculturel sur le net (Dunn, Marinetti, 2002; Rollin, Harrap, 2005; McConnell, 2006; Edmundson, 2005; Rutheford, Kerr, 2008).La construction participative d'un espace de travail / apprentissage virtuel (VWL) visant à soutenir un projet international de coopération dans la formation des enseignants, où deux continents (Union européenne, Amérique latine) dix universités dans six pays (Italie, Espagne, Portugal, Brésil, Paraguay, Argentine, Chili) et environ 150 étudiants de ces pays sont décrits dans cet article.L'étude est tentée dans ce cas pour montrer comment les espaces d'apprentissage du réseau peuvent soutenir des dimensions cruciales pour l'enseignement interculturel, de la motivation à partager son identité culturelle et professionnelle (composée de symboles, d'icônes, de musique, etc.), à la collaboration et au-delà des frontières géographiques et symboliques (la création de la communauté d'apprentissage professionnel). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: La web como un espacio para explorar la diversidad
Abstract: ¿Puede la red convertirse en un lugar adecuado para promover la educación intercultural?¿Qué elementos son fundamentales para lograr este objetivo?Existe un fuerte consenso sobre el hecho de que Internet representa una metáfora socialmente significativa de lugar o entorno con respecto a los procesos de construcción de la identidad (Turkle, 1996), además de ser un entorno que promueve la ciudad de ciudadanos virtuales y las comunidades virtuales (Rheingold, 1993) que, con el tiempo, puede convertirse en comunidades de aprendizaje formales en la capacidad de generar procesos de aprendizaje efectivos (Paloff, Pratt, 1999; Rovatd, 2002b).Recientemente, se ha prestado cierta atención al diseño de entornos virtuales sensibles a la dimensión intercultural, también destinada a promover el aprendizaje intercultural en la red (Dunn, Marinetti, 2002; Rollin, Harrap, 2005; McConnell, 2006; Edmundson, 2005; Rutheford, Kerr, 2008).La construcción participativa de un trabajo virtual/espacio de aprendizaje (VWLS) destinado a apoyar un proyecto internacional de cooperación en la capacitación de maestros, donde dos continentes (Unión Europea, América Latina) diez universidades en seis países (Italia, España, Portugal, Brasil, Paraguay, Argentina, Chile) y aproximadamente 150 estudiantes de estos países se describen en este artículo.El estudio se intenta a través de este caso para mostrar cómo los espacios de aprendizaje de la red pueden apoyar dimensiones cruciales para la educación intercultural, desde la motivación para compartir la identidad cultural y profesional de uno (que consiste en símbolos, iconos, música, etc.), hasta la colaboración y más allá de las bordes geográficos y simbólicos (la creación de la comunidad de aprendizaje profesional). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: A web como um espaço para explorar a diversidade
Abstract: A rede pode se tornar um lugar adequado para promover a educação intercultural?Quais elementos eles são fundamentais para atingir esse objetivo?Existe um forte consenso sobre o fato de a Internet representar uma metáfora socialmente significativa do local ou ambiente em relação aos processos de construção da identidade (Turkle, 1996), além de ser um ambiente que promove a cidadania virtual e as comunidades virtuais; Rheingold, 1993), que, ao longo do tempo, pode se tornar uma aprendizagem formal de que a aprendizagem e a aprendizagem de rheingolfs.Recentemente, uma certa atenção foi dada ao design de ambientes virtuais sensíveis à dimensão intercultural, também com o objetivo de promover o aprendizado intercultural na rede (Dunn, Marinetti, 2002; Rollin, Harrap, 2005; McConnell, 2006; Edmundson, 2005; Rutheford, Kerr, 2008).A construção participativa de um espaço de trabalho/aprendizado virtual (VWLS) destinado a apoiar um projeto internacional de cooperação no treinamento de professores, onde dois continentes (União Europeia, América Latina) dez universidades em seis países (Itália, Espanha, Portugal, Brasil, Paraay, Argentina, Chile) e 150 estudantes desses países são descritos neste artigo.O estudo é tentado nesse caso para mostrar como os espaços de aprendizagem de rede podem suportar dimensões cruciais para a educação intercultural, desde a motivação para compartilhar a identidade cultural e profissional de alguém (consistindo em símbolos, ícones, música etc.), para colaboração através e além de fronteiras geográficas e simbólicas (a criação da comunidade de aprendizagem profissional). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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