Analysis of the Implications of Connectivism Theory on the Elements of Curriculum

Similar documents
Student Perceptions of Teaching Presence, Social Presence, and Cognitive Presence in a Virtual World

Acquiring Competence from Performance Data

From Empire to Twenty-First Century Britain: Economic and Political Development of Great Britain in the 19th and 20th Centuries 5HD391

On the Formation of Phoneme Categories in DNN Acoustic Models

The Open University s repository of research publications and other research outputs. Moving forward with TESSA: what is the potential for MOOCs?

How to Develop and Evaluate an etourism MOOC: An Experience in Progress

University of La Verne ROC Teacher Education & Special Education Bakersfield, Central Coast, College of the Canyons, High Desert, Ventura

Pearson Baccalaureate Higher Level Mathematics Worked Solutions

A Study on professors and learners perceptions of real-time Online Korean Studies Courses

Podcasting and Pedagogy. Workshop Objectives

Self Study Report Computer Science

A Decade of Research Literature in Physical Education Pedagogy

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE

An Interactive Intelligent Language Tutor Over The Internet

Epistemic Cognition. Petr Johanes. Fourth Annual ACM Conference on Learning at Scale

Courses below are sorted by the column Field of study for your better orientation. The list is subject to change.

Quality teaching and learning in the educational context: Teacher pedagogy to support learners of a modern digital society

Abstractions and the Brain

Cognitive Apprenticeship Statewide Campus System, Michigan State School of Osteopathic Medicine 2011

Towards a Collaboration Framework for Selection of ICT Tools

Growth of empowerment in career science teachers: Implications for professional development

The patient-centered medical

INTERDISCIPLINARY STUDIES FIELD MAJOR APPLICATION TO DECLARE

Hill, Ronald P. and Langan, Ryan (2014), Handbook of Research on Marketing and Corporate Social Responsibility Edward Elgar Publishing, forthcoming

Languages. Languages. Teachers Handbook GCSE French (J730) / German (J731) / Spanish (J732) Version 1 September 2012

Theory of planned behaviour: Higher education students' attitudes towards ICT-based learning interactions

A cautionary note is research still caught up in an implementer approach to the teacher?

How Satisfied Are You With Your MOOC? A Research Study About Interaction in Huge Online Courses. Hanan Khalil

Web-based Learning Systems From HTML To MOODLE A Case Study

FY year and 3-year Cohort Default Rates by State and Level and Control of Institution

INTERDISCIPLINARY STUDIES FIELD MAJOR APPLICATION TO DECLARE

PHD COURSE INTERMEDIATE STATISTICS USING SPSS, 2018

POLSC& 203 International Relations Spring 2012

Methodological Basics of Blended Learning in Teaching English for Academic Purposes to Engineering Students

Qualifications with extended programmes

Charity Cayton 3921A Granada Dr, Winterville, NC Phone: (336) ,

BUILD-IT: Intuitive plant layout mediated by natural interaction

EGRHS Course Fair. Science & Math AP & IB Courses

P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas

SESSIONAL WORK (Physics) Sr.no. Name Topic 1 Hemant Planning An Out Of Class Activity To Use Local Resources To Teach Physics. 2 Raj Kumar Preparation

Mark Scheme (Results) Summer International GCSE Bengali (4BE0/01)

Program Assessment and Alignment

Developing an Assessment Plan to Learn About Student Learning

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Appendix. Journal Title Times Peer Review Qualitative Referenced Authority* Quantitative Studies

FUZZY EXPERT. Dr. Kasim M. Al-Aubidy. Philadelphia University. Computer Eng. Dept February 2002 University of Damascus-Syria

Implementation of a "Virtual Boot Camp" to Facilitate Graduate Online Learning

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES

Should I Use ADDIE as a Design Map for My Blended Course?

How Clickstream Tracking Helps Design Mobile Learning Content

Blended Learning Module Design Template

The new possibilities of emerging technologies in ICT-based distance education

The Dynamics of Social Learning in Distance Education

An Estimating Method for IT Project Expected Duration Oriented to GERT

Plans for Pupil Premium Spending

Hiroyuki Tsunoda Tsurumi University Tsurumi, Tsurumi-ku, Yokohama , Japan

DBA Program Curriculum

AMULTIAGENT system [1] can be defined as a group of

Judy O Connell E-learning in higher education

Proposition 1: Teachers are committed to students and their learning.

HIGH SCHOOL COURSE DESCRIPTION HANDBOOK

Educator s e-portfolio in the Modern University

Curriculum Vitae of Dr. Ingo Scholtes

This Performance Standards include four major components. They are

Knowledge Elicitation Tool Classification. Janet E. Burge. Artificial Intelligence Research Group. Worcester Polytechnic Institute

THE IMPLEMENTATION AND EVALUATION OF AN ONLINE COURSE AUTHORING TOOL (OCATLO)

Using Moodle in ESOL Writing Classes

Integrating culture in teaching English as a second language

COMPUTER INTERFACES FOR TEACHING THE NINTENDO GENERATION

UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society

What is PDE? Research Report. Paul Nichols

KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA COE COURSE SYLLABUS TEMPLATE

104 Immersive Learning Simulation Strategies: A Real-world Example. Richard Clark, NextQuestion Deborah Stone, DLS Group, Inc.

International Baccalaureate (IB) Diploma. Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings.

What s in a Step? Toward General, Abstract Representations of Tutoring System Log Data

CRIME PREVENTION (CRIM 4040) Fall 2016

A Variation-Tolerant Multi-Level Memory Architecture Encoded in Two-state Memristors

CollaboFramework. Framework and Methodologies for Collaborative Research in Digital Humanities. DHN Workshop. Organizers:

LEARNING THROUGH INTERACTION AND CREATIVITY IN ONLINE LABORATORIES

Lectora a Complete elearning Solution

An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module

TOEIC LC 1000: A? (Korean Edition)

Detailed course syllabus

Dr. Steven Roth Dr. Brian Keintz Professors, Graduate School Keiser University, Fort Lauderdale

MELANIE J. GREENE. Faculty of Education Ph. (709) / (709) Blog:

Sun Mon Tue Wed Thu Fri Sat

Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy

A Reinforcement Learning Variant for Control Scheduling

DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE. Junior Year. Summer (Bridge Quarter) Fall Winter Spring GAME Credits.

Using GIFT to Support an Empirical Study on the Impact of the Self-Reference Effect on Learning

Curriculum and Assessment Policy

International Advanced level examinations

Rendezvous with Comet Halley Next Generation of Science Standards

Comparison Between Three Memory Tests: Cued Recall, Priming and Saving Closed-Head Injured Patients and Controls

Effect of Cognitive Apprenticeship Instructional Method on Auto-Mechanics Students

AP Statistics Summer Assignment 17-18

Developing True/False Test Sheet Generating System with Diagnosing Basic Cognitive Ability

Laporan Penelitian Unggulan Prodi

Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY

A General Class of Noncontext Free Grammars Generating Context Free Languages

Transcription:

Higher Education Letter Vol. 10, No. 37, Spring 2017 131-158#$ 1396 Analysis of the Implications of Connectivism Theory on the Elements of Curriculum 96/03/26 : ()* Sadegh Hamedinasab Mohsen Ayati Abstract: This research looks for analysing connectivism theory and its implications on the elements of curriculum. In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. The analysis of literature and documents related to connectivism theory approach was reflective and due to the comprehensiveness and relevance more radical elements of the curriculum in terms of connectivism theory on the basis of Miller characteristics were extracted curriculum elements. Based on this theory curriculum, goals are flexible, productive, interactive, divergent and valuable. Students are aware and up to date, independent and in the centre of the learning process. The teacher with ongoing presence in the learning process is responsible for creating an ecosystem. Learning- teaching methods are technological, process-oriented, indirect and is based on educational factors communication. Connectivism environment is open, flexible, collaborative and technological. Evaluation methods are process-oriented, perpetual and non-linear, and despite the rapid assessment, assessment error is low and its accuracy is high. Keywords: Connectivism theory, Curriculum, Network, Ecology. 96/01/23 :./+, - 01 2/3 1(/(0 1(2- () *+),- :4+567 (3 3($8 9(:; (-3<5(67-34 ((=2 - *+((),((-./((- (( - *+() @-(8 "-34?" 1 C( -A- @-8 "B-8? 3" -A- 13(4 (6./(- ( (- B(DE- ( (-3<5(67- (34 F673 B-8? J((3E,((- - (( K((=HL7 ((AG7 HI((7 3(H= 3(4 J(6E ( 3 3$8 1 <+ (34,(- ((M N(- 3(. O-3P- H(S7 (- 3T()Q(RS- 3 Q-- ( (< ( *(-./- - -3<- ( (HS./(- 13=<( (8-3M A(23 KU? J(H; Y(? 13=<( (8-3M V-( WX 13=<( ( 1(./(- V(/(? 567-3 86 =U?3=Z L8-3M -8M ( -3(<5(67- F=(L./(- ( K(- 1(./(- (-8M 2([ \(RS8 /- R;3=Z ][= L8-3M =- (2 =(- 1(R; C3 =- ZH./- @ /^ 3-3<567-34 :+58 9: V/? _6 (hamedi_s@birjand.ac.ir :Y? 8?) 83= ][- 1A3 132 1G[- 83= ][- 8@- =37 VH _[- =37 VH 3< =[-

(<=1 ; 132 + - 48 G?8 < b-- 8 K_ - H 3 N- 34 13c d) -3M - 8=*=),==67 \=$7 @_- ) 882-3M - /=37 =HS7 1/=SM H 18= 34.(1392 7 34,- 3 @AM-.8[P / VG?- 4 /=37 =HS7 8-3M *- f A= 8 -- @-3=<-3M 2-7$ /=:P *8 f 1X 34.(1386 /3g)) 82 #P[ 3=<-3M /-? 2 - [8= 53 1K=HL7 3=?7 g-- - =87 1-G 3 3 J3E - @- *- h 8S./- 3 ) - 34-1-34,=8i.8 - @ 13=< /$3M @8) _ - M3< BI[ 1^ - N- 3 86 3T)*i ; 13_M 5R;.(88-6 8 1390 1L3) f8 1 134.882-3M 13=< - 8 3=7 B 13=< 134 3G8 1A3 HP k 13=</ B 13=< 13=<=:7 /- 1-3 ii @-8 13=< 134,- -. 2 /- -T.882 K 3 1-3- X-3E E 13=<=:7 3 1-3- X-3E 18-13=< 34 i 2 =82 -» 2 882 @= (2011) 2 @3 J=H H_3.(2015 1 =< [=<) KS7 @ 3$8,= (@ WM 13=<) ) 2 - = 1-34 /E,= 48 567-3 /=SR^ V C (<=h=)) 567-,=-^ fg 4 3= 13=< - - 8= :P.«/ *U S7 K -3< -3</;8-3<M 134 (2004) o8 34. - 1F=L G- phz- 2 8? 13=< C= 34 18M 3=qI7 /L7 13=< 8 2 - S7 34,- 8i3 1. Mugisha & Mugimu 2. Bleakley, Bligh & Brown 3. Uncertainty 4. Artefacts mediating learning

133 ]i @32 < ]i 18M T< /?= E. M3] -3^ $-./- 32 @ -,M3< ]i @32-3^3 567- f^ -3M- @ 13=< 2 /-,- 13=< 134 3[= - 34.- 7 M- r7- @3= 2-3M- 13=< 34,-.=) /- -3^ 2 13M - *- -3) 134 V7 (2006) o8,==s7 *=) - *- @3 2 7 ]-,-.-32 -T<- 3=] =HS7 1V4 C- - 1=? 3dX X F-3 2 7$.- -; s-./- 32 3 1 1*i B6R - /=37 1WM./- - B-3==t7 /38- =G 3: 2 /- 1A=i @ - B =? 82 3= BDE- *- 2 1 - L7 i *- p?2 = 2 1-< u32 3G7 T< 1K? 1*i <v) 1-3 2 D7 - _.(1393 -) /- 567-13=< 34 b-- /- VG- 3: BDE- *-,==67./- (2005) o8 O 1 - -3< -7 pz 13=< 134 QD;3 2 /- -3<567-34 567- B-=- - _ v) 1V4 1 *=) B6R *i./- @ 13=< /M - K6^ *- BDE- G8-7 -3< 1= =:7 2 /- /=S^-,- g -3<567-23L3=,-38 V- 34,-.(1393 -) -- 3==t7 X /3 1=8 3 33-13=< 34 1 3] 0 =S^ 13=< @i 734 -,M3< 4 o_?8 B3)) 3 N8 w3i ;8p: B34 2 @-?7] 34 u 8 @ x 34 u 7 @-_ 1=y- 6 gd2 5 B3 8H2x 1. Lave & Wenger 2.Vygotsky et al 3. Churchlands 4. Papert & Minsky 5. McClelland & Rumelhart 6. Clark 7. Spivey & Mor 8. Mc Luhan

(<=1 ; 134 - --) _6 34 <=h=)-3m?= 3 86 3_7 <=h=).(1392 13c d) ^ 13=< $3 K_ 8-3M B$ =G 3: 13=< -3<567-34 J6E _6,- /- @- @32 F673 8-3M 13=< 1 _6 { <A V4 13=< /- «1 1-_6 13=<» 3] 76./- V4,- o8.(1393 -A=H *-3M H= d) /- =h=) =? 2 JH; @-= @=3 =~ 82 }3R 2 V/? @-8 - A ; 13=< *P3q- E - 3=< 2 /- V/? /U7 =HS7 V4 =~,-38 u(2006 o8) - 13 3_H - U7- - 32-3M - 1 3c2-X ~ @_- 2 /- /? G- A= /=37 X-3E 1-3<567- C^-. p - p=237,3[= VG- 13=< 1F=L X-3E (/- ;8 134 2) 1V4 3 13=< 1V/? X-3E }DR$- (/- }3R < 34 2) 373?< 37C =2 2 L- V,- /- US =37 -.(2010 4 13) /- 3] = - 5,=7 B=-./- - -3 - =) -3<567-34 - - - -3<567-34 - M3<3 132 13 - ;3 (2011).882 M3S - 1N :P 13=< F=L - 1_6-3<567- F=L 2 8M [+) (2015) 6 @3=)- /=?2h7,=8h 1<+ 13=< 8-3M 13=< F=L 1-A- u3:8 i - ][ H F=L,- 2 = G=,- /- K=_[7 H - F=L 7-1-SR A= (2014),- 3 D. 3G8 H - *-AM- - V8 13=< 1 X-3E 1-3 -3<567-34 1-1. Networked Learning 2. Ecology 3. Learning Ecology Design 4. Nardi 5. Elliott & Martin 6. Techakosit & Wannapiroon 7. Hung

135 Q,D 3?< 1-3 - V/? 13=< 1 /- 32./- 32 }3R V8 3) }D$- 8-3M 1-3 H - 34-18[=) x (2015) 1 DP] k=_=-32 =H2,=8h 18[=),k8) 1--.- b-- 1G N ND2-1-3-3<567- C8 HS *U 18-7 3 86 -A- 1G N ND2 ƒ,- - - 2 = G=,-./- 13=< - =- 13=< - 82 @G[- 1 2; H - 1G N ND2 - - 2 - @[ A= (2013) 2 37-37 *+) k. *-AM- 3=] ^D @- *- 2 o7-3<567-1-a-.82 3-3<567-1 - 1 F=L /6? @[7 *- @- *- 1-3 - 1 /6c k -3<567-1 x=8_7,- 3 D =- 1-3 (2015) 3 H=),= -3=-.82-3M 8+) @HS? 1 - -3<567-34 186 3 /38-,-,= ]?6 2 = G=,- 32-5 -; 4 G8 -; G8? 1-2 32 8[=) /0. - 13=< - =- 1 13=< 1-3 =- 48 VZ- 76-3<567-1*+) - - = 3 Q-- -L 2 /-,-,=6 3 18M 2 /-,- /=37 =HS7 @--T</= *i.- 34G7 3 _8) 882 7DE- S = 1/=XD$ 1-3 - @-3=<-3M 8= @ u8 /=- 18M - - @ -T.(2007 6 @-_ 1= N- 3 @- *- 3_H 3 18M 3=qI7 3 86 1-8= =- Q-- -L - 18M /X.8? 3 1. Kultawanich, Koraneekij and Songkhla 2. Trnova and Trna 3. Admiraal, Huismanand Pilli 4. Peer assessment 5. Self-assessment 6. Dynarski et al

(<=1 ; 136 /- p?2-3- 3,= Q_ @32 3) 1-3 ]8.(2008 1 /<) -L Q-- - - 3 3$8 3 34 - x3 _8-7 @ -T< 1-882,==S7 3q- =- 13=< 1 K 9; 134 x N- 3 -; -; 13=< 8-3M -3< /;8-3<M B34 2,- 7,=8h 882 M- r7-18m 1R- -3M- - @3= 2 1-13=< 7-3< =7 )?= @3^ < x @-8-3<567-134 - 2 @[ \HP 1*+) 3 u/- =G 3: 13=< 3-3<567-134 3$8 1/0 3 567- U=UL7 - -3<567-34 1/0 2 /-,- U,- Q -T /- [VG- 13=< 1 HS *- Q--) 3H= 3 3$8.,==67 (=- 1 F=L @A* 5B5* 2005 o8 O H= G?8 K_,=- 1-3 -3<567-3 1-U" V (2005) A-,=- U - K6^ - U 8i3 6-. b-- 1) "E67- *-" 34 3[8 /38- BL$ 1 3 "E67- *- =8 @-8 - E67- *- 2 A-.- K_ - -3<567-8/M3S -3<567- o8 0-38. b-- -3<567-34 8/M3S @<3=< /- V0 =G 3:./- =G 3: 1-3 13=< 34 SM) KU u2010 o8) 8 - - -L =7 =7-7 - 134 o8 0-3 8.(119 u1395, -pe X,-./- 6 118M 3=qI7 /L7 13=< 2 -M3< K_ K_ - 13=< 567- < ]]i 18M 3=;- 1 2 /-./- 13=< X 1*-3< p 32 @ 1 1. Voogt

137 =HS7 C^ ; v) -3<567-34 /- US (2005) o8./- @ k- 118M S 82 F-3 /=37-3<567- S7 ;3i 2 ; : 1 E= D7 @[ 13=< *- @3 - -3<567-1 3_ 32-1/=SM @ 8^ BE67-13=< 6 3G8 :/- K }3 3H^ k8) K ;3i,- 18-3M 3 @ K - K=HL7 : 2 6- K=HL7 (1 2 82,==S7 K=HL7,-./]? 13=<2 *-. @ B 1-= 3G7 ]i 136 S7 K X-3E 8-3M : 3 _6 V/? S7 X-3E (2 _6 13=<./- «4 1 <» 13=< 2 13=< S7 7 /- _6 x. -7 S 1= V/? x @-8 8i3. @; H= 9P- 2 /- 1; S7 _6 V/? *- C8 - S : 5 ^6R- 13=< *- (3 7 :P *- 3 x @ :P 3. - 1B = -3M- ^6R- 13=< 3H^,-.82?3 - *- /= _6 =G,-38.882 K F=L 8-2 - 1-=487. - S7 2 8? 1B V/? - @ r6r- - V- - =?= : 6?= 3 - (4 K -,-.- - B-3==t7 = V- E *- 13_ *- *-AM- 1 Kc /=UM = 7 V/? [P3q- (\- (s u/- @ -3M- B; *-AM- 13=< /==2 1U7-2-3-1. Connectivism Development Cycle (CDC). 2. Analysis and Validation 3. Ecology and network design and fostering 4. Going live 5. Adaptive learning and knowledge cycle 6. System review and evaluation 7. The effectiveness of the ecology

(<=1 ; 138 9P- 1-T<3q- 1U7- *-AM- 3 *2 K=6^ - 1 3 /[< -7 B-3==t7 - @ /=M3~ *-AM- V/? 3=<./- F-3 r6r- 1-3 @ ƒ 3=qI7 /L7 13=< *- 1;3i 1S7 : 2 *P3q- 1ƒ (5 13=< - Q 3?< 1-3 V0 S7 1-3 N3 @ 8 18M - - 1-3 W- 18-7 @<3=< N3 18M.(2006 o8) /- 3:8 - _6 E :(:== ) I=/< G6H G G4 3$8 8-7 2 8? 13$8 3< u 4 567-3 3< : K=_[7 K_ 3 8-7 3< 2 =d7 (2008) o8.882-3^3 567-3] - 3< 3M [- 6: 1H K=6^ - u3=] ; 3M -3 _6 x Y= K$- 3<... /s 37=y2 f- -3M- (/- 567-3:8,= =- 3] 3< A7 ) /- 567-3:8 137 A 1_6-7 A= _6 - _6 x 3< - 1-G «BDE- @3» 18= 2 8? 3<,= 1=) A= 567-. K_ -,= =) 567-» (2008) A- 34-.(1392 13c d) -3M - /X 3==t7 - /X 3==t7 2 7$ /- _6 x.«3g8 V 5 s 134 53 $- - U=H7-3<567- : L= 13=< 34,- J6E./- 8 -; 11Y7 7 <=h=) 6 _6 X @ H$- 3$8 2 { 1-1F=L 2 /- 18-3M,= 567-3 8S,- 13=<.8?= 3M =;- G 1. Return on investment 2. Impacting factors 3. Node 4. Connection 5. Chaos 6. Network 7. Complexity 8. Selforganization theories

139 *-3M 18_-) /- A23 BE67- BDE- 9; 1G 3G8 @ 7 2 33 - $- (2004) o8.(1389 1G 134 $-. -3<567- ;8/M3S 6 3_ @, /- 3U? 8 1< *- 13=< :- -B6-3<567- /- 7DE- C8 9; 13< 567- J3E - _6 K=_[7 8-3M 13=< 3U??-3=Z B-A=G7 /-,_ *- /- 3U? _6 *-,?- 1-3 U -7 3< 8-7 K=?7 18M H= 13=<,?- 13=<?- @82-2 /- 1A=i - 37 3[= x = U 8=,= 567- @ -7 8? ][= 8-3M V7 Q 36S *- [- /- 13- -3M- 1-3 13d B h sp- /- 13=< 8-3M x ; 13=<=:7 /-3<567-1/=SM 3==t7 X /=S^- x h - 1 BDE- 18S M3< /-,_ -3M - / s- x 3-2X (2004 o8) UH7 FHZ =:7 3 3qƒ BDE- <3< 3E; - 1- @-7-1 1-_6 HS 1]- :6H <=1@ 6H M8E :P 13=< F=L - 1- ]-,-./M3< 34-3<567-1]- 1-3 - 567-,37-7 HS ]-,-. b-- - @HS 1-M3X - -B6 2 /- M3<-3^ 7 - ; 1-M3X S7 _ D HL S )i 3=Z )i C8 1 @-_ 1-T<[ - 1_6 </< 1r7- b 1* 186 3.-L 882=7 C- =G 3:7 1-T<g-3- - - 1-M3X 1567-8-7 =),- J3E - @HS 1-_6 HS 1]-.(2008 2 N2) 8 K_ - ; o7 8-3M - /X / 1]- 1-_6 HS 1]- - V- ; 132 A= 3 3H?2. b-- -3< 13=< 1F=L - /X / - 4 1-_6 *- 1. Networked Teacher 2. Couros 3. Drexler 4. Networked Student

(<=1 ; 140 - /- b-- -3< 34 6=[) 186 3 ]-,- 2 8i3 6-1X - -3<567- X-3E 1]- - _A,3[= X,- M3S -3<567-1]- - 1- @-8-1-_6 *- 1]- o8 2 :- -B6 2 /- ƒ 3,8i H$- 1ƒ i K ]-,-.82 D_ @HS @- *- 567- K 1 x=2 - F- (1./- fd @82 ND2 @3= @- *-.- - 1M 1V=) o-382b : 2 @ BE67- (2 =- @82 @_ @h /=SM : 3 BDE- /3 (3 K - - C8 3] 1G? [+) 12 3 C8. _ /?2) @<8-; g-3-? D K :RSS 4 (4./- - 1_6 3] - 1-T<[ 13=< H$- ƒ i J3E - -7 *- ]-,- 1863.(1393 @-_ d) 82 V-^- -3< F=L x @A* ( 1/0-3<567-34 xy7 K=HL7 U,- 2-2 G -,37p8 "-34?" =2 -T /- 3 1-3 @ 1F=L = sg7 - JUL 1-;3./- SR,- 1-3,- 6 SR 1-3 18^D 1U- 34 @-3=) 1Q3X,-,-./- 32 =7 - -34? sp- 34-1-G 1 B3=: 3][+) x 2 /- [+) J=H7 K=HL7-3M.(1991 B3) 82-13]8 1-3 1-A- @-8 @ - 1 -^ 1. Academic Social Contacts 2. Synchronous Communication 3. Information Management 4. Really Simple Syndication

141 AG7 1 C B-8? 3 -A- - - 3dX SR BDE-./- M3< VG- (2012 1 32) HI7 - - BDE-,- K=HL7 0 134 - x 3 : 13=< 1-13=<Cd x 13 13=< 1S 118=?U7 3.- H 134 @<< S- _H 34 -./- b--,- @-34pX$ F7 3 3$8 3 3$8 7 shr 3 x 1<+ - (1395) @ p87 3 3$8,= QRS- @-7 V- V 3$8 -A- @-3=) 3,-./- pep 1<+ <- LM) - 34 r7- @-34pX$ @= 1 = 3 3H= 34-3 3$8 18=?U7 U,-,-.(1393 34 3-13=<Cd 3H= 3$8,- /=S K= 2-3i /- 7-3<@?- ;8-3< - d -3<M 134 8 -T.(1392 1L3) /- 32 3 3 3$8-13M 1- B34 13 /- 13=< 34 x -3<567-34 2,- 7. 12- sii,- 3 3$8 1<+ 3=< -3^ rm 1Q 2 u=37 1@ :- -B6 3H= 34-3 3$8 2 3=< /6? UH7 82 M3S - < H2 13=</ - UH7 /- 37KS8 *- < ;3 SM *- < ;3-3 @3 HS 2 /- V< 2 8-3M /6? 13=< shr F=L < ;3 2 13=< F=L /6? UH7 2 HS *U /-,==S7 *=) -? F=L 3] ;3 /- \RS8 13=< 882K=?7 HS 3] ;3 1 *U < - 1-S7 =S 3 86 1@ 3 ;3 2 ; =- /6? UH7 /- 1L3) 3=< 3 L3[7 3G7 @8M - 3] ;3 -=_7 1. Creswell

(<=1 ; 142 3 3$8-3<567-134 1/0 U -- -T.(7-6 :1392 - F=L 13=< 1 HS *- Q--) 3H=. 3 (=- 1 #=P[7 2 1=6 1 1]- 3 86-3<567-34 :H<=1 N+ 34 1_6.(1388 18_-) /- 3 /=SR^ V 8=*=) 3=?7 ]- ([) VA./- 1 x=7a 1WM VA V =6-3<567x 2 8/M3S 1<+ \=$7 1-3 /- 8=< }DR$- M3<2 1 J6E (;) -3<; 8/M3S KU -3<;?).(1387 -@-) /- (1387 G4<9P) 0D Q R HE :1 L+O 0D R R; 1 67-3 H?H /P / -3<A237 H=L7 _=_ /23X /=6c7 18 @ 3T) Q R R;3=Z UM- 88_ = X- [ A237 V _H ; /23X 3c_ 6-13T) QRS- K_ g3[ ^D Q 8i x 186 3 13=< 1V/? K_ - _6 x \HP 13< =6?7 v x 8 Q C^-.3=<,= 567- f / Q,-. @ @ *- @3 3G8 - ^D Q. 8M 13=< 32 #P[ - _6 x 13< 13=<K_ - K6^ /- V0 2 8? 13=< - Q @ C^- g3[ 1. Modeling 2. Simulation 3. Uncertainty

143 Q-- /-, 6 13=<K_ X,-. #P[ 3 F7 _6 Q 2 Q,-,37 - _. - A= 1-[8=*=) =;- - $; 7 1-A- 2 /-,- /- A= -3<567-82 *- @3 - ; - - @ R- 7-3^ Q-- 1<+ ] 8[=) N-,-3.(1393 @-_ d) :/- K }3-3<567-34 K$-,- 7 :/- 3T)QRS- -3<567-34 Q-- (1 *- C8 /- 3U? 8 1< *- 13=< 2-3<567-3] 76 6 R;,==S7 *=) - Q-- 2 4- S. - - 3==t7 X F-3 J=6R7 B-3==t7 G- -7 Q-- [- 2,- 7./- HS7 - -3<567-34 Q-- (2 2 [- C8 -T /-3<567-1/=SM V7 Q 36S *- 1*+) 1M,3; 3 J6R8 - K^ 3=< -3^ @-3=<-3M =;- 36S /q \HP 1@ -7 Q-- G= 7,=8h. *- B-3==t7 3 J6R8 [- 1-T<Q,-38 Q--,-38./- 7DE- 13< 567-8= 13=< _6 K=_[7 2,-. M3< 34 *- C8 1-_6 BE67-,M3<34 34 _8-7./- -3<- -3<567-34 Q-- (3 /- 3? 13=< 1-3 = BE67-1-] 13=< -3<567-3./- - B x = U 8=,= B0:7- @ -7 -T,==S7 *=) - @ 6^ *- 3 :L L -7 Q-- N-,-. 7DE- 13< @ 186 3-3<- Q-- -T. @= (2006) 1 @ 8=,-./- - -3<567-34 Q-- (4 C3 B-3==t7 1863 2 /- 7=:7 M g -3<567-2 82 3=Z BDE-,= A7-7 G=. / V- E BDEx ;1; 13=<=:7./- 7=X 86,- 3./- 13=< 8-3M 1-3 - 2D =S Q-- G8 - G8 - Q-- 1. Marhan

(<=1 ; 144 6 }D$- / -7 G- 13=< 1@ K=?7 ]P).882-3M 3==t7./- 13=< 8-3M A23-3<567-134 3=< :<=1@ ; 13=< 136-1-3 - ; 13=< 8-3M 3 UHR 382 *- 32-3-) 82 P7- - ; 13=< x6 3=< =:7 S7 - BDE- C8,= /=M3~ 3=<-3M.(2013 1 3D 1]- #=P[7 p=237. - 1 1]- BDE-,-38 FH? 2 /- 3=<-3M 13d 1B H- 53 7DE- 1B (2015 Z3M KU u2006) o8,=8h.(2005 o8) 1 A237 - -3<567-13=< F=L @- *- /=UM 1-3 13d O-3P- *- @3 @32 /3 /- 73)N-X \~ 567- @ < _6 ; @= @-3] 567-3$8 @8=E- *- -,==S7 ]]i - < - 1WM K_?- *- /=SR^ V 3T) ]- #=P[7-7 @ 6- - /2[ 1-3 /=Y? 3T),- 4 @ KU?,- o - *- *U ] 8[=) N-,-3.33 -,D 1WM :/- K }3-3<567-34 7 : < =G 3: J=6R7 1-3 *- (1 @ BDE- *- 2 1 1WM /38- =G 3: _8- /- - L7 i *- p?2 = /- 32 3==t7 82 3= *- C8 - - 1-3 V0 1B 18M V< A= *- /s - - 3=4 B *- 2 /- V0.82 p?2 - f8 C8 - ]),= G? 1 D - 1_6 K=-. - -,D 1-P2 34 _8-7 :/- KU? ; 13=< *- (2 @_ @ L /- C7 \HP C8,= *- -3<567- KU? SM E 13=< @3 2 ^ @- *- -T./?= $; 1. Esther del Moral, Cernea & Lourdes Villalustre

145 /3 SR Q-- 3] B6.882 /- - @; 13=< 8-3M.882 =487 @; - -; @ - _.82 6- - *- C8-13=< 1-3 *- (3 /M - K6^ *- BDE- G8-7 -3<567- B-=- C3 =- X /3 @--3M *- ^./- @ 13=< 1G? V]8 *- N-,- 3./- -;3 $; /=- - *- @ U /L$ - 82 6- - C8 @ - - K6^ /- V0 C8.82 K$X @8=E- 1]- :82 /3 - ; BDE- *- @3 *- (4 *- 1]- 1ƒ - _ BDE- @32 /3 1-_6 *- p=237 ; 382 @ 8S BDE- /3./-3<567- @::P @82 @- *- N-,- 3./- BDE- b-- -3) =- - C8 882 -=) 3 [+) 12 882 -=) -.882-1=?./- A=]-3*i -3<567-13=< HS *U 3 :M8E 13=< 882K=?7 2 3 1 1L / x @-8 @HS - U- 3 86 8 < (2011 3 @- @-) \3S7 *- ; 2G - - /- 13,==S7 K6^ - 1-L *-,-38 u[2 *i - 8 < -T./- C7 =G 3: 4 g37-) /- \3S7 8= /- 1-_6 13=< 1F=L HS *U _M- - 7 K=6^ - *U HS 1-3 (2010) o8,=8h.(2015 BDE- g-- x2 @32 8- u\hp C8 @32 1 C uv=) 13=< 8-3M V- WX 1 13d *- 1?3 u=h=) 34 HS *U ] 8[=) N-,-3.33 - @- *- :/- K }3-3<567-1. Critical friend 2. Co-traveler 3. Anderson & Dron 4. Ozturk

(<=1 ; 146 1-3 - 7DE- C8 13=< 8-3M ; V- WX @HS (1 *- U- HS *U 2 8 3_ QD;3 :882-3M @<3=< 7 /?= *- 8U- M3$ HS *U -3<567-34 /- V- E HS 2 - B3d /- C7 \HP C8 *- _8-3 *- 7 82-3M - )i 3=Z )i C8 - - 8 *- C8.82 - @ - ; 118= N- 34 :82 V-^- @- *- 13=< 1-3 V/? JH; HS (2 s-t 1g3L - 3) 2 M- r7- /? 13=< -3<567- - - - 13=< F=L 2 /-,- 3 =~ N-,- 3. 3=< 3 @- *- 7 82 18Z 1-$ H=M o_ Kc g3l.882-1-3 \HP 1g3L - ; 13=< x6 186 7 := @- *- - 8- *- #=P[7 1 HS (3 G8- -3<567-34 - -3^ BDE- G- 3: _8- @- *- u/- @ 13=< /M - K6^ *- BDE- 8 #=P[7 3-3 *- 3=]-3M - *- G8-1 BDE- #=P[7 1-8- BDE- 1?3 3 D A= HS. @- *- - 8-7 :82 1-13=< 1-L VA B$ HS (4 1/=SM *- 2^ *- 1 1-3 3? @ -3M 18M H 1-AM-V3 - - HS u g-- -7-38P 13=<. B6 1-8i 1-L - - =7 =6 @= /;8 *- -3<567-34 :5 ( @32 F673 8-3M 13=< /- C7 18M -3M- - 1-_6 1-_6 34,- 13=< 3] B6 u/- _6,- /- @- = 8? -s =h=) 1F=L 13=< 1F=L./- N-,- 3.(1393 @-_ d) - K=HU7 _=_ x - @ @-7 - - -3<567-34 13=< 1 (2012) 1 37-37 1. Trnova &Trna

147 @HS,= B=3G7 67 [2 3] @-_ 567-3=4 @HS +)V-^- 1863 1 @- -3^ ( 1),= 1_ 1]? S7 [2 O; - *- B p?2 1_ K;- @HS,= 3< 1_ @- *- @HS 1-37 37,=8h.32 }3R - K;- @- *-,= =7 2 7_2- - 11 8-13=<3 (2013) - 4 1=6 1* - - 3 1-8i 1b-- - - 1 ] 8[=) N-,- 3.32 }3R 13=< 8-3M : -;3 3 1<+ - /- V0 13=<,- 7 :/-, 118M 3 86 13=< 1-1 K=?7 18M H= 13=< 82 @= 2-3<567-34 K$- BDE- 118M K? @- *-,=8h. 8-7 13=< 1 =$7,- 38 u882 BE67-11 - 1_6 3< 1 D /s Kc -A- -. - 1-8i 1b-- - H2 E b 7 :/- K- 567-3 86 13=< 1-2 567- - _6 /_6 13=<K_ 186 3 34,- 13=< _8- N ND2 8-3M 2X } -T 7DE- 13< 13=< 1-3 *- 2 8S,- -3<567- ND2 O; X -3^3 567- [2 - O; @ @::P *- HS S C8.82 7 :LG= /- L8-3M 13=< 1-3 2 /- 1A=i - 37 3[=,?- 1-3 U -7 2-3<567- K$-,- _H /?= *- 13[ *- U- M3$.?- @82-1. Trna & Trnova 2. Use of comics 3. Multimedia presentations 4. Use of simulation experiments

(<=1 ; 148 1 HS 2 /- V0 N-,- 3./- 37 @ G= - 13=< 8-3M... HY? KX M[2-13=< 8-3=] 34 - L8-3M.82 - -3U- 3_7 1]- 3 86 =U?3=Z 13=< 1-4 8 1< *- 13=< 2-3<567- K$-,- 7./- 136- N- 3 2 : HS 1-3 - *U,- @-7./- 3U?.82 U- @- *- - pr - 6- GX - -38P 8 =U? 3 86 /- =U?3=Z 136- L3=< -3U- 3_7 1]-,=8h ]-,- - -.- @-3< HS,= 1_ HS *- A= -3<567-34 @- *- 382;./- ; 13=< Y? KU? *- - -3^ BE67- - 1-_6 *-AM- 72 1-38P - ; o7 @HS 2 - B3d -T 1F=L 32-1-3) 1=6 1 X-3E L 13<.882-3M - HY? KX R; @ B837 Q[2- /$3M 1G 1V4 X-3E 1-3<567-34 :H<=1 S53 A 34 2 13=< 1F=L X-3E /- ;8 134 2 V,-. }3R 13=< 1V/? X-3E /- }3R < 3:L8 1<+ /- 3] = - 373?< 37C =2 2 L- (2013) 3D 32-3- 8=,-.(2010 13) - 13M @_- -3<567- F=L :-32 @= 3 }3 - -3<567- F=L 1<+ - M3<3 F=L,- 13=< 1.- _6 ; 3? 3==t7 *-AM- 2[ 1-A- N- 3 13=< /- 13=< S 11_ - =7 *- - C8 /3 1-A- 3=< B$ 3<2./- _6 <+ - 567- KS7 @ f87 KU? b-- /- -3M @3= ) 1_6 - *- /?= -3M sii -3<567- F=L V/? ] 8[=) N-,-3.82-3M - KX - 2 :/- -;3 3 1<+ - 13=< 34 _8-7 :/- \RS8 ; 1-- 13=< F=L (1? -7-3<567- F=L - 8 1< *- -3<567-

149 i 13=< F=L 2 - B3d -T.,==S7 *=) - \RS8 3=Z N- 3 *- 2 f8 1g3L - 3) @ - O; i.82 - g3l - ; H 118= -3<567-34 :- _6 ; 3==t7 @_- 13=< F=L (2 3-2X. 3==t7 X /=S^- x h - BDE- 18S BDE- <3< 3E; /-,_ -3M - / s- x 3==t7 8= 13=< F=L 2 /- V0 -T. UH7 FHZ =:7 3 3qƒ -3M -..., 1 @HS @ - - 7DE- 13<,= 567-.82 :/- *- /3 1-A- K -8M -3<567-13=< F=L (3 F=L -T. 8-7 K=?7 18M H= 13=< -3<567-34 1_6 D /s 8-8M, 1-A- N- 3 13=< 1-A- 1-3M o7 @... K=- - H=M b 11 Kc 1-8i - - 8Z R=L *- /3. -3M... 7_2,[==- 13=< -3<567-34 :/- 2[ -3<567-13=< F=L (4 1W-,- HS *- *- *- -T /- 1-_6 3=Z )i - - - C8 *- H2 E HS HS S F=L,- 13=< 1 - -3^ KU BE67- - 1-_6 )i N- 3 13=< F=L,- /- 13=< S 11_ - M3<3.3=< B$ 3<2 *-AM- 2[ 1-A- 3i 3i i - =- $- (2011) 1 0- :5H< \HP 1 =- 2 82 @= <,- 1G i -; KI7 /$3M -3 V- ; @-3< @ 3=< B$ 2 8 ; u1-3<567- F=L =- 1-3 -,=8h. - (2015) 1 H=),= -3=-,=8h./- 32 8[=) - 3 7$ ; 1. Orlando 2. Text Feedback 3. Voice Feedback

(<=1 ; 150 34 =- 2 882 ~- -3<567-34 =- /2[ - 3=Z 1; 86,-3 /- 3=Z -3<567- /38- =- 1-3.3=< B$ @<3=< < 32-3 -; 2 G8? 1 - -3<567-34 186 3-2 32 8[=) /0,-,= ]?6 2 = G=,- 1 13=< 1-3 =- 48 -; G8? 1 K=HL7 (1393) @-_ d fg. - 13=< - =- G8- =- 1-3<567-34 F673 S C8 1-L 34 1-3 - ; 1-)2 *G8 2[ *G8 - =- 1<+ ] 8[=) N-,- 3.-32 @= -3<567- :/- K }3-3<567-34 34 _8-7 :LG= /- L8-3M =- (1 @82-2 /- 1A=i - 37 3[=,?- 1-3 U -7-3<567- _H /?= *- U- 3 =2I7-3<567- o7 1.?- 1 2 - B3d,-38 u/- 37 =G 3: 13=< 8-3M - -. *- 13=< 8-3M 3 13[= =2I7-2 =- / /6c < 2[ - G8? 2 ) 8./- <+,- JUL7 ƒ 7 :3=< B$ C3 A= =- C3 v) 6^ (2? D - -13=< 1-3 *- 2 1-_6 *- 1]- - - 1_6 3] - 1-T<[ _ /?2) @ S 2 /- s _6 3 86 -A-,- 186 3 13=< u82 s 1WM,-. @-3< K /3 p - @_ C3 ; 4-8 v) S3 - @- *- =H_7 3<- 86 7$ 8 1;,D 1@ - 2 =$7 -T -. - s 3 1. Admiraal, Huismanand Pilli 2. Peer Assessment 3. Self-Assessment

151-3<567-34 :/- =- /^ 2 =- 1R; (3 /- @-3< 13=< 882/U7 882K=?7, 118M - -,- 3. -3-, 1 x2 13=< 1 6Z - P= 18M,DM,D =- 1 0S N- - @ =L:7 1R; 3 0 - =- /^ 1-AM-V3 1@ -. *2 M3<3-3<567-34 :/- ][= R; 3=Z 18-3M =- (4,- 13=< 1-L 8-3M /- <=h=) _6 s 134 - _H /?= ND2 sii 6^,==S7 *=) - 34 3=< K_ f8 13< - K_[ 1_6 @= 34,- 13=<.3=< B$ 13=< @) R;?= -7 =- @ C67 -T.8? ][= 8-3M,?- 13=< -3<567-34,=8h - A= HS./?= $; @_ L SRU *- 13=<... /s D K=- - 1_6 Kc s 1-A- - -.82 =- - *- 13=< 8-3M

(<=1 ; 152 A (1) T6H -3<567-34 - 3 3$8 1<+ $D; E (1) K_ E 3 3$8 [ K_ 2 E@. @[ 34 _H /?= R; K_ 3$8 JUL7 -T< 3q- 3]_ 3 KU.- -3^ KU BE67- - 1-_6 3 3$8-3<567-

153 5U50 3 3$8 9:; -3<567-34 1/0 12- *+),- Q 3$8 1-3 - /0-3<567-34 6 K=HL7 AG7./- K=HL7 AG7,- - 2 13 1<+./; _ 3 ::P7 B=- -[) - u/- 0-6 1-- /- 568-0- 6 --./- -;3 3 BSR X. L B=- M B-ƒ,=8h @-7 /- C7 S 1_6 *- @i -3<567-34.3=< ; 13M 3:L8 1<+ A= 3 3$8 32 0-,- =I7.8? - -3<- 3T)QRS- - Q-- -3<567-34 1-L K=HL7 2 32 - (1393) @-_ d J=UL7 @-7 M v x 8 Q 2 882 @= -3<567-34 S C8 =2 3G8 @ @ *- @3 - K_ - _6 x \HP 13< =6?7 32 #P[ - _6 x 13<,= 567- f / Q,-. 34 34 1_6 /< @-7. 8M 13=< R;3=Z 3=4 <+ A 1WM /- VA V =6-3<567- -T.(1387 -@-) /- 13T) QRS- @ 88_ = UM-./?= 6^,==S7 *=) - 34,- 3 Q-- 136-1-3 /- 13=< 8-3M A23-3<567-34 *- 34,- *- 2 32 0- @-7 -T.3=< =:7 ; 13=<./- -;3 / BDE- #=P[7-7 - /- KU? < 3D 32-3- u2005 o8) 1*+) M,- =I7 /- 13=< 8-3M A23-3<567-34 *- 2 @= (2013 *- @3 @32 /3 /- -3<567- F=L - \~ H- #=P[7-7 _6 ; @= @-3] 567-3$8 O-3P- 1L / x @-8 HS 34,- _8-7./- ]- 34 HS 2 32 0- @-7 -T /- 13=< 882K=?7 3 - *- C8 /- *- 13=< 882K=?7 3=< -3-3<567-13=< 8-3M ; V- WX HS 82-3M @<3=< 1-3

(<=1 ; 154 *+) M,- =I7.82 JH; 1-3 - 13=< 1V/? @-3=<-3M 34 2 - @[ (2015 g37- u2011 @- @- u2010 o8) 1-3^3 567- @ 3-3 ; @ 8 3=< -3<567-.882 - @) C8-882 @32 /- @- @32 F673 8-3M 13=< -3<567-34 @-7,-38./- 1-_6 34,- 13=< 3] B6./- _6 - - 3 86-3<567-34 13=< 1 2 32 0-,- =I7./- -3U- 3_7 1]- 3 86 =U? 3=Z L8-3M 18M,- 2 - @[ (2013-37 37 u2012 1 37-37) 1*+) M 11 - - 3=4 3 86 o7 1 34 - - 2 u/- 1=6 1* 1-8i 1b-- 7_2 11_ [2 O; - *- B p?2,w,-./- @- *- @HS,= 3< 1V/? X-3E 13=< 1F=L X-3E 1-3<567-34 $; @ @_ 3:L8 V/? 13=< }3R 13=< 2[ \RS8-3<567- F=L 2 32 0- @-7,- 38./?= ; 3? 3==t7 @_- @ /- *- /3 1-A- K -8M F=L X-3E - - 1 (2010) 13 M,- =I7.- *- 34 1-3 - V/? }DR$- -3<; 34 34 13=< 1 373?< 37C V,- 2 /- U-,- 3 3 2-3<567- F=L 2 882 @= (2013) 3D 32-3-,=8h./- KS7 @ f87 KU? b-- /?= -3M sii -3<567-13=<./- _6 1<+ - 567-1; 86,-3 /- 3=Z -3<567-34 =- 0- @-7,-38.3=< B$ @<3=< < /2[ - 3=Z /- R; 3=Z ][= C3 L8-3M -3<567-34 =- 2 32,= M,- =I7./- @ /^ 2 34,- =- 1R; 1. Trnova & Trna

155 =- 2 882 ~- -3<567-34 =- (2015) H=) /2[ - 3=Z 1; 86,-3 /- 3=Z -3<567-34 1 (1393) @-_ d,=8h.3=< B$ @<3=< < *G8 G8- -; G8? - 34,- =- =- 1<+ -,- 2 882 M3S ; 1-)2.-;3 34,- 1G? 3-7 @<3=< -3<567-34 H2E - 1-_6 @82 @-- @-3< 567-1-3^3-7 BDE- 13=<=:7 P7- -7 / BDE- b-- V]8,=8h.8-34 13=< 1 - -.8 - - UR8 / -T./- ICT AG \RS8 R=L 1-3M 58-3<567- B_- @32-3M 1-3 - V0 3=-7 @82 2 - B3d,d 1 1-A<3 882 P7- B?ƒ =- _8-7. 8, 118M - @HS *P3q- /; 1-3 N 1ND2 @HS 2 8[=) /- L8-3M 34,-.882-2 ) G8? -; 1 - *P3q- o7 1s2,7 /=37 =HS7 @::P 2 /- V0,=8h. G8-2 8G8] 1-1-L

(<=1 ; 156 V E67- *-) -3<567-34 8/M3S U.(1388),=?X 18_- H o-382,=i Do-382,=- 8/M3S N- 3 ( C7 *-.@-3- /S8$ H ][- @-37 x=3_- HH-,= :-3<567-.(1389) 1 = 1G *-3M u,=?x 18_- -33 (15)5 =37 8@- u13=< 134 3]? /^.64 K ;8/M3S < =37 1=) 6 3.(1387) H -@- =HS7?HM 132.-$ 8/M3S N- 3 @ U.N /=37 ][- /=37 1-3)34 1*i =37 134.(1386) 3SL /3g).148-125 20 11 8H:M 1< 34.(1394) =, D= -pe u1 SM).83= ][- B-[- :83=.13=< X-3E 1]- 1-3 134 ii.(1392) 86 13c?= d.40-36 (29) 6 1 8_7-3<567- K=HL7.(1393) L -A=H *-3M udl H= u?= d 1V/? X-3E 1]- b-- -3<567-34 =2 1-L.45-33 (5) 1 _=3_- 13=< ][- HG 13=< @ 32-3<567-34.(1392) L 8 86 13c u?= d.94-81 24 = ][- p2 X-3E 8H:M -3<567-34 6 :13=< *-.(1393)?= -.152-141 (4 3) 1 BE67- fde- BSR 8 --3)34? :?HM *+).(1991). B3.1388 / :@-37.@-_ 1L3 L 37 u 3 :@-37. 1A3 - = $-.(1388) 2 <- LM.3=7 B-[-./ :@-37. 1A3 BU.(1395),?X _H

157 3_ <34 3.(1390) @-3] L 1L3.1d N^ @ B-[- :[.--[i :@-37.1L3 L 37 u 3 134.(1392).) @ 3H=./ Admiraal, W.; Huisman, B. & Pilli, O. (2015). Assessment in massive open online courses, Journal of e-learning, 13 (4), 207-216. Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. In M. E. Kite (Ed.), Effective evaluation of teaching: A guide for faculty and administrators. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/evals2012/index.php Bleakley, A.; Bligh, J. & Brown, J. (2011). Medical education for the future: Identity, power and location. Dordrecht: Springer. Couros, A. (2008). What Does The Network Mean To You? Open Thinking [Internet]. [Retrieved 2016 November 26]. Available From: Http://Educationaltechnology.Ca/Couros/799. Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson Education International. Downes, S. (2008). Types of knowledge and Connective Knowledge. Stephens Web. Retrieved November 1, 2016, from http://halfanhour.blogspot.com/2008/09/types-ofknowledge-. Dynarski, M.; Agodini, R.; Heaviside, S.; Novak, T.; Carey, N.; Campuzano, L. et al. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. Washington D.C.: U.S. Department of Education, Institute of Education Sciences. Elliott, R. & Martin, S. (2011). Connectives' Role as a Learning Theory and its Application in the Classroom, Boise State University, Retrieved November 1, 2016, from https://shaunwmartin.files.wordpress.com/2011/12/connectivismre searchpaperedtech504.pdf. Esther Del Moral, M.; Cernea, A. & Villalustre, L. (2013). Connectivist learning objects and learning styles. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 105-124. Foroughi, A. (2015). The theory of connectivism: Can it explain and guide learning in the digital age? Journal of Higher Education Theory and Practice, 15 (5), 11-26. Hung, N. M. (2014). Using ideas from connectivism for designing new learning models in Vietnam. International Journal of Information and Education Technology, 4 (1), 76-82.

(<=1 ; 158 Kultawanich, K.; Koraneekij, P. & Songkhla, J. N. (2015). A proposed model of connectivism learning using cloud-based virtual classroom to enhance information literacy and information literacy self-efficacy for undergraduate students. Social and Behavioural Sciences, 191, 87 92. Marhan, A. (2006). Connectivism: Concepts and Principles for emerging Learning Networks, the 1st International Conference on Virtual Learning. Faculty of Mathematics and Computer Science, Bucharest, 209-216. Mugisha, W. R. & Mugimu, C. B. (2015). Application of learning theories in curriculum development and implementation of the MLT diploma programme in Uganda. British Journal of Education, Society & Behavioural Science, 5 (3), 256-275. Nardi, B. & O day (2010). Information ecologies: Using technology with the heart. American Library. Orlando, J. (2011). How to effectively assess online learning, a Magna Publications White Paper. Ozturk, H, T. (2015). Examining value Change in MOOCs in the scope of connectivism and open educational resources movement. International Review of Research in Open and Distributed Learning, 16 (5), 1-25. Siemens, G. (2004). A learning theory for the digital age. Elearnspace Everything Learning, 1-8. Siemens, G. (2005). Connectivism: Learning as networkcreation. ASTD Learning News, 10 (1). Siemens, G. (2006). Knowing knowledge. Vancouver, Bc: Lulu. Retrieved from http://www.elearnspace.org/knowingknowledge_lowres.pdf. Siemens, G. (2010). Teaching in social and technological networks. Retrieved on 27 May 2017 from http://www.connectivism.ca/?p=220 Techakosit, S. & Wannapiroon, P. (2015). Connectivism learning environment in augmented reality science laboratory to enhance scientific literacy. Social and Behavioural Sciences, 174, 2108 2115. Trna, J. & Trnova, E. (2013). Implementation of connectivism in science teacher training. Journal of Education and Instuctional Studies in the World, 3 (1), 191-196. Trnova, E. & Trna, J. (2012). Connectivism in science and technology education with emphasis on international cooperation. Journal of Social Sciences, USA, New York, Science Publications, 8 (4), 490-496. Voogt, J. (2008). IT and curriculum processes: dilemmas and challenges. In International Handbook of Information Technology in Primary and Secondary Education (eds J. Voogt & G. Knezek), pp. 117 132. Springer, New York, NY.

2024 © educationdocbox.com Privacy Policy | Terms of Service | Feedback