Revista Discourse: e-learning

La revista Discourse publico un numero especial dedicado al aprendizaje electrónico (e-learning). Discourse es una publicación del Subject Centre for Philosophical and Religious Studies de la Universidad de Leeds (Inglaterra), un centro de apoyo a la enseñanza universitaria de la filosofía y las ciencias religiosas.

INDICE
Editorial
e-Learning in Dialogue
Content

e-Learning survey report

Constantinos Athanasopoulos

Report on a survey conducted by the Subject Centre for PRS on the current state of e-learning in PRS disciplines, and its future development.

Dialectical approaches to theory and methodology in e-learning: implications for dialogic teaching and learning
Richard Andrews, Institute of Education, University of London

This paper argues that the relationship between new technologies and learning is not causal, and is not that simple. Rather, the relationship is dialectical and reciprocal, with technologies and learning developing alongside each other.

e-Learning in dialogue: Using e-learning to explore the local religious environment
Deirdre Burke, School of Humanities, University of Wolverhapmton

This article looks at the underlying pedagogy for a ‘dialogical’ e-learning approach to the study of local religious communities.

An environment, not a tool: a constructivist point of view on e-learning
Massimo Capponi, University of Perugia

This paper argues that e-learning doesn’t help to transmit information and documents, but to share, to cooperate, to construct, personally, our own knowledge.

Philosophy engines: technology and reading/ writing/ thinking philosophy
Annamaria Carusi, Oxford e-Research Centre, University of Oxford

This paper considers how various technologies are affecting the teaching and learning of philosophy, as integral aspects of what it is to do philosophy, that is, its epistemic practices.

Living the Religious Experience in Ancient Rome: Virtual Learning in the Real World
Dr. Steven J. Green, Department of Classics University of Leeds

This paper discusses the use of wikis in a module on ancient Roman religion.

Electronic MCQs with no Right-or-Wrong Answers as a Means for Developing Dialogic Thinking
George MacDonald Ross, Department of Philosophy, University of Leeds

This paper discusses how electronic multiple choice questionnaires can develop dialogic thinking.

The Seminar Transformed: Use of blogs to enhance face-to-face learning at different levels
Dr Sara Parvis, Dr Jessie Paterson and Dr Kirsteen Murray University of Edinburgh

This paper looks at the use of blogs with students at various different levels within the Scottish university system.

Metacognative Hypertexts
Livio Rossetti, University of Perugia

This paper looks at how hypertexts have been used in the past, and how they might be used in the future.

What dialogue for the electronic era?
Alex Zistakis

This paper discusses what ‘dialogue’ really means in an electronic age.

Los dos artículos que mas me interesaron fueron los siguientes:
El articulo de Annamaria Carusi (Universidad de Oxford), Philosophy engines: technology and reading/ writing/ thinking philosophy:

En este trabajo, quiero considerar como algunas de estas tecnologías afectan la enseñanza y el aprendizaje de la filosofía, como aspecto integrales de lo que es hacer filosofia, es decir, como practicas epistémicas. Es decir, los medios para alcanzar metas epistémicas centrales en un área de investigación determinada, y las actividades necesarias para hacer y justificar afirmaciones en una disciplina determinada, en otras palabras, para jugar el juego. Ejemplos en diversas disciplinas incluyen: disectar, segmentar, relacionar. medir, contar, comparar, clasificar, categorisar, definir, analizar, testear mediante un ensayo empírico o un experimento mental, buscar ejemplos contrarios y contrafactuales.

Es decir, las TIC no como un mero utensillo para el aprendizage sino tambien como influyen (o podrian influir) en la produccion de nuevos conocimientos y formas de abordar problemas tradicionales o nuevos problemas que se le presenten a la reflexion filosofica.

El articulo de Massimo Capponi (Universidad de Perugia), An environment, not a tool: a constructivist point of view on e-learning.

Capponi critica la identificación de la computadora con un utensilio. Si vemos la computadora como un ambiente, podemos poner el acento en la capacidad para crear simulaciones y ambientes de descubrimiento.