Evaluate potential and emerging learning environments beyond the objectives

Luís Miguel Silva Vieira, José Paulo Gomes Brazão
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Abstract

This article aims to reflect on the evaluation of potential and emergent learning environments. Learning environments are considered as potential sources of development where learners, as integral members of these contexts, act in a constructivist perspective. It is concluded that the assessment of learning environments should seek to overcome the limitation associated with the excessive focus on the efficiency of teaching, which can be achieved through the effective inclusion of the student in the context. The importance of agency in learning environments is also recognised and it is suggested that potential or emerging learning environments should seek to integrate a holistic and inclusive conception of participants. Reflecting on the potential that contexts bring to learning and knowledge construction, can trigger new ways of perceiving the dynamics of social relationships, learning and education.
评估目标之外潜在的和正在出现的学习环境
本文旨在反思潜在学习环境和紧急学习环境的评估。学习环境被认为是发展的潜在来源,学习者作为这些环境的组成部分,以建构主义的观点行事。结论是,学习环境的评估应该寻求克服与过度关注教学效率相关的局限性,这可以通过有效地将学生纳入环境中来实现。还认识到代理在学习环境中的重要性,并建议潜在的或正在出现的学习环境应寻求整合参与者的整体和包容性概念。反思情境给学习和知识建构带来的潜力,可以激发人们以新的方式感知社会关系、学习和教育的动态。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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