Le Knowledge Building Communities e la promozione di un apprendimento autoregolato

Girani De Marco, Barbara and Littlejohn, Allison (2011). Le Knowledge Building Communities e la promozione di un apprendimento autoregolato. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 6(2) pp. 72–89.

URL: http://www.ckbg.org/qwerty/index.php/qwerty/articl...

Abstract

Abstract La co-costruzione di conoscenza all’interno di una Knowledge Building Community (KBC) impone un processo di insegnamento/apprendimento non rigidamente formalizzato, in cui l’autonomia dello studente e la sua capacità propositiva assumono un ruolo preminente. Le attività in una KBC richiedono infatti allo studente la capacità critica e l’autovalutazione, il monitoraggio dei propri processi di apprendimento e la pianificazione delle azioni, cioè tutte quelle abilità che la letteratura scientifica di riferimento individua come elementi necessari allo sviluppo delle competenze autoregolative. Il presente articolo esplorerà gli elementi distintivi delle KBC in relazione alle potenzialità che essi offrono di sviluppare le competenze trasversali (approccio strategico e metacognitivo, motivazione ad apprendere, senso di autoefficacia, gestione delle emozioni e delle risorse) sul piano dell’autoregolazione dell’apprendimento.

Abstract The study context of Knowledge Building Communities (KBC) is complex and challenging: Learning within KBC involves cooperation, ideas sharing, integration of contents from different domains and a shared planning of activities. The student is less directed by the teacher and he/she could be supported by the adoption of a more self-regulated approach to the study. At the same time this context could offer a good occasion to improve the transversal competencies implied in self regulated learning: i.e. strategic study, motivation and emotion management, time planning and effort management, help seeking and context management.

This article will review the literature that take into account the relationship between cooperation in knowledge building communities and Self-Regulated Learning. The aim of the study is to analyze which components of Self-Regulated Learning are necessary to correctly participate to KBC and which specific features of Knowledge Bulding Communities could support the development of a more self-regulated study approach.

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About

• Item ORO ID
• 52377
• Item Type
• Journal Item
• ISSN
• 2240-2950
• Extra Information
• This article is published in Italian.
• Keywords
• technology enhanced learning; higher education
• Academic Unit or School
• Institute of Educational Technology (IET)
• Depositing User
• Allison Littlejohn