ПРАКТИЧЕСКИ ПРОЕКЦИИ НА ИНТЕРДИСЦИПЛИНАРНОТО ОБУЧЕНИЕ В TECHNOLOGY–ENHANCED LEARNING (TEL ОБУЧЕНИЕ)
Румяна Илчева Неминска
PRACTICAL PROJECTIONS OF INTERDISCIPLINARY TRAINING IN TECHNOLOGY-ENHANCED LEARNING (TEL TRAINING)
Rumyana Ilcheva Neminska
Abstract: The article deals with the issue of technologically advanced training – TEL. This is an innovative interdisciplinary field in modern education. The disciplines at TEL work together to advance the understanding and meaning of learning, to find ways in which the technological approach can solve educational challenges. TEL-teachers (researchers) seek to make full use of the possibilities of new technologies to create more flexible learning opportunities and integrate innovations in education. The article argues that a clear understanding of how educational practice responds to the opportunities created by new technologies is needed. This understanding supports innovation from both research areas, each challenging the other. And it aims to rethink ways to increase the effectiveness of training and the development of new technological solutions.
Key words: technological learning, innovation
Download full paper: RNeminska
ЛИТЕРАТУРА / REFERENCES
Bammer, G. (2013). Disciplining Interdisciplinarity: Integration and Implementation Sciences for Researching Complex Real-World Problems. Canberra: ANU Press.
Carlile, P. R. (2004). Transferring, translating, and transforming: an integrative framework for managing knowledge across boundaries. Organ. Sci. 15, 555–568.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., and Schauble, L. (2003). Experiments in educational research. Educ. Res. 32, 9–13. doi: 10.3102/0013189X032001009
Davé, A., Hopkins, M., Hutton, J., Krčál, A., Kolarz, P., Martin, B., et al. (2016). Landscape Review of Interdisciplinary Research in the UK. Report to HEFCE and RCUK by Technopolis and the Science Policy Research Unit (SPRU), University of Sussex, 184.
Graff, H. J. (2015) Undisciplining Knowledge: Interdisciplinarity in the Twentieth Century. Baltimore, MD: JHU Press.
Meltzoff, A. N., Kuhl, P. K., Movellan, J., and Sejnowski, T. J. (2009). Foundations for a new science of learning. Science 325, 284–288. doi: 10.1126/science.1175626
Scanlon, E., Sharples, M., Fenton-O’Creevy, M., Fleck, J., Cooban, C., Ferguson, R., et al. (2013). Beyond Prototypes: Enabling Innovation in Technology Enhanced Learning. Milton Keynes: Open University
Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., et al. (2015). Personal inquiry: orchestrating science investigations within and beyond the classroom. J. Learn. Sci. 24, 308–341. doi: 10.1080/10508406.2014.944642
Star, S. L. (2010). This is not a boundary object: reflections on the origin of a concept. Sci. Technol. Hum. Values 35, 601–617. doi: 10.1177/0162243910377624
Prof. PhD Rumyana Ilcheva Neminska, DSc
Faculty of Education
Trakia University – Stara Zagora
Leave a Comment