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Social Networking Theories and Tools to Support Connectivist Learning Activities

Social Networking Theories and Tools to Support Connectivist Learning Activities

M. C. Pettenati, M. E. Cigognini
Copyright: © 2007 |Volume: 2 |Issue: 3 |Pages: 19
ISSN: 1548-1093|EISSN: 1548-1107|ISSN: 1548-1093|EISBN13: 9781615204748|EISSN: 1548-1107|DOI: 10.4018/jwltt.2007070103
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MLA

Pettenati, M. C., and M. E. Cigognini. "Social Networking Theories and Tools to Support Connectivist Learning Activities." IJWLTT vol.2, no.3 2007: pp.42-60. http://doi.org/10.4018/jwltt.2007070103

APA

Pettenati, M. C. & Cigognini, M. E. (2007). Social Networking Theories and Tools to Support Connectivist Learning Activities. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2(3), 42-60. http://doi.org/10.4018/jwltt.2007070103

Chicago

Pettenati, M. C., and M. E. Cigognini. "Social Networking Theories and Tools to Support Connectivist Learning Activities," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 2, no.3: 42-60. http://doi.org/10.4018/jwltt.2007070103

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Abstract

This article considers the affordances of social networking theories and tools to build new and effective e-learning practices. We argue that “connectivism” (social networking applied to learning and knowledge contexts) can lead to a reconceptualization of learning in which formal, nonformal, and informal learning can be integrated as to build potentially lifelong learning activities to be experienced in “personal learning environments.” In order to provide a guide in the design, development, and improvement both of personal learning environments and in the related learning activities, we provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. The derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

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