The purpose of this research is the identification of a paradigm which fixes the basic concepts and the type of logical relationships between them, whereby direct, govern and evaluate choises on new technologies. The contribution is based on the assumption that the complexity of knowledge is correlated with the complexity of the learning environment. From the existence of this correlation will descend a series of consequences that contribute to the definition of a theoretical construct in which the logical categories of learning become the guiding criteria on which to design learning environments and, consequently, also the indicators on by which to evaluate its effectiveness.
|Data di pubblicazione:||2011|
|Appare nelle tipologie:||2.1 Articolo su rivista |
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