About this paper

Appears in:
Pages: 1325-1330
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

CIBERNETIC RESOURCES FOR LEARNING IN “THEORY OF KNOWLEDGE II” INSIDE THE FRAMEWORK OF INNOVATIVE TEACHING AND BOLONIA DECLARATION

J. Barrientos Rastrojo

Universidad de Sevilla, Facultad de Filosofía (SPAIN)
Philosophy used to be connected to theoretical issues. So, Philosopher has been drawn as an outsider who works out of the world and inside his ivory tower. In this sense, universitarian philosophical teaching has been developed through unidirectional speeches to students. Students have just to listen to profound and even interesting discourses made by professors. Then, students have to pass exams and circle goes on again in a passive way.
Our proposal aims to complement this vision inside the spirit of Bolonia Declaration. According the new european model students must be active in their educational process. Furthermore, they have to be exposed to training linked to real circumstances, namely, a “meaningful training” (aprendizaje significativo). To accomplish these gaps, we have worked in a theoretical philosophical subject with these two objectives in mind. First, we have used cybernetic resources to broad the theory that we have explain in classrooms (e.g. we have used documentals found in youtube to complement our own perspective or to start a discussion on important issues of the subjects, images to expose ideas that normal citizens have of philosophical concepts). Then, we have promoted reflexions through tools included in virtual educational platforms (WebCT). Second, we have linked theory to practice proposing tasks to student (by virtual platform) that connecting the main issues with their experiences. For example, a task instruction was: Give an example extracted from your universitarian life where you explain these three types of knowledge: information, knowledge and wisdom. Furthermore, we have connected theory with current issues as connections between the grounds of Epistemology and the ways people are accessing to information that comes from the japanese disaster.
Our paper aims to explain the process and difficulties students and professors have found in this project.
@InProceedings{BARRIENTOSRASTROJO2011CIB,
author = {Barrientos Rastrojo, J.},
title = {CIBERNETIC RESOURCES FOR LEARNING IN “THEORY OF KNOWLEDGE II” INSIDE THE FRAMEWORK OF INNOVATIVE TEACHING AND BOLONIA DECLARATION},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {1325-1330}}
TY - CONF
AU - J. Barrientos Rastrojo
TI - CIBERNETIC RESOURCES FOR LEARNING IN “THEORY OF KNOWLEDGE II” INSIDE THE FRAMEWORK OF INNOVATIVE TEACHING AND BOLONIA DECLARATION
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 1325
EP - 1330
ER -
J. Barrientos Rastrojo (2011) CIBERNETIC RESOURCES FOR LEARNING IN “THEORY OF KNOWLEDGE II” INSIDE THE FRAMEWORK OF INNOVATIVE TEACHING AND BOLONIA DECLARATION, EDULEARN11 Proceedings, pp. 1325-1330.
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