Details
| Original language | English |
|---|---|
| Pages (from-to) | 701-715 |
| Number of pages | 15 |
| Journal | British Journal of Educational Technology |
| Volume | 35 |
| Issue number | 6 |
| Publication status | Published - 29 Oct 2004 |
Abstract
Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second-Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: British Journal of Educational Technology, Vol. 35, No. 6, 29.10.2004, p. 701-715.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Lifelong learning and second-order learning objects
AU - Allert, Heidrun
AU - Richter, Christoph
AU - Nejdl, Wolfgang
PY - 2004/10/29
Y1 - 2004/10/29
N2 - Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second-Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach.
AB - Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second-Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach.
UR - http://www.scopus.com/inward/record.url?scp=9144229773&partnerID=8YFLogxK
U2 - 10.1111/j.1467-8535.2004.00428.x
DO - 10.1111/j.1467-8535.2004.00428.x
M3 - Article
AN - SCOPUS:9144229773
VL - 35
SP - 701
EP - 715
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 6
ER -