Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices

被引:53
作者
Ritella, Giuseppe [1 ]
Hakkarainen, Kai [2 ]
机构
[1] Univ Helsinki, Inst Behav Sci, Ctr Res Act Dev & Learning CRADLE, SF-00014 Helsinki, Finland
[2] Univ Turku, Dept Educ, Turku 20014, Finland
基金
芬兰科学院;
关键词
Epistemic mediation; Chronotope; Knowledge practices; CSCL; Knowledge building; Expansive learning; Instrumental genesis; Double stimulation; TRANSFORMATION; COMPUTER; INQUIRY; LONG;
D O I
10.1007/s11412-012-9144-1
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of the present paper is to examine the socio-cultural foundations of technology-mediated collaborative learning. Toward that end, we discuss the role of artifacts in knowledge-creating inquiry, relying on the theoretical ideas of Carl Bereiter, Merlin Donald, Pierre Rabardel, Keith Sawyer and L. S. Vygotsky. We argue that epistemic mediation triggers expanded inquiry and plays a crucial role in knowledge creation; such mediation involves using CSCL technologies to create epistemic artifacts for crystallizing cognitive processes, re-mediating subsequent activity, and building an evolving body of knowledge. Productive integration of CSCL technologies as instruments of learning and instruction is a developmental process: it requires iterative efforts across extended periods of time. Going through such a process of instrumental genesis requires transforming a cognitive-cultural operating system of activity, thus 'reformatting' the brain and the mind. Because of the required profound personal and social transformations, one sees that innovative knowledge-building practices emerge, socially, through extended expansive-learning cycles.
引用
收藏
页码:239 / 258
页数:20
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