How do the representations of learners on learning culture evolve via a social network and situational problems integrate with ICT?

Bruno Marchal (1, 2)

1 GRHis - Groupe de Recherche d'Histoire
2 TU - Thammasat University

Our research aims to join two elements: first, the cognitive power of the construction of knowledge through the use of situational problems; extensively applied in science and economics, these tasks with some constraints put students in an interesting learning situation: that of self-construction of knowledge, skills and attitudes (Partoune 2002). In addition, in group work, situational problems engender socio-cognitive conflicts and seek coordination between team members (Albero, 2004). Second, we consider the exponential growth of a social network like Facebook among our target audience. Indeed, the powerful connectivity of Facebook and its applications have built a network of almost a billion account holders worldwide. In addition, we also wanted to put in a human-centered research approach (Rabardel, 1995), that is to say, one that puts the actor-learning and activities at the center of the formation, so important for an empowerment process elements in our students.

Mots clés: ICT; situational problem; social network; social media; socio-cognitive; empowerment; self-construction

Domaines: Sciences de l'information et de la communication

Bruno Marchal. How do the representations of learners on learning culture evolve via a social network and situational problems integrate with ICT?. Eleventh International Conference on eLearning for Knowledge-Based Society, Dec 2014, Bangkok, Thailand. ⟨hal-01845029⟩