The aim of this article is to sketch a possible design for the new digitally augmented education, based on a social-constructivist approach. The analysis of data and evidences related to behavioral and cognitive styles of the younger generations led us to identify the logic of scientific discovery (in this case, understood in terms of Bayesian epistemology) as one of the best suited cultural matrix to develop a model of augmented education. In order to illustrate our proposal, we describe the design of our methodological and technological approach, and outline its three step-structure: Tool box, Cooperative problem-solving and Situation room. Finally, we provide some remarks about tolerance and learning within the bayesian approach
Ferri, P., Moriggi, S. (2018). Un significativo Isomorfismo la "Classe di Bayes" tra teoria pratica. In A. Volungeviciene, A. Szűcs (a cura di), Exploring the Micro, Meso and Macro Navigating between dimensions in the digital learning landscape - EDEN 2018 ANNUAL Conference (pp. 905-913). Budapest : Eden.
Un significativo Isomorfismo la "Classe di Bayes" tra teoria pratica
Ferri, PM;Moriggi, S
2018
Abstract
The aim of this article is to sketch a possible design for the new digitally augmented education, based on a social-constructivist approach. The analysis of data and evidences related to behavioral and cognitive styles of the younger generations led us to identify the logic of scientific discovery (in this case, understood in terms of Bayesian epistemology) as one of the best suited cultural matrix to develop a model of augmented education. In order to illustrate our proposal, we describe the design of our methodological and technological approach, and outline its three step-structure: Tool box, Cooperative problem-solving and Situation room. Finally, we provide some remarks about tolerance and learning within the bayesian approach
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