Proceso de enseñanza-aprendizaje y web 2.0: Valoración del conectivismo como teoría de aprendizaje post-constructivista

Abstract

The advent of web 2.0 significantly increases the volume of interconnected information available to students and, in this networked context, a renovated approach to learning is needed so as to take advantage of the possibilities that the new Internet offers. An indepth analisis of the assumptions that underpin technology-supported learning designs is necessary. Furthermore, instructional uses of ICT should be conceptualized within learning theories that relate to how teaching can be innovated to capitalize on the benefits of social software tools for learning. The aim of this article is to evaluate connectivism as regards its weaknesses and strengths for improving teaching and learning. Connectivism describes learning as a process of creating a network of personal knowledge, a view that is congruent with the ways in which people teach and learn in the Web 2.0. While connectivism offers an interesting option in achieving student-centered learning, there are a number of problems facing its adoption.