2024-03-29T13:31:04Zhttps://gredos.usal.es/oai/requestoai:gredos.usal.es:10366/1232192022-02-07T15:41:28Zcom_10366_4549com_10366_4512com_10366_3823col_10366_4555
The Pythagorean School, a Model of Reference for Knowledge Building and Learning Communities in eLearning Contexts
Seoane Pardo, Antonio Miguel
García-Peñalvo, Francisco J.
Learning Communities
e-Learning
Pythagorism
Epistemological Foundings
During the last decades came up several epistemological and didactical models, and even many methods trying to explain how to improve learning or how to better teach in online learning or eLearning situations. The real fact is that these theoretical frames, generally suitable a priori, show paradoxical results when they are applied within real situations. In many cases these frameworks appear to be simply inoperative. The aim of this paper is to illustrate some defining characteristics of a networking learning community and to demonstrate how the Pythagorean School, whose origins date back to 2.500 years, practiced such characteristics in the Ancient Greece and, consequently, they constitute a theoretical (an very up-to-date) model for building learning communities for eLearning situations
2014-05-13T15:20:32Z
2014-05-13T15:20:32Z
2008
info:eu-repo/semantics/article
Seoane Pardo, A. M., and García Peñalvo, F. J. (2008). The Pythagorean School, a Model of Reference for Knowledge Building and Learning Communities in eLearning Contexts. eUniverSALearning 2007. Post-proceedings of the International Conference on Technology, Training and Communication. Extended Papers, 361. Retrieved from http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-361/paper1.pdf
1613-0073
http://hdl.handle.net/10366/123219
spa
http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-361/paper1.pdf
https://creativecommons.org/licenses/by-nc-nd/3.0/
info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivs 3.0 Unported
CEUR Workshop Proceedings