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E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches

机译：第三个千年的电子学习教学法：需要结合社会建构主义和认知建构主义的方法

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An analysis of the characteristics of education and educational institutions of the third millennium shows that predominant features are flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional boundaries. Roles of both students and teachers have changed significantly as educational goals have broadened to include lifelong learning, global interaction, the acquisition of meta-cognitive knowledge and skills, and processes include negotiated curricula and real-life tutors and informants. This is a demanding package that appears to lead us naturally to a social constructivist paradigm for learning and teaching. While few would dispute the value of this approach in humanistic terms, a series of dilemmas - social, conceptual, political, pedagogical -have been articulated. The author will demonstrate that although these are not insurmountable, addressing them has major time implications. The paper argues that to free up time we need to combine social constructivist activities with cognitive constructivist ones, incorporating personalised ICALL systems.
机译：对第三个千年的教育和教育机构的特征进行的分析表明，主要特征是灵活性，包容性，协作性，真实性，相关性和扩大的机构边界。随着教育目标的扩大，包括终身学习，全球互动，对元认知知识和技能的获取以及过程包括谈判课程，现实生活中的导师和线人，学生和教师的角色都发生了重大变化。这是一个要求很高的一揽子计划，似乎自然地将我们引向了学习和教学的社会建构主义范式。尽管很少有人会从人文主义的角度来质疑这种方法的价值，但已经阐明了一系列的困境，包括社会，概念，政治，教学法。作者将证明，尽管这些并非不可克服，但解决它们具有重大的时间意义。本文认为，要腾出时间，我们需要将社会建构主义活动与认知建构主义活动相结合，并纳入个性化的ICALL系统。

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