Different Perspectives of Creation and Knowledge Sharing in Virtual Environments
Affiliation(s)
1 Science and Technology Centre, Bachelor Interdisciplinary Course in Science and Technology, Federal University of Maranhão, San Luis, Brazil. 2 Program Graduate Engineering and Knowledge Management, Federal University Federal University of Santa Catarina, Florianopolis, Brazil.
1 Science and Technology Centre, Bachelor Interdisciplinary Course in Science and Technology, Federal University of Maranhão, San Luis, Brazil. 2 Program Graduate Engineering and Knowledge Management, Federal University Federal University of Santa Catarina, Florianopolis, Brazil.
ABSTRACT
In view of a society based on the synergy of individuals, groups, communities and social networks, this paper discusses the knowledge through the lenses of different theoretical perspectives. In this direction, this article aims to discuss some assumptions that structure the cognitive visions, social-interaction theory, and Situated Cognition, searching for aspects in common able to reduce boundaries and clarify the mechanisms that make the process of obtaining knowledge in individuals, groups and society. It is concluded that the conceptual convergence adopted by this study opens ways in order to clarify and expand the theoretical basis of the learning process and enable the strengthening of dialogue among individuals who interact in a context characterized by the use of new technologies.
In view of a society based on the synergy of individuals, groups, communities and social networks, this paper discusses the knowledge through the lenses of different theoretical perspectives. In this direction, this article aims to discuss some assumptions that structure the cognitive visions, social-interaction theory, and Situated Cognition, searching for aspects in common able to reduce boundaries and clarify the mechanisms that make the process of obtaining knowledge in individuals, groups and society. It is concluded that the conceptual convergence adopted by this study opens ways in order to clarify and expand the theoretical basis of the learning process and enable the strengthening of dialogue among individuals who interact in a context characterized by the use of new technologies.
KEYWORDS
Cognitivism, Situated Cognition, Style, Social-Interaction, Symbolic Jungian Pedagogy, Online Learning
Cognitivism, Situated Cognition, Style, Social-Interaction, Symbolic Jungian Pedagogy, Online Learning
Cite this paper
Obregon, R. , Vanzin, T. and Ulbricht, V. (2015) Different Perspectives of Creation and Knowledge Sharing in Virtual Environments. Creative Education, 6, 564-575. doi: 10.4236/ce.2015.66056.
Obregon, R. , Vanzin, T. and Ulbricht, V. (2015) Different Perspectives of Creation and Knowledge Sharing in Virtual Environments. Creative Education, 6, 564-575. doi: 10.4236/ce.2015.66056.
References
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http://edr.sagepub.com/content/18/1/32.short [9] Byington, C. A. (2003). The Loving Construction of Knowledge: The Foundation and Purpose of Jungian Symbolic Pedagogy (A construção amorosa do saber: O fundamento e a finalidade da Pedagogia Simbólica Junguiana). São Paulo: Religare,. [10] Byington, C. A. (2008). Symbolic Jungian Psychology: The Voyage of Humanization of the Cosmos in Search of Enlightenment (Psicologia Simbólica Junguiana: a viagem de humanização do cosmos em busca da iluminação). São Paulo: Linear B. [11] Cader-Nascimento, F. A. A. (2004). The Implementation and Empirical Evaluation of Programs with Two Deafblind Children, Their Families and Their Teacher (A Implementação e avaliação empírica de programas com duas crianças surdocegas, suas famílias e a professora). Doctoral Thesis (Non-Published), Graduate Program in Special Education, São Carlos: Federal University of São Carlos. [12] Camargo, D. (2007). Jung and Morin: Critique of the Modern Subject and Education (Jung e Morin: Crítica do sujeito moderno e educação). São Paulo: Xamã. [13] Castro Neto, M., Gutierrez, A. J. C., & Ulbricht, V. R. (2006). Distant Education without Distance (Educação a distância sem distância). Florianopolis: Pandion. [14] Clancey, W. J. (1995). A Tutorial on Situated Learning. In: J. Self (Ed.), Proceedings of the International Conference on Computer and Education (pp. 49-70). Charlottesville, VA: AACE.
www.scopus.com [15] Coll, C., & Monereo, C. (2008). Psychology of Virtual Education: Learning and Teaching with Information and Communications Technology. Madrid: Morata, S. L. [16] Cordenonsi, A. Z. (2008). Environments, Objects and Dialogicity: A Higher Education Strategy on Heuristics and Metaheuristics (Ambientes, Objetos e Dialogicidade: Uma estratégia de ensino superior em heurísticas e metaheurísticas). Doctorate Thesis, Porto Alegre: Federal University of Rio Grande do Sul, 228 p. https://www.lume.ufrgs.br/bitstream/handle/10183/14668/
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http://romerotori.blogspot.com.br/2010/09/educacao-sem-distancia-da-teoria.html [28] Lave, J. (1988). Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511609268 [29] Lave, J., & Chaiklin, S. (Eds.) (1993). Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press. [30] Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511815355 [31] Leontiev, A. (2003). The Development of the Psyche. São Paulo: Moraes. [32] Liu, Y., & Wang, H. (2009). A Comparative Study on E-Learning Technologies and Products: From the East to the West. Systems Research and Behavioral Science, 26, 191-209.
www.eric.ed.gov
http://dx.doi.org/10.1002/sres.959 [33] Luckesi, C. (2002). Evaluation of School Learning (Avaliação da aprendizagem escolar) (14th ed.). São Paulo: Cortez. [34] Luria, A. R. (1977). Cognitive Development: Its Cultural and Social Foundations. São Paulo: ícone. [35] Maturana, H. R., & Varela, F. (1997). Machines and Living Things. Autopoiesis, the Life Organization. Porto Alegre: Artes Médicas. [36] Mill, D. R. da S. (2006). Distance Education and the Work of Virtual Teaching: On Technology, Space, Social Relationships of Gender and Community in the Media Age. Doctoral Thesis, Belo Horizonte: Federal University of Minas Gerais, 310 p.
http://www.bibliotecadigital.ufmg.br/dspace/handle/1843/
HJPB-55Y9MT [37] Moraes, M., Cardoso-Manso, C., & Lima-Monteiro, A. C. (2009). Affect and Being Affected: Body and Cognition among People with Visual Disabilities. Universitas Psychologica, 8, 785-792. [38] Moran, J. M., Marcos, T., & Behrens M. A. (2001). New Technologies and Educational Mediation (3rd ed.). Campinas: Papirus. [39] Moreira, M. A. (1999). Meaningful Learning (Aprendizagem Significativa). Brasília: UnB. [40] Nuernberg, A. H. (2008). Vygotski’s Contributions for the Education of Visually Disabled People. Psicologia em Estudo, 13, 307-316.
http://dx.doi.org/10.1590/S1413-73722008000200013 [41] Obregon, R. de F. A. (2011). The Archetypal Pattern of Alterity and the Sharing Knowledge in Virtual Learning Inclusive Environment (O padrão arquetípico da alteridade e o compartilhamento de conhecimento em ambiente virtual de aprendizagem inclusivo). Doctoral Thesis, Florianópolis: Graduate Program in Engineering and Knowledge Management Federal University of Santa Catarina/UFSC, 210 p. [42] Obregon, R. de F. A., Vanzin, T., & Ulbricht, V. R. (2008). AVA: Accessible Web Environment (Ambiente Web Acessível). Annals of the Brazilian Congress of Research and Development in Design, São Paulo: P & D Design. [43] Obregon, R. de F. A., Vanzin, T., & Ulbricht, V. R. (2015). AVA: Recommendations for Instructional Design in the Perspective of Alterity (AVA Inclusivo: Recomendaç?es para Design Instrucional na Perspectiva da Alteridade). Volume 1, São Paulo: Pimenta Cultural, 234 p. [44] Oliveira, M. K. (1992). Vygotsky: Some Misconceptions in the Interpretation of His Thought. Cadernos de Pesquisa, 81, 67-74. [45] Piaget, J. (1977). The Psychology of Intelligence. Rio de Janeiro: Zahar. [46] Rézeau, J. (2001). The Case of English Learning in Art History at the University. The Doctoral Thesis, Bordeaux: Université Victor Segalen Bordeaux 2. [47] Rogoff, B., Turkanis, C. G., & Bartlett, L. (Eds.) (2001). Learning Together: Children and Adults in a School Community. New York: Oxford University Press. [48] Santos, A. I. dos (2002). Web-Based Adults’ Courses: Searching for the Right Pedagogy. Revista de Educação a Distância, ago.
http://www.abed.org.br/publique/cgi/cgilua.exe/sys/start.htm/ [49] Shapiro, C., & Varian, H. R. (1999). Information Rules: A Strategic Guide to the Network Economy. Boston, MA: Harvard Business School Press. [50] Silva, M. (Org). (2006). Online Education: Theories, Practices, Laws, Corporate Training (Educação on-line: Teorias, práticas, legislação, formação corporativa). São Paulo: Loyola. [51] Smith, M. K. (2009). Communities of Practice. The Encyclopedia of Informal Education. www.infed.org.biblio/communities of pratice.htm [52] Spender, J. C. (1996). Making Knowledge the Basis of a Dynamic Theory of the Firm. Strategic Management Journal, 17, 45-62.
http://dx.doi.org/10.1002/smj.4250171106 [53] Suchman, L. (1987). Plans and Situated Actions. Cambridge: Cambridge University Press. [54] Teece, D. J. (2000). Managing Intellectual Capital: Organizational, Strategic, and Policy Dimensions. Oxford: Oxford University Press. [55] Tijero Neyra, T. E. (2008). The “Tautological Cognitivism” as an Epistemological Theory. Revista Virtual Interdisciplinaria El Árbol, 3.
http://www.elarbol.cl/ [56] Vanzin, T. (2005). TEHCO—Hypermedia Environment Model with Error Handling, Based on the Theory of Situated Cognition (TEHCO—Modelo de Ambientes Hipermídia com Tratamento de Erros, apoiado na Teoria da Cognição Situada). Doctoral Thesis, Florianópolis: Graduate Program in Production Engineering, Federal University of Santa Catarina / UFSC. [57] Varela, F., Thompson, E., & Rosch, E. (1991). The Embodied Mind: Cognitive Science and Human Experience. Cambridge: MIT Press. [58] Venâncio, L. S., & Nassif, M. E. (2008). The Information-Seeking Behavior Grounded on the Situated Cognition Approach: An Empirical and Qualitative Study.
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-19652008000100009
&lng=pt&nrm=iso&tlng=pt [59] Vygotsky, L., Luria, A. R., & Leontiev, A. N. (2003). Language, Development and Learning (8th ed.). São Paulo: ícone, 191 p. [60] Yoder, M. (2008). Constructivist Teaching: Virtual Worlds, Promising Technologies, Inspiring Examples. Proceedings of the 7th IASTED International Conference on Web-Based Education, Innsbruck, 17-19 March 2008, 293-298.
[1] Alonso, F., Manrique, D., & Viñes, J. M. (2009). A Moderate Constructivist e-Learning Instructional Model Evaluated on Computer Specialists. Computers and Education, 53, 57-65.
www.eric.ed.gov [2] Barney, J. B. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management, 17, 99-120.
http://dx.doi.org/10.1177/014920639101700108 [3] Barney, J. B., & Hesterly, W. S. (2006). Strategic Management and Competitive Advantage: Concepts and Cases. Pearson: Harlow. [4] Bateson, G. (1972). Steps to an Ecology of Mind. New York: Ballantine Books. [5] Bazzo, W. A. (2014). Science, Technology and Society: And the Context of Technological Education (Ciência, Tecnologia e Sociedade: e o contexto da educação tecnológica) (4 ed. rev.). Florianópolis: UFSC. [6] Bazzo, W. A. (2015). Technical and Human: Contemporary Issues (De técnico e de humano: questões contemporâneas). Florianópolis: UFSC. [7] Boisot, M. H. (1995). Information Space: Framework for Learning in Organizations: Institutions and Culture. London and New York, NY: Routledge. [8] Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Institute for Inquiry. Educational Researcher, 18, 32-42.
http://edr.sagepub.com/content/18/1/32.short [9] Byington, C. A. (2003). The Loving Construction of Knowledge: The Foundation and Purpose of Jungian Symbolic Pedagogy (A construção amorosa do saber: O fundamento e a finalidade da Pedagogia Simbólica Junguiana). São Paulo: Religare,. [10] Byington, C. A. (2008). Symbolic Jungian Psychology: The Voyage of Humanization of the Cosmos in Search of Enlightenment (Psicologia Simbólica Junguiana: a viagem de humanização do cosmos em busca da iluminação). São Paulo: Linear B. [11] Cader-Nascimento, F. A. A. (2004). The Implementation and Empirical Evaluation of Programs with Two Deafblind Children, Their Families and Their Teacher (A Implementação e avaliação empírica de programas com duas crianças surdocegas, suas famílias e a professora). Doctoral Thesis (Non-Published), Graduate Program in Special Education, São Carlos: Federal University of São Carlos. [12] Camargo, D. (2007). Jung and Morin: Critique of the Modern Subject and Education (Jung e Morin: Crítica do sujeito moderno e educação). São Paulo: Xamã. [13] Castro Neto, M., Gutierrez, A. J. C., & Ulbricht, V. R. (2006). Distant Education without Distance (Educação a distância sem distância). Florianopolis: Pandion. [14] Clancey, W. J. (1995). A Tutorial on Situated Learning. In: J. Self (Ed.), Proceedings of the International Conference on Computer and Education (pp. 49-70). Charlottesville, VA: AACE.
www.scopus.com [15] Coll, C., & Monereo, C. (2008). Psychology of Virtual Education: Learning and Teaching with Information and Communications Technology. Madrid: Morata, S. L. [16] Cordenonsi, A. Z. (2008). Environments, Objects and Dialogicity: A Higher Education Strategy on Heuristics and Metaheuristics (Ambientes, Objetos e Dialogicidade: Uma estratégia de ensino superior em heurísticas e metaheurísticas). Doctorate Thesis, Porto Alegre: Federal University of Rio Grande do Sul, 228 p. https://www.lume.ufrgs.br/bitstream/handle/10183/14668/
000666903.pdf?sequence=1 [17] Delors, J. (Coordinator) (1996). The Four Pillars of Education (Os quatro pilares da educação). In: Education: The Treasure to be Discovered (Educação: Um tesouro a descobrir) (pp. 89-102). São Paulo: Cortezo. [18] Demo, P. (2000). Education and Knowledge. A Necessary Relationship, Insufficient and Controversial (Educação e Conhecimento. Relação necessária, insuficiente e controversa). Petrópolis: Vozes. [19] Fialho, F. (2001). Cognition Sciences (Ciências da Cognição). Florianópolis: Insular. [20] Fialho, F. (2011). A School for Tomorrow Wizards: An Interdisciplinary Being, Open to Dialogue (Uma escola para os magos de amanhã: Um ser interdisciplinar, aberto ao diálogo). Pinhais: Melo. [21] Freire, P. (1983). Pedagogy of the Oppressed (Pedagogia do oprimido). Rio de Janeiro: Paz e Terra. [22] Furlanetto, E. (1997). The Interdisciplinary Teacher Education from the Perspective of Symbolic Psychology (A formação interdisciplinar do professor sob a ótica da Psicologia Simbólica). Ph.D. Thesis, São Paulo: Pontifícia Universidade Católica. [23] Furlanetto, E. (2010). Interview by Rosane de F. A. Obregon. São Paulo/SP: The State University of São Paulo, September 25, 2010. [24] Gutiérrez, A. J. C. (2002). The Scientific Problem: The Formal Construction or the Delimitation in Real (O problema científico: Construção formal ou delimitação no real). Doctoral Thesis, Florianópolis: UFSC. [25] Hutchins, E. (1991). Organizing Work by Adaptation. Organizational Science, 2, 14-39. [26] Hutchins, E. (2000). Distributed Cognition. San Diego: IESBS University of California. [27] Kenski, V. M. (2010). Education without Distance: From Theory to Practice (Educação Sem Distância: Da Teoria à Prática) Proceedings of the 16th CIAED/ABED Round Table Conference, Foz do Iguaçú, September 2010.
http://romerotori.blogspot.com.br/2010/09/educacao-sem-distancia-da-teoria.html [28] Lave, J. (1988). Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511609268 [29] Lave, J., & Chaiklin, S. (Eds.) (1993). Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press. [30] Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511815355 [31] Leontiev, A. (2003). The Development of the Psyche. São Paulo: Moraes. [32] Liu, Y., & Wang, H. (2009). A Comparative Study on E-Learning Technologies and Products: From the East to the West. Systems Research and Behavioral Science, 26, 191-209.
www.eric.ed.gov
http://dx.doi.org/10.1002/sres.959 [33] Luckesi, C. (2002). Evaluation of School Learning (Avaliação da aprendizagem escolar) (14th ed.). São Paulo: Cortez. [34] Luria, A. R. (1977). Cognitive Development: Its Cultural and Social Foundations. São Paulo: ícone. [35] Maturana, H. R., & Varela, F. (1997). Machines and Living Things. Autopoiesis, the Life Organization. Porto Alegre: Artes Médicas. [36] Mill, D. R. da S. (2006). Distance Education and the Work of Virtual Teaching: On Technology, Space, Social Relationships of Gender and Community in the Media Age. Doctoral Thesis, Belo Horizonte: Federal University of Minas Gerais, 310 p.
http://www.bibliotecadigital.ufmg.br/dspace/handle/1843/
HJPB-55Y9MT [37] Moraes, M., Cardoso-Manso, C., & Lima-Monteiro, A. C. (2009). Affect and Being Affected: Body and Cognition among People with Visual Disabilities. Universitas Psychologica, 8, 785-792. [38] Moran, J. M., Marcos, T., & Behrens M. A. (2001). New Technologies and Educational Mediation (3rd ed.). Campinas: Papirus. [39] Moreira, M. A. (1999). Meaningful Learning (Aprendizagem Significativa). Brasília: UnB. [40] Nuernberg, A. H. (2008). Vygotski’s Contributions for the Education of Visually Disabled People. Psicologia em Estudo, 13, 307-316.
http://dx.doi.org/10.1590/S1413-73722008000200013 [41] Obregon, R. de F. A. (2011). The Archetypal Pattern of Alterity and the Sharing Knowledge in Virtual Learning Inclusive Environment (O padrão arquetípico da alteridade e o compartilhamento de conhecimento em ambiente virtual de aprendizagem inclusivo). Doctoral Thesis, Florianópolis: Graduate Program in Engineering and Knowledge Management Federal University of Santa Catarina/UFSC, 210 p. [42] Obregon, R. de F. A., Vanzin, T., & Ulbricht, V. R. (2008). AVA: Accessible Web Environment (Ambiente Web Acessível). Annals of the Brazilian Congress of Research and Development in Design, São Paulo: P & D Design. [43] Obregon, R. de F. A., Vanzin, T., & Ulbricht, V. R. (2015). AVA: Recommendations for Instructional Design in the Perspective of Alterity (AVA Inclusivo: Recomendaç?es para Design Instrucional na Perspectiva da Alteridade). Volume 1, São Paulo: Pimenta Cultural, 234 p. [44] Oliveira, M. K. (1992). Vygotsky: Some Misconceptions in the Interpretation of His Thought. Cadernos de Pesquisa, 81, 67-74. [45] Piaget, J. (1977). The Psychology of Intelligence. Rio de Janeiro: Zahar. [46] Rézeau, J. (2001). The Case of English Learning in Art History at the University. The Doctoral Thesis, Bordeaux: Université Victor Segalen Bordeaux 2. [47] Rogoff, B., Turkanis, C. G., & Bartlett, L. (Eds.) (2001). Learning Together: Children and Adults in a School Community. New York: Oxford University Press. [48] Santos, A. I. dos (2002). Web-Based Adults’ Courses: Searching for the Right Pedagogy. Revista de Educação a Distância, ago.
http://www.abed.org.br/publique/cgi/cgilua.exe/sys/start.htm/ [49] Shapiro, C., & Varian, H. R. (1999). Information Rules: A Strategic Guide to the Network Economy. Boston, MA: Harvard Business School Press. [50] Silva, M. (Org). (2006). Online Education: Theories, Practices, Laws, Corporate Training (Educação on-line: Teorias, práticas, legislação, formação corporativa). São Paulo: Loyola. [51] Smith, M. K. (2009). Communities of Practice. The Encyclopedia of Informal Education. www.infed.org.biblio/communities of pratice.htm [52] Spender, J. C. (1996). Making Knowledge the Basis of a Dynamic Theory of the Firm. Strategic Management Journal, 17, 45-62.
http://dx.doi.org/10.1002/smj.4250171106 [53] Suchman, L. (1987). Plans and Situated Actions. Cambridge: Cambridge University Press. [54] Teece, D. J. (2000). Managing Intellectual Capital: Organizational, Strategic, and Policy Dimensions. Oxford: Oxford University Press. [55] Tijero Neyra, T. E. (2008). The “Tautological Cognitivism” as an Epistemological Theory. Revista Virtual Interdisciplinaria El Árbol, 3.
http://www.elarbol.cl/ [56] Vanzin, T. (2005). TEHCO—Hypermedia Environment Model with Error Handling, Based on the Theory of Situated Cognition (TEHCO—Modelo de Ambientes Hipermídia com Tratamento de Erros, apoiado na Teoria da Cognição Situada). Doctoral Thesis, Florianópolis: Graduate Program in Production Engineering, Federal University of Santa Catarina / UFSC. [57] Varela, F., Thompson, E., & Rosch, E. (1991). The Embodied Mind: Cognitive Science and Human Experience. Cambridge: MIT Press. [58] Venâncio, L. S., & Nassif, M. E. (2008). The Information-Seeking Behavior Grounded on the Situated Cognition Approach: An Empirical and Qualitative Study.
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-19652008000100009
&lng=pt&nrm=iso&tlng=pt [59] Vygotsky, L., Luria, A. R., & Leontiev, A. N. (2003). Language, Development and Learning (8th ed.). São Paulo: ícone, 191 p. [60] Yoder, M. (2008). Constructivist Teaching: Virtual Worlds, Promising Technologies, Inspiring Examples. Proceedings of the 7th IASTED International Conference on Web-Based Education, Innsbruck, 17-19 March 2008, 293-298.