A pedagogical model for cyberparks

Abstract

Recent conceptual developments about CyberParks and their educational potential will be discussed. Key learning characteristics and pedagogical principles will be identified through a brief review of relevant pre and post-Net learning theories and through specific results from studies that explore the interaction between cognitive, affective and psychomotor processes while using digital technologies during different activities in Cyberparks. Implications of these theories for learning and practical recommendations for people who want to use the CyberParks concept in formal educational practice and informal learning will be proposed. Examples of pedagogical scenarios in CyberParks are outlined. Relevant pedagogical models are reviewed from which a pedagogical model that describes learning experiences in CyberParks is developed. This model will be used to design learning journeys and to assess and evaluate learning scenarios in CyberParks. Assessment and evaluation of learning activity and learners are discussed. Learning activity is assessed quantitatively considering the type, frequency and direction of interactions manifested for acquiring knowledge related to the theme of the learning journey and competences developed through use of the digital technologies and while interacting with peer learners. Learner’s perceived effectiveness of learning is measured by analysing learner interactions, learner generated content and recordings of discussions / interviews with any users of the smart learning journeys using dialogic space expansion and phenomenographic outcome space variation categories using keyword or knowledge feature presence. This chapter concludes by discussing how smart learning can provide innovative ways of interpreting, accessing, connecting and utilising technology-enhanced public spaces such as Cyberparks. The innovative aspect is manifested in the proposed connectivist-inspired process-oriented pedagogical model. More than a static design instrument this model should serve as a signpost in the process of developing adaptive expertise through which new pedagogies and innovative uses address the evolving needs of learners in technology-enhanced contexts like CyberParks.