La fractalidad de la educación virtual: naturaleza y estructura
The potential generated by ICT in education raises reflect on the underlying frameworks. In this sense, the fractal is an opportunity to explain how it organizes and manages virtual education.This approach recognizes that educational dynamics are recursive and iterative processes instituted as prog...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | Perú |
| Institución: | Pontificia Universidad Católica del Perú |
| Repositorio: | PUCP-Institucional |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.pucp.edu.pe:20.500.14657/117610 |
| Acceso en línea: | http://revistas.pucp.edu.pe/index.php/educacion/article/view/5290/5287 |
| Access Level: | acceso abierto |
| Palabra clave: | Virtualidad Fractalidad Educación Virtual Interactividad Factores Educativos Virtuality Fractality Virtual Education Interactivity Educational Factors https://purl.org/pe-repo/ocde/ford#5.03.00 |
| Sumario: | The potential generated by ICT in education raises reflect on the underlying frameworks. In this sense, the fractal is an opportunity to explain how it organizes and manages virtual education.This approach recognizes that educational dynamics are recursive and iterative processes instituted as progressive sequences, by way of fractals. This understanding enables becoming as mediated and articulated successive levels. In each dimension are embodied own activities and in turn, involves the recurrence of subsequent levels as possible solving of problem situations. Thus, the knowledge built in response to a collaborative action, participation in networks, ranging from autonomous to the cultural level or conversely. |
|---|