Pedagogical Models

The student has a passive and memoristic role.

If they want to learn, they have to repeat and repeat the information

The teacher does all the work for the student to understand

There is no innovation, much less creativity

Aim

Building student character through discipline

T-S Relationship

Vertical

Teacher is the authority

Methodology

The teacher does it and the students imitate it, repetition

Philosopher and pedagogue Alexander Neil was its exponent.

Neil said: emotional education is more important than intellectual education

All people are good by nature

They just need to be guided to know their strengths and abilities

He considered, students can to learn trough freedom

Students

They choose what they want to learn according their natural interests, values and prior knowledge

It can be a problem because there is not a curriculum

Thanks to emotional education they are more prepared for face challenges

Teachers

Help the students to develop their abilities and internal qualities.

Any kind of the guidance of the teacher was an imposition

It reduce the freedom of the children

Free love

Students could maintain relationships with anyone they wanted, including teachers

School

It is the obligation of the school to offer a suitable space to explore interests and enough time to perform this task.

Students are not very well prepared relative to other students

Aim

To value and respect and individual on their own personality and uniqueness

The Diamond model

The individual is empowered to take on ownership for their own life through positive experiences

Head, heart and hands

Head

Cognitive knowledge

Heart

Emotional and spiritual learning

Hands

Practical and physical skills

The learning zone model

Comfort zone

A safe zone, here we are familiar without risks

Learning zone

We make new discoveries about ourselves, other people and the world

Panic zone

Area of experience where little or no learning can take place

The zone of proximal development

What a learner can do without help

What learner cannot do with help

"Vygotsky's Theory of Cognitive"

The model stresses that learning is most successful in a social context

A child for instance follows a mentor's example

Its exponent was the psychologist and philosopher, Skinner

Students

Study and learn at their own pace

However, they receive effort for behaviors that move them to successfully accomplish the task.

He/ she is not a passive spector

Learning by doing

Use hand-on active learning exercises

Work though exercises until they repeatedly apply desirable search behaviours such as use of quotation marks.

Know their capacities and abilities for themselves

It requires issuing the answer or the solution to the problem situation

Correct behaviors are selectively reinforced

Instruction sequences programmed in small steps with immediate reinforcement and behavior modification achieve the desired goal

Aim

Shaping technical productive behavior

T-S relationship

Teacher is the intermediary

Methodology

Setting and controlling instructional objectives

Approach

To learning that holds that people actively construct or make their own knowledge

The reality is determined by the experiences of the learner

Teacher

Facilitate or guide the student

Creates a collaborative problems-solving environment

Scaffolding (key of effective teaching)

Adult continually adjusts the level of him/her help in response to the learner's level of performance

Students

They are responsibles of their knowledge/ education

They link knowledge with experiences

Learning is an active process

Information may be passively received, but understanding cannot be

Types

Cognitive

Learning is relative to the stage of cognitive development

Social

Learning is a collaborative process

Knowledge is a individuals' interaction with their culture and society

Radical

States that the knowledge individuals create tell us nothing about reality

Classroom

Knowledge will be shared between teacher and students

Teacher and student will share authority

Teacher is a facilitator or guide

Learning group will consist of small numbers of heterogeneous students

Aims

To provide experience with the knowledge construction process

To embed learning in realistics context

To encourage the use of multiple modes of representation

To encourage awareness of the knowledge construction process

Comparative ANalysis of SBS

The goal of SBS is resource
bookmarking and description

Storing a link and describing it using metadata.

Storage

Something inside the "Mosaic" browser

Hotlist

Link storage

Bookmarks

Store of link

Favorites in Internet Explorer

Services

Backflip
Blink
BookmarkBox
Bookmarks Plus
etc

Stopped working after the dot-com boom

2003

The coming of Delicious and the rest of SBS

Websites

Digg
Reddit
Propeller

They are focused on the social
boormarking of items associated with news.

Diigo, Delicious and Conventional Bookmarking

Diigo's innovation is the most used and widespread bookmarking too.

Diigo

Its highlighting and annonation functionalities

It has a set of functions that enhance
its versality and capacity as an SBS

It is competing with Delicious in India,USA,China and Germany in relation of its intensity of use, and the ranking of the service

SWOT

Diigo tool after applying SWOT

Strenghs

Intuitive interface

Resources on the web can be found from anywhere

Cloud tags show the topics the user is interested in

Weaknesses

It make some browser slower

It "compels" to share

It doesn't allow and instant feedback
between users that add comment

Opportunities

It is extremely usefol for on line research

It shows expert bookmrks systems,
whose intineraries can be considered as a reference

Shared bookmarking strategies enhance
knowledge learning

Threats

A lack of homogeneity and agreement of tags

The constant improve of SBS

Incipent developments to combine its use with conventional browsers

Conclusion

Virtual environment that foster learning is becoming extremely valuable.

Virtual communities become closely linked groups

Collaborative tagging generates new collaboragtive learning contexts

Personal interactions make and strengthen
the collaborative learning process.

Diigo is a metacognitive toll.
It displays different ways to learn, think,
and build knowledge

This tool is a step forward compared to other SBS because it has improved functionalities