{"id":18,"date":"2014-10-14T19:41:51","date_gmt":"2014-10-15T02:41:51","guid":{"rendered":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/?page_id=18"},"modified":"2014-10-25T15:01:02","modified_gmt":"2014-10-25T22:01:02","slug":"case-studies","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/case-studies\/","title":{"rendered":"Applications"},"content":{"rendered":"<p>Fischer &amp; Sugimoto (2006) state that, given the power of innovative technologies and increasing levels of technological fluency, new media and new technology can do far more for individuals than deliver predigested information; they can\u00a0provide the opportunity and resources for engaging in meaningful activity, for participating in\u00a0social debate and discussion, for creating shared understanding among stakeholders, and for\u00a0framing and solving authentic problems. \u00a0Based on this perspective, Fischer &amp; Sugimoto formulated the the following list of requirements for sociotechnical environments in support of self-directed learning and learning\u00a0communities:<\/p>\n<ul>\n<li>Users, not the system, set most of the goals.<\/li>\n<li>The vocabulary, tools, functions, and practices supported by the system come from the\u00a0working environment, where they are natural and appropriate.<\/li>\n<li>The mode of operation emphasizes learning from breakdowns and from fulfilling\u00a0commitments.<\/li>\n<li>Tools must appear directly relevant to help with the problem at hand; they must not\u00a0generate further breakdowns.<\/li>\n<li>Although learning environments may have some built-in expertise, users will find most\u00a0expert knowledge by locating other people who have that knowledge.<\/li>\n<\/ul>\n<p>As you move through the various pages in this section, ask yourself if these requirements are met in the various examples of technologies that are presented.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Fischer &amp; Sugimoto (2006) state that, given the power of innovative technologies and increasing levels of technological fluency, new media and new technology can do far more for individuals than deliver predigested information; they can\u00a0provide the opportunity and resources for engaging in meaningful activity, for participating in\u00a0social debate and discussion, for creating shared understanding among &hellip; <a href=\"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/case-studies\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Applications<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":13429,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/pages\/18","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/users\/13429"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":239,"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/pages\/18\/revisions\/239"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/selfguidedlearningetec522fall2014\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}