Authors: Miguel-Angel Sicilia, Miltiadis D. Lytras
Addresses: Computer Science Department, University of Alcala, Ctra. Barcelona, km. 33.6 – 28871 Alcala de Henares, Madrid, Spain. ' Department of Management Science and Technology, ELTRUN – The Research Center, Athens University of Economics and Business, 47A Evelpidon Str., 113 62 Athens, Greece
Abstract: Recent work has reintroduced ontology as a research topic in learning theories, as a mean to make explicit the differences and links between existing approaches to the design of learning programmes. In the context of technology-supported information systems, ontologies can be represented in machine-understandable form to serve as a basis for automation and assessment. The notion of change is in some form part of every ontology of learning, but the interpretations attributed to the term differ between them both in scope and characterisation. Since change is central to the evolving behaviour of learning organisations, it is worth the effort of specifying it, especially for the sake of objective measurement and automation. This paper describes ontological structures for generic constructivist and socio-cultural learning frameworks, stating the differences in their overall concepts of change, and their implications for practice and assessment. The ontological definitions provided are intended to motivate further work in more specific approaches for learning technology-supported experiences.
Keywords: change; constructivist learning; learning systems; learning ontologies; ontology; socio-cultural learning; information systems; learning organisation; organisational learning; learning design.
International Journal of Learning and Change, 2005 Vol.1 No.1, pp.66 - 79
Published online: 24 Oct 2005 *Full-text access for editors Access for subscribers Purchase this article Comment on this article