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A framework for Web science didactics michalis vafopoulos

A framework for Web science didactics michalis vafopoulos. Web Science Curriculum Workshop 15-16 September 2008 University of Southampton. outline. Web science definition & epistemology Basic elements of didactics Didactic triangle and transposition Web science didactics

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A framework for Web science didactics michalis vafopoulos

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  1. A framework for Web science didacticsmichalisvafopoulos Web Science Curriculum Workshop 15-16 September 2008 University of Southampton

  2. outline • Web science definition & epistemology • Basic elements of didactics • Didactic triangle and transposition • Web science didactics • didactic transpositions • Web science curricula

  3. Web science • taking the Web as its primary object of study • technological and other changes need to be made in order the Web to work better for more people

  4. Web science epistemology • nature and scope of knowledge about the Web artifact.

  5. Basic elements of didactics • [def] theory and practical application of teaching and learning. • [goal] improve teaching and learning methodologies in a specific discipline. • is based on psychology, sociology, pedagogy, epistemology and lately in ICT. • there is no general theory but specific disciplines (didactics of mathematics, didactics of computer science)

  6. didactic triangle a baseline framework • knowledge content (e.g. didactic transpositions) • strategies in building knowledge and learning content (e.g. representations etc.) • didactic environment building • didactic interactions

  7. Didactic transposition • transposition of disciplinary knowledge to knowledge in a form as it is to be taught and learned. • Involves three basic stages: • an external transposition of scientific knowledge to knowledge to be taught (e.g. textbooks), (b) an internal transposition of the knowledge which is supposed to be taught to the actually taught knowledge and (c) a feedback stage

  8. didactic transpositions

  9. Web science didactics could be based on foundations: • didactics of mathematics (e.g. game theory, graphs), • didactics of computer science (e.g. programming) and • didactics of interdisciplinary subjects (e.g. techno-social approach) + new didactic transpositions are needed (“network”, “language”, “digital” and “virtual”)

  10. Web science didactic transpositions I • Network [infrastructure-software-human] Properties of real networks are an active/popular field of study in various disciplines such as mathematics, computer science, economics, life & social sciences etc. aims to help scholars conceive Web’s structure, social and policy implications, topology and value creation mechanisms. They could be based in the theory of networks and game theory foundations (e.g. informative games).

  11. Web science didactic transpositions II • Language NL is mainly used to produce, represent and communicate knowledge based on complex polysemic bio-social structures. Web extents these functions based on monosemic technologies (e.g. URI) and techno-social structures. The scope of didactic transpositions in “language” is to facilitate the understanding of differences and complementarities between NL & the Web.

  12. Web science didactic transpositions III • Digital Digital goods are sequences of 0s and 1s which have economic value and are nonrival, infinitely expansible, discrete, aspatial & recombinant. A didactic transposition on the concept of “digital” needs to make clear in an intuitive way the distinction between physical& digital goods.

  13. Web science didactic transpositions IV • Virtual is considered to be more abstract than “digital”, enhancing the broader meaning of virtualization, & includes human imagination mechanisms. Didactic transpositions on the concept of “virtual” should be based on existing metaphors in social sciences, psychology & interdisciplinary didactics complemented by Web engineering principles.

  14. More on WS didactics • A sample didactic series could be the following: digitalnetworklanguage virtual • build interconnections among these concepts under Web terms. • build Web science vocabulary. • exploit didactic tools (i.e. Problem Based Learning)

  15. stand-alone courses in Web science • could be included in every curriculum, forming a triplewith Statistics and Mathematics courses. • could be initiated from a Web-based case study addressing a basic question in each scientific field (PBL). • For instance, in political studies Web’s impact in electoral campaigns could trigger the discussion and analysis of the Web techno-social artifact.

  16. Web science as a curriculum: master

  17. Web science as a curriculum: bachelor

  18. Curricula • In both draft proposed curriculums it could be useful to develop dynamic semantic mappings of Web science concepts and goals, based on online tools. • together with bachelor and master courses which refer to knowledge supply, seminars for executives in Web science could promote an increase in demand for future Web scientists. • Ways to inter-connect WS curricula (OpenCourseWare?)

  19. Thanks for your attention! vaf@aegean.gr

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