This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering...

Performance prediction has the potential of ameliorate the student model of an Intelligent Tutoring System by predicting whether a student mastered or not a specific set of skills. Recently, it has been shown, by means of a simulated learning process, how performance prediction methods based on Matrix Factorization can be used for continuous score prediction and for sequencing contents through ...

The concept of "extra-cortical organization of higher mental functions" proposed by Lev Vygotsky and expanded by Alexander Luria extends cultural-historical psychology regarding the interplay of natural and cultural factors in the development of the human mind. Using the example of self-regulation, the authors explore the evolution of this idea from its origins to recent findings on the neurops...

Contemporary views of learning construe it to be a process of enculturation, constituted by the appropriation of the artifacts and practices of a community (Dewey, 1916; Resnick, 1987; Vygotsky, 1978). Learning involves collaboration, social norms, tool manipulation, domain-specific goals and heuristics, problem solving, and reflection-inaction. It is common to refer to this as authentic learni...

The paper aims to explore, theoretically and empirically, the creation of orgnizational knowledge in the virtual context, in which geographically dispersed individuals communicate through Information and Communication Technologies (ICTs). The paper brings together the writings of Vygotsky, Bakhtin, Schön and Goffman to argue that knowledge creation involves the continuous effort of individuals ...

Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotsk...