Using the Educational Environment According to Four Leaves Taxonomy UNIVIRTUAL LAB
What’s ILAP ? (Margiotta, 2006)• ILAP is an instrumental framework that aims to support effectivelearning.• The ILAP framework is composed by four phases where the learner is engagedin different activities. These are supposed to promote specific learningoutcomes and hence shape specific competences• The four phases are: INFORMATION: See, Listen, Read, Explore LAB: Discuss, Reflect, Try, Do ASSESSMENT: Check your knowledge and skills PERSONALIZATION: Make your learning useful for your personal/professional purposes
Univirtual LabA training framework: ILEP (Margiotta, 2006)(information, laboratory , assessment, personalization) We use this approach Personalization Information during eLearning activities. The Educational Environment is organized accordingly… Let’s take a look! Assessment Lab
1) Bookmark this address: your starting point! 2) You are not logged in 4) Access to the course 3) Insert your Login and Password here Sites general News for traineesCome back to the generalwebsite for informations
Course Presentation Resources for Information: Learning Unit’s modules denomination(text/multimedia) Lab’s Space: Online Forum The Assessmentspace: Online quiz and personal Assignments Personalization space: The trainers’ log
The teacher The Learner: ◦ Introduction of the module/units learning goals; ◦ Understanding Education goals, setting ◦ Timing of the online work programme; and activities. ◦ Arrangement of a short abstract to introduce module/units contents; ◦ Achieving crucial informations about curriculum ◦ Provision and linkage to specific glossaries in order to promote acquiring ◦ Considering first contents of a specific vocabulary required by the ◦ Getting to know the trainer/the course; colleagues ◦ Contextualization of the training path; ◦ Content’s presentation; ◦ Jumping into the learning experience / Understanding Its importance lies on… It represents a first important approach to the content meaning; It outlines the sense of the training path and its complexity; It introduces a clear idea of the roadmap to be followed and of the practices that characterize the participation.
1) Links with Resources for Information: modules(text/multimedia) 2) A window opens up with modules with specific content 3) Select the content of the starting module (*) (*) The eTutor will help you to know which module is starting!
The teacher The Learner: ◦ Introduce Practical activities ◦ Analyzes activities and start transferring ◦ Design key questions knowledge into practice ◦ Open discussions ◦ Explores and reflect about the topic ◦ Guide practices and reflections ◦ Discusses, analyzse, criticizes, jointly with the teacher and colleagues, in a ◦ Make conclusions on the ongoing growing learning community discussion ◦ Reinforces the learning space as a space of dialogue with diversity ◦ Support learners in presenting the results of the own hands-on activities Its importance lies on… It creates opportunities for practical understanding of an issue It support peer learning; It generates room for significant learning through reflection (meta-cognitive and emotional processes) It opens the learning process to the social construction of knowledge.
1) Ensure yourself that you are in the right Unit’s space 2) Search the Lab’s space and the «Forum» icon 3) Click on the link that identifies the discussion space The discussion opened looks like this4) Select the right discussion
Do not add discussion topics to 5) Once you opened the answer to your colleagues! discussion, reply to the post The eTutor will do if necessaryPay attention to the path4) Select the right discussion 6) Write your reply here; don’t forget to click on the button “post to forum”
The example shows a typical onlinediscussion forum.The eTutor propose a topic or anactivity and the students reply anddiscuss about.
The teacher The Learner: ◦ Test Knowledge (Contents of Learning or ◦ Gets feed-back/Metalearn Declarative Knowledge); ◦ Evaluates together with the trainer knowledge, skills, feelings, as ◦ Skills assessment (Rules of Problem achievements of learning experience Solving or Procedural Knowledge); ◦ Understands the own learning strategies ◦ Accompanying reflection ◦ Participates in a general evaluation of learning activities and trainer’s processes(metacognition on own skills) performance in order to address new activities Its importance lies on… The way in which the reflection can: lead to recognize the key learning outcomes; provide quality adjustments; Or to set up new scenarios for action
Assessment activities play a very important role in thelearning experience because they drive students toreflect in different ways on their own learning.Usually the assessment activities of a module are:Online quizzes . The Read me First file presents the learnerwith the online quiz; the online Quiz open an eForm thatgives immediate feed-back on the learner performanceShort assignments. The assignment provide the learnerwith instructions for practices, experimental activities,collection of information, etc. They also ask for a structuredfeed-back on the “hands-on” activity.Self assessment competences. A very simple form (rubric)to analyze the own learning progress. It is divided intostatements and the eTutor will ask the learner to completeit at the end of the Learning Unit (or the 3 / 4 modules)
Examples of assessment activities: Online Quiz
Examples of assessment activities: Assigment Upload the file with your completed assignment
The teacher The Learner: ◦ Provision of specific bibliography; ◦ Achieves/transfers ◦ Considers experiences you can generate ◦ Suggestion of alternative training paths; with learned lessons within the course ◦ Setting up of additional documents and ◦ Considers herself with regard to the training material. generation of knowledge within the field ◦ to correct them with a customization of studies process or with a new course set-up. ◦ Analyzes future learning activities Its importance lies on… The possibility of really moving the experience from a teaching centered to a learning centered approach.
Trainers/educators need to “critically deconstruct” their ownknowledge, values, conceptions through reflection on dimensions ofintergenerational interactions that motivate their own practice on adults’education (Raffaghelli, 2011)--> Keeping a Diary• Introducing the self at the starting point (positioning)• Analyzing creative languages to be adopted in connection with the own values, ideas, prejudices on being an educator and on intergenerational interplay, cultural identity, good / bad• Bringing conceptions/representations into practice: critical incidents to reflect about (self-efficacy and motivation about keep innovating)• Reflecting on personal learning about practice (use of creative languages in intergenerational learning and impact on teaching key competences)
Upload the file with your“trainers’ log chapter” It cancontain diverse types ofresources (like audio, video,extrernal links) Work on thebasis of a presentation or adocument
On Monday Students start working: they pay attention to theeTutor messages, download the lesson to be read or see thevideo-input.From Monday to Wednesday, the eTutor gives time to the students to read and analyze information. From Wednesday to Friday, online forum and hands-on activities have place.On Saturday learners assignments are usually delivered and online forum closed. The eTutor can decide to close the online week on next Monday in order to give more time to exchanges or the completion of activities.The eTutor gives feed-back to students. Only at the end of the Unit: The students are given time to reflect and complete the Self-competences’ assessment
A platform is just an environment----A new one, that can support our work. It isn’t alive by itself: what matters is how Although the technology of we use it. online communities gets most In a distance working setting, language and metaphor are primary tools to use to create the ambience because all the of the attention, it is really information in a face-to-face communication gets lost. Be careful when writing your messages, but remember that not working together that we writing is like remaining in silence. Of course we need interesting conversations to build new ideas! obtain effective learning A community of people collaborating in a distance outcomes: building a learning relationship is the product of shared stories, rituals, experiences: bringing something to the VWS ---whatever you community, a group of think might be interesting. Is crucial to keep alive the persons that share experience community. Don’t create information overload! Be sure that your and build new knowledge. All comments can be easily understood and that will stimulate in this process is a learning others the desire to reply, because there is always something to add opportunity across frontiers! Your communication style matters: being kind, open minded, not judging others. Whenever there’s something you disagree But we have to keep in with, it’s better to ask some more about the other’s position before commenting; it would be helpful to use courtesy rules mind a couple of things to in your discourse. work out this idea We need to change our mindset: the VWS is like a sandbox, a place for playing with the sands of thought, and where those effectively: thoughts can be put and taken away a thousand times before arriving at a definitive version. The fact that written “conversation” remains shouldn’t terrify us: it only shows a process (and consider that whenever you need, technical support will be given to delete any kind of misleading/ outdated information). The interesting thing is: to see – through all our messages- how much we have learnt throughout this process!
Lets summarize this principles ---the do & don’t of EE--- in a short list…1. Do try to work together through shared 7. Allow everyone to have a voice which is listened to... experiences and materials 8. Dont Worry about it! Remember the initials I.E. for2. Start small but think big: The secret is to "Ignore" and "Explore". Ignore the things you dont try and try again. It’s by using that you need, or that you come across and dont understand. will discover usability When you need something, explore and find. There is3. Do save, save, save: Please save your work very little you can really do wrong, and theres not every five to ten minutes. A minute lost in much to break. Wherever you can really mess up (like saving, is less ----you can be sure--- than deleting something permanently) you are given a hours of inspiration lost! pretty clear warning, so you cant really go wrong in4. Do feel free to post: a conversation in a experimenting - and if you do, editing to fix is easy: distance interaction is an exchange of ask for help to the technical support. posts. Talking in the VWS is posting. 9. Don’t let the VWS overhelm you. Your work as a Talking is the opportunity to share and teacher is BIG. Your role within PERMIT project is build new ideas. BIG too. So ask questions, share materials, comment5. Do think before posting: think why your on what you are reading. What you put in here needn’t post could be useful or interesting to the be perfect! community. 10. Don’t feel alone. In the VWS, there is an entire6. Don’t judge: your colleagues are sharing community accompanying you, working on the same thoughts we’re not publishing . exciting thing as you, facing the same challenges and Remember this isn’t a public space, but difficulties. our working space.