The Arise Of An On Line Learning Community Among Italian School Support Staff Valeria Pandolfini Di.S.A., Department of Anthropological Sciences Science of Formation Faculty University of Genoa, Italy

The Arise Of An

On Line Learning Community

Among Italian School Support Staff

Objectives of research I)Technical Quality of contents and usability of the platform Quality of design and management of leaning process Specific Blended learning model Collaborative learning and leaning by doing Arise and development of on line learning communities Forum as “social environment of communication” II) Formative Efficacy of learning process Efficiency of learning process General

I)Technical

Quality of contents and usability of the platform

Quality of design and management of leaning process

Specific

Blended learning model

Collaborative learning and leaning by doing

Arise and development of on line learning communities

Forum as “social environment of communication”

II) Formative

Efficacy of learning process

Efficiency of learning process

Methodology of research Questionnaire on-line to learners (15.328 cases) and e – tutors (802 cases) Focus group on-line to learners and e - tutors E - mail interviews to forum’s moderators Analysis of forum’s participation Textual analysis of asynchronous discussions

Questionnaire on-line to learners (15.328 cases) and

e – tutors (802 cases)

Focus group on-line to learners and e - tutors

E - mail interviews to forum’s moderators

Analysis of forum’s participation

Textual analysis of asynchronous discussions

Learners’ sample description

Interaction with communication’s on line tools Thematic Forum Chat Community Forum Used in a satisfactory way by almost totality of learners (85,2%) Satisfactory (73,7%) but less used The communication’s tool less used (only by 20%) Useful to confront with colleagues and share knowledge and experiences Often considered aimless and not much interesting Sometimes used as a “ complaint box” Instrumental and necessary tool of communication Technical difficulties and cultural resistance Tool for sharing and socialization only for learner with more communication tendency, sense of community of practice and informatics competencies Important factors were possibilities of access internet connection (limited availability of pc workstations in schools; one-third of sample affirmed not to possess a private on line connection) limited previous informatics competencies

Important factors were

possibilities of access internet connection (limited availability of pc workstations in schools; one-third of sample affirmed not to possess a private on line connection)

limited previous informatics competencies

Arise of on line communities with blended model on-line more flexible (46,6%) less time required (62,3%) sometimes excessively advanced competencies required (58,7%) face to face more interactive (85,8%) more amusing (69,4%) quicker feedback (81,3) Though appreciating on line training, learners seem still to prefer traditional training (78%) On line encounters permitted maximum expression of opinion, overcoming fear of someone’s else judgment, because there aren’t people who see you It is requested more face to face encounters to establish a more intimate acquaintance , from both personal and professional viewpoint The two types of training are considered effective only if integrated (66,6%) , to skip out the so called “virtual’s coldness”

on-line

more flexible (46,6%)

less time required (62,3%)

sometimes excessively advanced competencies required (58,7%)

face to face

more interactive (85,8%)

more amusing (69,4%)

quicker feedback (81,3)

Though appreciating on line training, learners seem still to prefer traditional training (78%)

On line encounters permitted maximum expression of opinion, overcoming fear of someone’s else judgment, because there aren’t people who see you

It is requested more face to face encounters to establish a more intimate acquaintance , from both personal and professional viewpoint

The two types of training are considered effective only if integrated (66,6%) , to skip out the so called “virtual’s coldness”

The voice of e – tutors and forum’s moderators Individual behavior (1/5 of cases) Community of practice (over half of cases ) Participation Mood “ Collaborative, informal, relaxed and active” “ Enthusiasm, real interest to know other colleagues, proneness to dialogue and comparison” Collaborative learning Working groups heterogeneous for competences, but homogeneous for interests Hand to hand elaborates Publications of these elaborates on the platform Interaction and sharing in forum “Cafè ” Pertinence of theoretical aspects to concrete work daily

Working groups heterogeneous for competences, but homogeneous for interests

Hand to hand elaborates

Publications of these elaborates on the platform

Interaction and sharing in forum “Cafè ”

Pertinence of theoretical aspects to concrete work daily

Descriptive elements of forum participation

Textual analysis of asynchronous discussions Quantifying the quality… What has been said How it has been said Which processes and strategies have been adopted to deal with contents

What has been said

How it has been said

Which processes and strategies have been adopted to deal with contents

Forum as “social environment of communication” Construction of a shared inter-subjectivity, i.e. a sense of sharing the same meanings and knowledge Self and external reference ( frequent use of personal pronoun “I” and “you”) Frequent recall of formal, linguistic and content aspects of the message to reply to Recall to the interlocutor indicator of a direct exchange, that confirms conversations’ flow and continuity Co –construction of knowledge = Path “ internal ”: awareness of own resources (many posts presents personal experiences and theories) and lacking (high percentage of questions) “ external ”: understanding other members’ theories, both accepting them with agreement, both revising them “ internal ”: construction of a shared and, at the same time, individually internalized knowledge

“ Behind words”: how learners took part to forum Thematic Forum professional topics deriving from training course orientation toward task and production of elaborates Community Forum “ virtual parlour”, loisir relational aspects common life (hobbies and common interests) fiscal, administrative, financial aspect task, job, working hours, leaves for illness scholastic autonomy law love, sexual education, bar, coffee, go fishing hi at all, thank you, good job, good day, dear colleagues Some examples

Thematic Forum

professional topics deriving from training course

orientation toward task and production of elaborates

Community Forum

“ virtual parlour”, loisir

relational aspects

common life (hobbies and

common interests)

fiscal, administrative, financial aspect

task, job, working hours, leaves for illness

scholastic autonomy law

love, sexual education, bar, coffee, go fishing

hi at all, thank you, good job, good day, dear colleagues