Distance (Web-based) Education Assumptions, Design, Instruments Antonio Vantaggiato Universidad del Sagrado Corazón [email_address]

Contents Introduction Assumptions Why, for whom, … Design The Web Models Instruments Web technologies

Introduction

Assumptions

Why, for whom, …

Design

The Web

Models

Instruments

Web technologies

Quién soy… Catedrático, Cs. De Cómputos, USC Fundador InED Director Actividad Académica T5, 2000-05 Fundador, Webedu-pr Fundador, netedu.info

Catedrático, Cs. De Cómputos, USC

Fundador InED

Director Actividad Académica T5, 2000-05

Fundador, Webedu-pr

Fundador, netedu.info

Los últimos seis años 117 cursos en línea, todos los depto’s Desarrollo de modelo e-learning Adiestramientos Congreso Puertorriqueño de Web e-ducación Grupo Investigación en Innovación educativa (con A. Castro, J. Meléndez, J. Sámchez y C. Betancourt) Proyecto Manifesto e-learning

117 cursos en línea, todos los depto’s

Desarrollo de modelo e-learning

Adiestramientos

Congreso Puertorriqueño de Web e-ducación

Grupo Investigación en Innovación educativa (con A. Castro, J. Meléndez, J. Sámchez y C. Betancourt)

Proyecto Manifesto e-learning

Parte I: Ideas Infraestructura de posibilidades

Web La Web está cambiando el mundo

Web educación La Web está cambiando el mundo de la educación

Web = entorno La Web como entorno pedagógico Territorio

Education Papert, Minsky & Kay: The key educational task is to make connections between powerful ideas and passionate interests . Teach to think deeply Teach to think rigorously Communications of the ACM, Jan, 2005, 48(1)

Papert, Minsky & Kay:

The key educational task is to make connections between powerful ideas and passionate interests .

Teach to think deeply

Teach to think rigorously

The University The University, holding its tradition of European humanism, in its constant quest for universal knowledge, ignores all geographic or political border to fulfill its mission and affirms the urgent necessity of reciprocal knowledge and interaction of cultures. Magna Charta Universitatum Europearum, 1988

Web 2.0 Conexiones Diálogo Interacción We are the Web! Periodismo ciudadano Construcción social del conocimiento…

Conexiones

Diálogo

Interacción

We are the Web!

Periodismo ciudadano

Internet Datos: Penetración Fuente: www. internetworldstats .com , 2007

Datos: Penetración

Escenario Puerto Rico (3-5 años) Acceso Wi-MAX > 100 Mbs & satelital: VOIP & VIDEO-IP Internet 2 Acceso grátis a estudiantes de escuelas públicas Política pública Fuente: John Villamil, ASPIRA

Acceso Wi-MAX > 100 Mbs & satelital: VOIP & VIDEO-IP

Internet 2

Acceso grátis a estudiantes de escuelas públicas

Política pública

… and so? What should we do with all this power? Which competencies of the knowledge society do we need to develop in our students?

What should we do with all this power?

Which competencies of the knowledge society do we need to develop in our students?

Competencies Web & info skills; Help students with new skills: critical analysis and new media interpretation; Shift from information overload to knowledge production .

Web & info skills;

Help students with new skills: critical analysis and new media interpretation;

Shift from information overload to knowledge production .

In Search of a Sustainable Model Pedagogically sound Constructivism, “Learn by Doing” & community context (service learning) + Social Economically sound Re-use (Learning Objects) Web Synergy (opportunistic) Technology Development Quality (…and control thereof)

Pedagogically sound

Constructivism, “Learn by Doing” & community context (service learning) + Social

Economically sound

Re-use (Learning Objects)

Web Synergy (opportunistic)

Technology Development

Quality (…and control thereof)

Why the Web? It is a liberating technology: Classroom within the world Time for class is always Extends & amplifies dialogue Share-tech Hypertext frees from linear reading & writing

It is a liberating technology:

Classroom within the world

Time for class is always

Extends & amplifies dialogue

Share-tech

Hypertext frees from linear reading & writing

Why the Web? Web Services It’s global: The concept of "distance"  z ero But all that is local gets projected globally Student-centered pedagogies Learn-by-doing, domain immersion, service learning

Web Services

It’s global: The concept of "distance"  z ero

But all that is local gets projected globally

Student-centered pedagogies

Learn-by-doing, domain immersion, service learning

Why the Web? Ah, yes! It allows (sometimes) to (find and) get information worldwide

Ah, yes! It allows (sometimes) to (find and) get information worldwide

Vision 1 Matthew Pittinsky (founder & CEO, Blackboard) E-learning reinforces traditional academic values and augments and enriches academic and campus life; Education custom built based on students’ needs; Personalized e-portfolios; Decentralized approach for curricula & resources.

Matthew Pittinsky (founder & CEO, Blackboard)

E-learning reinforces traditional academic values and augments and enriches academic and campus life;

Education custom built based on students’ needs;

Personalized e-portfolios;

Decentralized approach for curricula & resources.

Vision 2 Neil Postman: “ Six critical questions in the face of technological change ” What problem gets solved by new tech? Whose problem is it? What new problems are created? Who and what might be harmed by a tech solution? What changes are gained and lost? Who and what acquire power?

Neil Postman: “ Six critical questions in the face of technological change ”

What problem gets solved by new tech?

Whose problem is it?

What new problems are created?

Who and what might be harmed by a tech solution?

What changes are gained and lost?

Who and what acquire power?

Caveat! Albert Sangrá ( UOC ) advises: Is e-learning the new back-door to learning? Where is innovation ?

Albert Sangrá ( UOC ) advises:

Is e-learning the new back-door to learning?

Where is innovation ?

The situation (some considerations) In 1999, 54% of those with a BS degree attended 2 or more institutions; 19% attended 3 or more; In-class student preferences: No IT 2% Ltd 22% Moderate 42% Extensive 30% On-line 1%

In 1999, 54% of those with a BS degree attended 2 or more institutions; 19% attended 3 or more;

In-class student preferences:

No IT 2%

Ltd 22%

Moderate 42%

Extensive 30%

On-line 1%

The situation (2) Generations: Baby boomers TV Typewriters Memos Gen X Video games Computers E-mail Net Gen Web Mobile devices Instant messaging On-line communities -D. Oblinger, VP Educause

Generations:

Baby boomers

TV

Typewriters

Memos

Gen X

Video games

Computers

E-mail

Net Gen

Web

Mobile devices

Instant messaging

On-line communities

The Situation (3)

Faculty The limits of my language are the limits of my world -Ludwig Wittgenstein Goal :: To provide faculty and students the enabling technology to express themselves :: Is key!

The limits of my language are the limits of my world

-Ludwig Wittgenstein

Parte II: Diseño Modelos, Ideas, Prácticas

Pedagogy Constructivism (Papert) Learn-by-doing (Schank) Service Learning Social Web

Constructivism (Papert)

Learn-by-doing (Schank)

Service Learning

Social Web

Pedagogical model Plan & meet with group Assign (proyects, work, etc.) Use web resources [Virtual: add activities -synch or asynch, group collaboration/discussion, share] Meet again & discuss

Plan & meet with group

Assign (proyects, work, etc.)

Use web resources

[Virtual: add activities -synch or asynch, group collaboration/discussion, share]

Meet again & discuss

Model / Inspiration Relate-Create-Donate Ben Schneiderman (Univ. of Maryland) Relate: work in collaborative projects Create: Develop ambitious projects Donate: Produce results that are meaningful to someone outside the classroom.

Relate-Create-Donate Ben Schneiderman (Univ. of Maryland)

Relate: work in collaborative projects

Create: Develop ambitious projects

Donate: Produce results that are meaningful to someone outside the classroom.

Key Ideas… Media affect process Socrates didn’t like writing… because it is persistent! Avoid fragmentation Knowledge cannot be “delivered” Enjoyment depends on increasing complexity Alan C. Kay Computers, Networks & Education, scientific American, Sept. 1991

Media affect process

Socrates didn’t like writing… because it is persistent!

Avoid fragmentation

Knowledge cannot be “delivered”

Enjoyment depends on increasing complexity

Key Ideas 2 Benefits of computing (and networks): Interactivity Multimedia Show information from multiple perspectives ( M. Minsky: “I don’t understand if I don’t understand it in more than one way!” ) Simulation and modelling Universal Library {Social computing!} Alan C. Kay Computers, Networks & Education, scientific American, Sept. 1991

Benefits of computing (and networks):

Interactivity

Multimedia

Show information from multiple perspectives ( M. Minsky: “I don’t understand if I don’t understand it in more than one way!” )

Simulation and modelling

Universal Library

{Social computing!}

Good practices… 7 principles Contacts between faculty / student Reciprocity & cooperation among students “ Active Learning” techniques Computers as Tools (simulation, internet, statistics, etc.) Prompt feedback Time on Task Communicate great expectations Respect different talents and ways to learn. Implementing the 7 Principles, A. W. Chickering, S.C. Ehrmann, AAHE Bulletin, Oct. 1996

Contacts between faculty / student

Reciprocity & cooperation among students

“ Active Learning” techniques

Computers as Tools (simulation, internet, statistics, etc.)

Prompt feedback

Time on Task

Communicate great expectations

Respect different talents and ways to learn.

Learning Styles… Visual (learn by seeing) Auditory (learn by hearing) Reading/writing (learn by processing text) Kinesthetic or practical (learn by doing). Stahl: "utter failure to find that assessing children's learning styles and matching to instructional methods has any effect on their learning." (2002). Different strokes for different folks? In L. Abbeduto (Ed.), Taking sides: Clashing on controversial issues in educational psychology (pp. 98-107). Guilford, CT, USA: McGraw-Hill.

Visual (learn by seeing)

Auditory (learn by hearing)

Reading/writing (learn by processing text)

Kinesthetic or practical (learn by doing).

Stahl: "utter failure to find that assessing children's learning styles and matching to instructional methods has any effect on their learning."

My Web course I integrate uniquely and creatively internet resources with original material; I can weigh in my students’ ways. Multi-media, please (if useful, interesting, possible, etc.)

I integrate uniquely and creatively internet resources with original material;

I can weigh in my students’ ways.

Multi-media, please (if useful, interesting, possible, etc.)

My Web course 2 Take advantage of hyper-text (non-lineal reading, …) I do not recreate textbooks (they are already there!) I do not recreate videos of my classes … but the temptation is strong!

Take advantage of hyper-text (non-lineal reading, …)

I do not recreate textbooks (they are already there!)

I do not recreate videos of my classes

… but the temptation is strong!

My Web course 3 Integrates: An LMS Platform (see Moodle) Includes: homework, forums, resources, readings, wikis, glossary, etc. Peripheral web technologies: blogs, wikis, del.icio.us, yahoo! tools, google tools, flickr, et al. (see later). {Social Software & other monsters}

Integrates:

An LMS Platform (see Moodle)

Includes: homework, forums, resources, readings, wikis, glossary, etc.

Peripheral web technologies:

blogs, wikis, del.icio.us, yahoo! tools, google tools, flickr, et al. (see later).

{Social Software & other monsters}

Parte II: Instrumentos LMS Tools Social Software Search & Info overload

LMS

Tools

Social Software

Search & Info overload

Tools: LMS & e-Portfolios Moodle: www.moodle.org PILOT (started Aug., 2004) 44 courses + 44 in development 580+ students 60+ professors O S Portfolio Initiative: www.theospi.org

Moodle: www.moodle.org

PILOT (started Aug., 2004)

44 courses + 44 in development

580+ students

60+ professors

O S Portfolio Initiative: www.theospi.org

Moodle Let’s Moodle!

Let’s Moodle!

Tools Personalized textbooks (i.e.: Primis Online) Instant Messaging Blogs

Personalized textbooks (i.e.: Primis Online)

Instant Messaging

Blogs

Tools (2) Materials & Learning Objects Applets Images, movies Resources www.merlot.org Connexions (cnx.org) Creativecommons ,org Archive.org YouTube ! WIKIPEDIA

Materials & Learning Objects

Applets

Images, movies

Resources

www.merlot.org

Connexions (cnx.org)

Creativecommons ,org

Archive.org

YouTube !

Tools: Social Software del. icio .us Flickr Linkedin Zones for information-sharing, collaboration, exploration and community.

del. icio .us

Flickr

Linkedin

Tools: Bloggin’ in the wind… Blogs (Web logs) DigiZen (Mario A. Nuñez, RUM: vidadigital.net/blog) Skate of the Net! (blogs.netedu.info)

Blogs (Web logs)

DigiZen (Mario A. Nuñez, RUM: vidadigital.net/blog)

Skate of the Net! (blogs.netedu.info)

Estado de la Blogósfera, ~2006

BlogTalks Blogtalk reloaded Blogtalk DownUnder BlogHui

Blogtalk reloaded

Blogtalk DownUnder

BlogHui

Meta blogs Technorati Bloglines Blogalaxia PuertoBlog

Technorati

Bloglines

Blogalaxia

PuertoBlog

Feeds Suscripciones RSS

Suscripciones

Weblogs Establecen un ambiente de diálogo informal Discusión casual Libertad de expresión Descubrimiento Foros: ambiente más artificioso: discusión dentro de parámetros

Establecen un ambiente de diálogo informal

Discusión casual

Libertad de expresión

Descubrimiento

Weblogs… Profesor  Bitácora / Reflexiones Estudiante  Bitácora / Reflexiones Profe  Estudiante Profe  Comunidad Estudiante  Estudiantes

Profesor  Bitácora / Reflexiones

Estudiante  Bitácora / Reflexiones

Profe  Estudiante

Profe  Comunidad

Estudiante  Estudiantes

4 beneficios (estudiantes) Ayuda en la comprensión Explorar, filtrar, publicar Aumenta motivación & compromiso Refuerza participación Diálogo dentro y fuera del salón de clases

Ayuda en la comprensión

Explorar, filtrar, publicar

Aumenta motivación & compromiso

Refuerza participación

Diálogo dentro y fuera del salón de clases

Bloggin’ in the wind… Boing Boing : A Directory of Wonderful Things apophenia (danah boyd) One-Trick CyberPony Filosofitis (Alajandro Piscitelli) tilt! i d e a n t (Ulíses Mejías)

Boing Boing : A Directory of Wonderful Things

apophenia (danah boyd)

One-Trick CyberPony

Filosofitis (Alajandro Piscitelli)

tilt!

i d e a n t (Ulíses Mejías)

Blogs www. weblogg -ed.com Edublogs .org The EduBlog Awards HigherEdBlogCon 2006

www. weblogg -ed.com

Edublogs .org

The EduBlog Awards

HigherEdBlogCon 2006

Herramientas útiles Wordpress .com Google notebook Performancing Diigo

Wordpress .com

Google notebook

Performancing

Diigo

Info overload Leon Botstein: “It overwhelms you with too much information, much of which is hopelessly unreliable or beside the point .” It is a very sad thing that nowadays there is so little useless information. -Oscar Wilde

Leon Botstein: “It overwhelms you with too much information, much of which is hopelessly unreliable or beside the point .”

It is a very sad thing that nowadays there is so little useless information.

-Oscar Wilde

del.icio.us No tiene w’s! Poner etiquetas! A todo!

No tiene w’s!

Poner etiquetas! A todo!

Modelo jerárquico árbol COCINA PAÍSES COCINA RUSA RUSIA COCINA RUSA

Modelo grafo ETIQUETAS TAGS red RUSIA COCINA COCINA RUSA

del.icio.us #1: usuario

del.icio.us #2: usuario-tag

del.icio.us #3: tag

del.icio.us #4: tag (intersección)

Folksonomía: AI Rubén R. Puentedura www.hippasus.com

Etiquetas & Web Social del. icio .us Flickr Linkedin Zones for information-sharing, collaboration, exploration and community.

del. icio .us

Flickr

Linkedin

¡Gracias! Dr. Antonio Vantaggiato (787) 728-1515 ext. 4363/4285 [email_address] Skate of the Web: blogs . netedu .info

Dr. Antonio Vantaggiato

(787) 728-1515 ext. 4363/4285

[email_address]

Skate of the Web:

blogs . netedu .info