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Presentacion adria1 ingles Presentacion adria1 ingles Presentation Transcript

  •  
  • Permanent Education Centre “Miguel Hernández” Torredonjimeno “ Spain”
    • Meeting in Adria, Italy IEOL project
  • Students
    • There are three groups that are participating under three different levels in the centre:
      • Iniciation
      • Applications
      • Advanced
    • These are students who have passed or will pass through all three levels, starting of course with the most basic up to the more advanced.
    • Each level carries an academic year.
  • Digital Literacy.
    • Among the “eight key competences” which encourages the devepment of the European Parliament in the educational context is the information processing and digital competence.
    • People who have been at work all their lives in an environment surrounded by analog and tangible products need to learn to use new technology tools and learn about new media languages that were born by it, if we are to actively participate in the new society information that is emerging.
  • General objectives
    • a) To put the information and communication technology for the benefit of all to achieve a higher quality of life and social and territorial equilibrium.
    • b) To eliminate iliteracy among the adult population that requires the use of information and communication technologies.
    • c)To train adult people in order to reduce the gap between communities that have access and make use of computers and the Internet in their ordinary lives and those who do not have or can not make use of it, that is, to avoid the so called digital divide.
    • d) To expand access to ICTs and knowledge of its basic use.
  • Contents
    • All the contents of this curriculum can be grouped into two main groups:
      • Those that refers to the knowledge of computer systems, operating systems and basic usage of programmes.
      • Those who are related to the use of the Internet, seeking information and critical analysis.
  • Didactic units
    • DIDACTIC UNIT 1: ABOUT THE TEAM
    • Knowledge of the devices that are part of the computer (hardware) and its implementation: on, off and an introduction to the use of the mouse and the keyboard.
    • DIDACTIC UNIT 2: A NEW ENVIRONMENT
    • Knowledge of the basic operating systems (open and close programmnes, work with windows…) while learning the differents uses of the mouse.
    • DIDACTIC UNIT 3: SETTING MY WORKSPACE
    • Desktop setting and its own users account while still working on the use of the mouse.
    • DIDACTIC UNIT 4: ORGANIZING INFORMATION
    • Workinng with files and folders: identification of different types of files, classification folders, use of external storage devices data
    • (CD, DVD and flash drive) and information exchange with the computer
    • DIDACTIC UNIT 5: WRITING WITH THE COMPUTER
    • Introduction to word processing, keyboarding and basic elements of a programme, using the printer for printing everyday documents.
    • DIDACTIC UNIT 6: MY PHOTOS
    • Basic procedures of digital photography: making pictures with a camera or cell phone, download to your computer, use of images (curriculum, cads,…),creating digital scrapbooks, photo CD creation…
    • DIDACTIC UNIT 7: LOOKING FOR INFORMATION ON THE WEB
    • Knowledge of a browser and basic procedures for finding information on the Internet and save it on your computer. Select the information and critical analysis.
    • DIDACTIC UNIT 8: E-MAIL
    • Creating an email account on the web (Gmail, Hotmail or other e-mail). Using email to send messages, exchange feles, addresses… Applications address book. Idenfication of spam and appropiate action against security risks. Responsible use of email.
    • DIDACTIC UNIT 9: OTHER WAYS TO COMMUNICATE
    • Operation forum, chat, video conferencing and social networking. Risk analysis and performance standards for virtual communication spaces.
    • DIDACTIC UNIT 10: INFORMATION SHARING
    • Clearances free file sharing: Picasa, Youtube, social networks… The use of these spaces to publish and share the files themselves.
    • DIDACTIC UNIT 11: DOING THINGS ON THE INTERNET
    • Using simple virtual programs that allow certain functions that can be useful for students: edit images, create presentations, create video.
    • DIDACTIC UNIT 15: A VIRTUAL TOUR
    • Experience integrating everything learned that involves planning a journey using Internet resources: buy tickets, hotel search and booking , cultural visits, trips in the city in urban transport, luggage relationship with time atmospheric…
    • DIDACTIC UNIT 16: STUDY ON INTERNET
    • Internet opportunities for futher study: distance learning (on-line) and
    • Blended learning, distance learning courses for the unemployed and workers… The virtual classroom and studio space. Basic knowledge of Moodle virtual classroom.
  • INTERMEDIATE LEVEL
    • Students who have been, at least, one academic year in the initiation group or have sufficient computer skills to belong to the intermediate group. In the course, we view specific software applications (Photoshop, Microsoft Office ...) and the students work with social media tools for other course activities.
  • ADVANCED LEVEL
    • Students from the advanced group work on their own with the tutoring of the teacher.
    • They are the proponents of the topics to learn and are given basic knowledge to start working.
    • In addition to some more advanced aspects of Photoshop, has set itself the objective of developing and maintaining the school website. In this sense, students are working with Joomla! They have seen basic aspects of web management and publishing of content, both textual and visual.
  •  
  • Which tools are being used?
    • It would not be possible to work without email.
    • Is the main form of communication.
    • At the intermediate level as in the advanced have been the multiple possibilities of Gmail and chat .
    • Advanced level students are working with Joomla!
    • After the basic configuration of the environment, customization and administration, has begun with the publication of content (text + images).
    • The aim is that in the future, students of the group are responsible for doing maintenance on the website and its contents.
    • The use of blogs is essential for communication with students. It is used by all (students and teachers) as a script of course, with instructions, materials, exercises ...
    • The forum is also a special tool for collaborative work of students.
    • Doubts are resolved by the students or the teacher.
    • Even higher-level students solve questions and pose new challenges to students at lower levels.
  • What are we going to see until the end of this course?
    • This raises the basic instruction in the use of Skype as a tool for advanced communication. For both calls and videoconferencing.
    • This section of the course, takes on special importance IEOL European character of the project, raising the possibility of making contact among students from other countries.
    • Our aim is that students learn to use the tool and put that into practice when they want if you like.
    • Social tools can be quite useful for our students. Torredonjimeno is a population in which over the last 60-70 years there has been a pretty strong migration phenomenon.
    • It can be very interesting for students who want to get in touch with friends, acquaintances and even family members found in other distant geographical locations.
    • Our goal is for students to make contact with the ultimate social network and begin to use it to reunite with relatives and acquaintances and form their own groups and participate in existing groups.
    • Like other Google tools, Picasa can be of great interest to our students, both for sharing photos or work in Photoshop to use as a personal manager of photographs on their computers.
    • We intend to present the tool and its use by encouraging students to use their own computers and even posting their photos to be shared.
    • Google Docs can be a useful tool for certain jobs. Shared work, revised and implemented collaboratively by students over a single shared document on the network can be very interesting. In addition, Spreadsheets can be very useful for monitoring any network through any aspect of your day to day.
    • Our aim shall be to present the tool and to encourage students to evaluate the course through a survey before closing, and make a document that each student leaves his impressions of the course and is shared by entire educational community center.
  •  
  • GOOD PRACTICE TEACHERS
    • We define good teaching practices of educational interventions those that facilitate the development of learning activities which affectively achieve the educational objectives and also provide other lessons of high educational value, such as a greater impact on marginalized groups… (University of Barcelona).
  • Guidelines methodological
    • Minimize exposure to base theoetical teaching learning process of students guided practice.
    • Do all the computer tasks from the first day of class.
  • DIFFICULTY
    • HETEROGENOUS STUDENTS
        • AGE
        • PREVIOUS KNOWLEGDE
    • THEY HAVE LITTLE TIME.
        • HOUSEWIVES
        • WORKERS
  • STRATEGY
    • Cooperative learning
      • To use the strategy of the learning between equal
      • Tutorship between equal.
  • DIFFIULTY
    • STRANGE KNOWLEDGE (DIGITAL) TO HIS PREVIOUS EXPERIENCES (ANALOGICAL)
    • TO DO CONNECTIONS BETWEEN THE NEW KNOWLEDGE AND PREVIOUS EXPERIENCES THAT SERVE TO UNDERSTAND THE NEW CONCEPTS.
      • FOLDERS, FILES TO RELATE THEM TO DAILY OBJECTS, CUPBOARDS, BOOTHS..
      • E-MAIL, EMAIL ADDRESS WITH CONVENTIONAL MAIL
    STRATEGY
  • DIFFICULTY
    • GREAT AMOUNT OF POSSIBLE CONTENTS THAT CAN BE DEVELOPED WITH THE NEW TECHNOLOGIES.
  • STRATEGY
    • TWO KINDS OF CONTENTS:
      • FUNDAMENTAL OR BASIC:
        • Operative system.
            • MAIN ASPECTS: folders, files, ..
        • Internet.
          • Seekers
          • Electronic mail
      • AGREED WITH THE GROUP.
        • They are contents that try to give answers to the formative needs that the pupils request and others that the center detects and offers
  • DIFFICULTY
    • LITTLE TIME TO DEDICATE TO THE LEARNINGPROCESS.
        • HOUSEWIVES
        • WORKERS
    • IN MANY CASES THE TASKS OR FAMILIAR OBLIGATIONS ARE PRIORITIZED TO THE OWN FORMATION
  • STRATEGY
    • TO ADAPT THE NUMBER OF MEETINGS AND THE DURATION OF THE SAME ONES TO THE TIME STUDENTS ARE AVAILABLE..
    • THE COMPATIBILITY OF THE FORMATION MAKES POSSIBLE WITH THE FAMILIAR TASKS OR JOBS
      • IN OUR CASE WE MEET THREE HOURS IN A SCHEDULE OF EVENING AND NIGHT
      • THE TEACHING PROCESS CAN LAST FOR THREE YEARS.
  • DIFFICULTY
    • Sometimes students do not go to the lessons due to different aspects. (Disease, familiar problems, trips …)
  • STRATEGY
    • Use of a blog, on which there are hung contents and activities developed in class and where questions can be made and they can consult doubts.
    • Creation of a forum, where the pupils put in contact to exchange information
  • DIFFICULTY
    • Lack of autoesteem and confidence in reaching the aims
    • Discouragement in certain moments.
  • STRATEGY
    • To advance to a speed adapted to the characteristics of the group
    • To avoid the trend of following the pace of the more advances students.
    • Creation of an environment of mutual collaboration
    • To remove any competitive shade to the education - learning.
  •