La scuola 2.0 e i nativi digitali 2009. Dati e interpretazioni

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  • To replace the title / subtitle with your own: Click on the title block -> select all the text by pressing Ctrl+A -> press Delete key -> type your own text
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • A pot file is a Design Template file, which provides you the “look” of the presentation You apply a pot file by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) or BluePearl Deluxe.pot (white background) and click on Apply. You can switch between black and white background by navigating to that pot file and click on Apply. Another easier way to switch background is by changing color scheme. Opening the Task Pane, select Slide Design – Color Schemes and click on one of the two schemes. All your existing content (including Business Unit or Product Names) will be switched without any modification to color or wording. Start with Blank Presentation, then switch to the desired Design Template Start a new presentation as Blank Presentation You can switch to Blue Onyx Deluxe.pot by opening the Task Pane with View > Task Pane and select Slide Design – Design Templates. Click on the word Browse… at bottom of Task Pane and navigate to where you stored BlueOnyx Deluxe.pot (black background) and click on Apply. Your existing content will take on Blue Onyx’s black background, and previous black text will turn to white. You should add your Business Unit or Product Name by modifying it on the Slide Master You switch to the Slide Master view by View > Master > Slide Master. Click on the Title Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on the Bullet List Page thumbnail icon on the left, and click on the Business Unit or Product Name field to modify it. Click on Close Master View button on the floating Master View Toolbar You can turn on the optional date and footer fields by View > Header and Footer Suggested footer on all pages including Title Page: Presentation Title | Confidential Date and time field can be fixed, or Update automatically. It appears to the right of the footer. Slide number field can be turned on as well. It appears to the left of the footer.
  • Give usage of the three most popular Web 2.0 tools in our innovating schools: discussion forums, blogs, and podcasts. [NB data is for both NS and W2 samples]. While this is a somewhat arbitrary focus, the size of the dataset necessitates breaking down the discussion and that this method enables us to focus on what schools are currently valuing as educational tools, and students’ in and out of school experience with these tools. This slide highlights one of the strongest findings of the research: that despite students’ engagement with Web 2.0 out of school, the nature and frequency of engagement with Web 2.0 in school, is quite different. If time, provide list of activities with <10% take-up. Blog: 39.1% never, 45.3% out of school only, 3.9% both, 4.7% in school only Discussion forum : 48.9% never, 34.2% out of school only, 4.7% both, 5.6% in school only
  • This slide reinforces what has been just said about the division between in and out of school Web 2.0 activities, using the example of media sharing and/or podcasting. This is a very popular activity with students outside of school. The slide highlights a second important finding from the research: the divide between students as digital consumers, and students as digital producers. The audio and video that students upload are likely to be media that they did not themselves produce, based on focus group findings, and as you can see there is little representation in school of what is a very popular extracurricular activity. It also highlights how despite the presence of these technologies at particular schools, certain activities such as podcasting tend to be limited to select groups of students, such as g+t. Watch video: 4.7% never, 71.3% out of school only, 16.2% both, 2.3% in school only Listen to Radio: 43.5% never, 38.8% out of school only, 6.4% both, 5% in school only Upload video: 45% never, 43.1% out of school only, 2.5% both, 2.6% in school only Upload audio: 51.6% never, 33.3% out of school only, 3.6% both, 5.1% in school only
  • We asked students to evaluate certain tools and activities for their usefulness in doing homework outside of school. This is one way of assessing a Web 2.0’s potential impact on learning, without running an intervention study or using data such as test scores: by measuring students’ perception of these tools’ usefulness, we get a sense of what they currently find to be useful and how they may already be engaging with Web 2.0 technologies to support learning. The most popular resources, unsurprisingly, are search engines. Online encyclopedias are also useful, and our analysis of students’ most popular websites for learning indicates that Wikipedia is really the primary encyclopedia used (some teachers access other wiki encyclopedias). Most popular site access for schoolwork is Wikipedia – NS 58.0%, W2 56.9% This is twice as commonly used as the next favourite site for learning, BBC/Bitesize – NS 24.0%, W2 28.8% VLEs are not perceived by students to be particularly useful. Focus group data and interviews with teaching staff suggest that some reasons may be inconsistency in VLE use between departments; difficulty accessing the VLE outside of school; use of the VLE in a “noticeboard” manner; and, interestingly, aesthetics. Instant messaging with friends is clearly a useful tool for students – we know that this must be out of school, and suggests that issues of propriety and classroom management aside, IM can be and already is a valuable tool for assisting collaboration and coordination between students. Social networking sites, however, are not viewed as helpful for homework – focus group data backs up that there are few instances of using SN sites to support learning, and this suggests that whilst some students may have difficulty viewing this tool as educational rather than social, there is much scope for teachers to help create a social networking environment conducive to learning and exploiting the conveniences of these sites as this has not already happened on the students’ own initiative.
  • We asked students what they thought was important to use more of in class, out of a selection of Web 2 and “web 1” technologies. Here are some results – blogs and podcasts are examined in keeping with the previous slides, wikis because Wikipedia is a popular resource with students, online chat because it is popular out of school, and PPT as a non-Web 2.0 technology. Statistics reveal that there are significant differences between NS and W2 students’ importance ratings of wikis, blogs and Powerpoint. W2 students value blogs and wikis more highly than NS students, and have a lower important rating of Powerpoint than do the NS students (though they still classify it as important). One interpretation is that with experience of use, students come to value these technologies for learning and wish to do more of them.
  • La scuola 2.0 e i nativi digitali 2009. Dati e interpretazioni

    1. 1. Como 3 Dicembre 2009 Il Web 2.0 e i nativi digitali Paolo Ferri [email_address] 1. Web 1.0 al Web 2.0: come cambiano le modalità del comunicare e la società e la formazione 2. I nativi digitali chi sono e come apprendono: risultati delle nostre ricerche 3. Il Web 2.0, i nativi digitali e la didattica: dentro e fuori dall’aula 4. Il Web 2.0, i nativi digitali e didattica: connettere le scuole in contesti disagiati casi ed esempi
    2. 2. 1 . <ul><li>Dal Web 1.0 al Web 2.0: </li></ul><ul><li>come cambiano le modalità del comunicare e la società e la formazione </li></ul>
    3. 6. Americans online by age 1/28/2009 Chart 1: Percentage of Americans online by age (Teens, 12-17, Nov. 2007-Feb. 2008, margin of error = ±3%. Adults, December 2008, margins of error differ by subgroup. See methodology). Generations Online in 2009
    4. 7. Activity diagram: Overall online pursuits 1/28/2009 Generations Online in 2009 Source: Qualitatively based on the combination of activities pursued by the majority (at least 50%) of each generation, based on type of activity. See next slide for more detail.
    5. 8. Ma che sono le tecnologie che usano il Web 2.0
    6. 9. Web 1.0->Web 2.0 -> Social Net 2009: more than 50% Social Networking
    7. 10. Cosa cambia nel web 2.0 <ul><li>Creare contenuti  Es. Blog </li></ul><ul><li>Connettere persone  Social networking </li></ul><ul><li>Collaborare on-line  Google docs </li></ul><ul><li>Connettere servizi/basi dati  flickr maps </li></ul>PERSONE CONTENUTI SERVIZI
    8. 11. Web 2.0 Tag cloud: un nuovo linguaggio Web 2.0 Social Network piattaforma wiki VOIP Intelligenza collettiva Banda Larga tagging RSS Podcast blog Open source libertà semplicità collaborazione sociale convergenza economicità beta perpetuo Architettura di partecipazione servizi Always on Mash up
    9. 12. La banda larga: la tecnologie abilitante
    10. 14. LA LAVAGNA INTERATTIVA MULTIMEDIALE
    11. 15. I Net Book commerciali e olpc
    12. 16. I software open source e i net software e il cloud computing
    13. 17. Anatomia di un social network on-line <ul><li>Profilo </li></ul><ul><ul><li>Una specie di home page personale (o di gruppo) con testi, immagini, video, commenti da altri membri, e la lista dei propri amici </li></ul></ul><ul><ul><li>La pagina può essere più o meno strutturata liberamente (es MySpace dà molta libertà) </li></ul></ul><ul><li>“ Friends” </li></ul><ul><ul><li>I membri possono crearsi una rete di “friends” (la terminologia varia; in linkedin: connections), invitando persone (anche non membri) a farne parte. Se la proposta è accettata, la relazione è indicata nei due profili </li></ul></ul><ul><ul><li>Si può navigare nelle reti dei propri friend, con accesso ai diversi profili (limitazioni variabili da sito a sito) </li></ul></ul><ul><li>Messaggi e commenti </li></ul><ul><ul><li>I friends possono inviarsi messagi (pubblici o privati) o inserire commenti nella pagina personale (terminologia e modalità variano; es.The Wall in Facebook, raccomndazioni in linkedin) </li></ul></ul>
    14. 18. <ul><li>+240.000.000 di utenti </li></ul><ul><li>Legami basati sulla fiducia (o quasi) </li></ul><ul><li>Elevata interazione </li></ul><ul><li>Il “Pubblico” </li></ul><ul><ul><li>Selezionato (gli amici) </li></ul></ul><ul><ul><li>potenziale </li></ul></ul><ul><li>Integrazione di più forme di comunicazione </li></ul><ul><ul><li>Possibilità di creare gruppi </li></ul></ul><ul><ul><li>Microblogging </li></ul></ul><ul><ul><li>Photo/video Sharing </li></ul></ul><ul><ul><li>Instant messaging </li></ul></ul><ul><ul><li>Posta interna </li></ul></ul> caratteristiche
    15. 19. 2. Chi sono e come apprendono i digital Kids
    16. 20. 2. I nativi digitali chi sono e come apprendono: risultati delle nostre ricerche Biblioteca di Vimercate 11/06/2009
    17. 21. Appropriazione digitale molto precoce (0-6 anni) ‏ <ul><li>Relazione tra utente e artefatto tecnologico </li></ul><ul><ul><li>Modellamento (modelling) </li></ul></ul><ul><ul><li>Esplorazione spontanea </li></ul></ul><ul><ul><li>Esplorazione guidata </li></ul></ul><ul><ul><li>Studio delle procedure d’uso </li></ul></ul>Università Milano Bicocca 7 Novembre 2008
    18. 22. Tendenziale Bilinguismo dei nativi <ul><li>Per i digital immigrants: </li></ul><ul><ul><li>Lingua digitale = L2 (spesso appresa da grandi) ‏ </li></ul></ul><ul><li>Per i digital natives: </li></ul><ul><ul><li>Lingua digitale = L1 (ma “naturalmente” bilingui) ‏ </li></ul></ul>Università Milano Bicocca 7 Novembre 2008
    19. 23. I nativi digitali cosa pensano del computer? Col computer è più facile Università Milano Bicocca 7 Novembre 2008
    20. 24. I nativi digitali cosa pensano del computer? Dalle osservazioni: cosa fanno con il computer ? <ul><li>Il primo contatto plasmato dal modeling dei comportamenti d’uso delle tecnologie dei genitori </li></ul><ul><li>Il modeling degli insegnanti non c’è ancora </li></ul><ul><li>I principali comportamenti osservati </li></ul><ul><ul><li>Giocare </li></ul></ul><ul><ul><li>Scrivere </li></ul></ul><ul><ul><li>Far insieme </li></ul></ul><ul><ul><li>Navigare in Internet </li></ul></ul><ul><ul><li>Comunicare </li></ul></ul>Università Milano Bicocca 7 Novembre 2008 Modeling familiare Modeling a scuola ?
    21. 25. Dalle interviste: I bambini si annoiano? <ul><li>Le attività svolte in digitale... </li></ul><ul><ul><li>Scrivere </li></ul></ul><ul><ul><li>Disegnare </li></ul></ul><ul><ul><li>Giocare </li></ul></ul><ul><li>...stancano i bambini e le bambine, al contrario della televisione </li></ul>Università Milano Bicocca 7 Novembre 2008 “ Il piccolo ha quasi 4 anni ed è poco interessato, nel senso che quando la sorella accende il computer e disegna, queste immagini colorate lo attraggono, però finisce veramente lì, mentre mia figlia è molto più tecnologica, molto più interessata a tutto ciò che è tecnologia, quindi l’utilizzo di un MP3, piuttosto che il fatto di avere un game-boy tanto (…) però sono io che faccio in modo, come la televisione, che lei non ne abusi”.
    22. 26. Le problematiche avvertite dagli insegnanti Università Milano Bicocca 7 Novembre 2008
    23. 27. Ruolo e responsabilità della scuola Università Milano Bicocca 7 Novembre 2008
    24. 28. Immigranti e nativi digitali Università Milano Bicocca 7 Novembre 2008 <ul><li>Digital immigrants </li></ul><ul><ul><li>Codice alfabetico </li></ul></ul><ul><ul><li>Apprendimento lineare </li></ul></ul><ul><ul><li>Stile comunicativo uno a molti </li></ul></ul><ul><ul><li>Apprendimento per assorbimento </li></ul></ul><ul><ul><li>Internalizzazione riflessione </li></ul></ul><ul><ul><li>Autorità del testo </li></ul></ul><ul><ul><li>Primo leggere </li></ul></ul><ul><li>Digital native </li></ul><ul><li>Codice digitale </li></ul><ul><li>Apprendimento Multitasking </li></ul><ul><li>Condividere e creare la conoscenza (Mp3 Wikipedia)‏ </li></ul><ul><li>Apprendere ricercando giocando esplorando </li></ul><ul><li>Esternalizzazionie dell’apprendimento </li></ul><ul><li>Comunicazione versus riflessione </li></ul><ul><li>No autorità del testo multicodicalità </li></ul><ul><li>Connettersi navigare ed esplorare </li></ul>
    25. 29. Dall’apprendimenti alfabetico per accumulazione Possibilità escluse Sintesi memoriale 4 P Possilità aperte f s1 s2 s3
    26. 30. eBook Kindle
    27. 31. All’apprendimento multitasking per navigazione/cooperazione 1 Testualità lineare ∞ infinito Lessìe
    28. 32. Il mega-cambiamento nel content providing e nell’educazione quote Veen, W. & Vrakking, B. (2006). Homo Zappiens, Growing up in a Digital Age . London, Network Continuum Ed
    29. 33. Web 2.0, i nativi digitali e la didattica: dentro e fuori dall’aula
    30. 34. Web 2.0: Technologies for Learning Key Stages 3 and 4 11-16 anni Using Web 2.0 to Support Learning
    31. 35. <ul><li>Impatto del Web 2.0 sull’apprendimento </li></ul><ul><li>MOLTEPLICITA’ DEI CODICI </li></ul><ul><li>- Web Web 2.0 permette di splorare una vasta gamma di formati espressivi. </li></ul><ul><li>- Nuove opportunità di manipolare più di testi convenzionali di comunicazione </li></ul><ul><li>- immagini, audio e video, musica, grafica interattiva </li></ul><ul><li>PARTECIPAZIONE </li></ul><ul><li>- Il Web 2.0 è sinonimo di partecipazione degli utenti </li></ul><ul><li>- Crea nuove possibilità per la condivisione e 'effetti di rete' che emerngono su scala mondiale. </li></ul><ul><li>- Maggiore è il numero di persone che partecipano, maggiore è il valore derivato. </li></ul><ul><li>COLLABORAZIONE </li></ul><ul><li>- la partecipazione e la condivisione di risorse può evolvere in forme più organizzate di costruzione comune della conoscenza </li></ul><ul><li>PUBBLICAZIONE E GESTIONE DELLA CONOSCENZA </li></ul><ul><li>- modelli di scambio e la pubblicazione del Web 2.0 </li></ul><ul><li>- il Web 2.0 offre nuovi quadri e di risorse per la ricerca e la didattica </li></ul>I fattori di cabiamento May 23,3009
    32. 36. Aspects of the context…
    33. 40. What do students think important to use more of in class?
    34. 41. <ul><li>LA DIDATTICA DIGITALE DIGITALE DENTRO L’AULA </li></ul><ul><li>SPAZI DELLA DIDATTICA E STRUMENTI DIGITALI IN AULA </li></ul>
    35. 43. E la nostra scuola
    36. 44. NUOVI AMBIENTI E STRUMENTI
    37. 45. A SCUOLA CON IL DIGITALE: LA TECNOLOGIA AL SERVIZIO DELLA METEDOLOGIA
    38. 46. Copertura wireless della scuola
    39. 47. Il laboratorio portatile
    40. 48. Dalla lavagna tradizionale…
    41. 49. … Alla LIM: Lavagna Interattiva Multimediale LA LIM COME OCCASIONE PER IL CAMBIAMENTO http://www.indire.it/scuola-digitale/lavagna/
    42. 50. Evaluation of the Primary Schools Whiteboard Expansion Project Report to the Department for Children, Schools and Families, July 2007 Bridget Somekh, Maureen Haldane, Kelvyn Jones, Cathy Lewin, Stephen Steadman, Peter Scrimshaw, Sue Sing, Kate Bird, John Cummings, Brigid Downing, Tanya Harber Stuart, Janis Jarvis, Diane Mavers and Derek Woodrow Centre for ICT, Pedagogy and Learning Education & Social Research Institute, Manchester Metropolitan University partners.becta.org.uk/upload.../ whiteboards _ expansion _summary.doc
    43. 51. Vantaggi in test sperimentali sulle scienze
    44. 52. Vantaggi in test sperimentali sulla matematica
    45. 53. Vantaggi in test sperimentali inglese
    46. 54. Vantaggi in test sperimentali scrivere
    47. 55. I vantaggi della LIM
    48. 57. FUORI DALL’AULA NEL WEB
    49. 58. Un modello risultante per l’e-learning
    50. 59. Un approccio costruttivista all’e-learning: flessibilità cognitiva e ipertestualità <ul><li>Insegnamento/apprendimento è un processo ”emergente”, sociale e culturalmente situato </li></ul><ul><li>Le comunità di pratiche (docenti, studenti) devono poter gestire questo processo complesso e articolato </li></ul><ul><li>Le comunità di pratiche devono trovare un equilibrio tra programmazione e processi emergenti, rimodellando progressivamente il setting didattico </li></ul><ul><ul><li>Wenger E., Communities of practice, Learning, meaning, and identity Cambridge University Press, 1998 </li></ul></ul><ul><li>Le Piattaforme di E-learning CSCL e LCMS permettono </li></ul><ul><ul><li>di gestire l’apprendimento come un processo emergente </li></ul></ul><ul><ul><li>di rappresentare e mettere in circolo la conoscenza emergente </li></ul></ul><ul><ul><li>di gestire la conoscenza tacita dei docenti e degli studenti trasformandola in costruzione cooperativa del sapere </li></ul></ul>
    51. 60. I modelli didattici: le blended solution <ul><li>I modelli didattici variano a seconda di diversi fattori quali il numero di studenti, la possibilità di riproporre e riutilizzare nel tempo gli stessi contenuti, la disponibilità a seguire studenti o gruppi di studenti che praticano attività on line. </li></ul><ul><li>In generale, i modelli sono forme miste di: </li></ul><ul><ul><li>Didattiche attive E-tievities </li></ul></ul><ul><ul><li>Didattiche espositive LO </li></ul></ul>
    52. 61. Apprendere dai Learning Object <ul><ul><li>La creazione di LO come “integrazione del testo” e non come sostituzione permette di: </li></ul></ul><ul><ul><li>Aumentare l’efficacia didattica dell’oggetto stesso, che sfrutta la multimedialità e aggiunge interattività al testo; </li></ul></ul><ul><ul><li>potenziare l’efficacia del libro di testo per le parti che effettivamente vengono apprese meglio attraverso la lettura di un testo approfondito; </li></ul></ul><ul><ul><li>Abbassare i costi di produzione dei Learning Object relativi ad un insegnamento, diminuendo il numero di oggetti creati. Pochi Learning object di qualità che affiancano testi di qualità per una didattica efficace a costi ragionevoli. </li></ul></ul>
    53. 62. Apprendere dalle “e-tivities” <ul><ul><li>La creazione di e-tivities permette di: </li></ul></ul><ul><ul><li>Aumentare le occasioni di apprendimento attivo, collaborativo e coooperativo, che permettono di migliorare l’efficacia della didattica; </li></ul></ul><ul><ul><li>Abbassare il fenomeno del drop-out, permettendo anche ai non frequentanti di sentirsi protagonisti dell’attività; </li></ul></ul><ul><ul><li>- Migliorare la dimensione relazionale tra gli studenti e il corpo docente e tra gli studenti stessi, riavvicinando all’università gli studenti non frequentanti e permettendo di stabilire una comunicazione positiva tra i soggetti coinvolti nel processo didattico; </li></ul></ul>
    54. 63. Esempi di e-tivities <ul><ul><li>E-TIVITIES sperimentate: </li></ul></ul><ul><ul><li>Studio di caso (individuale o di gruppo) </li></ul></ul><ul><ul><li>Progetto (individuale o di gruppo) </li></ul></ul><ul><ul><li>Field trip (costruzione di un testo corredato di risorse esemplificative) </li></ul></ul><ul><ul><li>Test on line </li></ul></ul><ul><ul><li>Relazione scritta </li></ul></ul><ul><ul><li>Esercizi (specifici per disciplina) </li></ul></ul><ul><ul><li>Webquest (ricerca mirata sul web) </li></ul></ul><ul><ul><li>Gruppi di discussione </li></ul></ul>

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