Tutoring Competencies in the Web 2.0 Scenario Open University 26-07-2006

Moodle.org today Moodle Brasileiro - 413 Guia de Funcionalidades Moodle - 360 Moodle in Italiano - 268 Demo delle funzionalità di Moodle - 173

University of Padova Some facts : University's year of foundation is 1222 Galileo Galilei taught at the university from 1592 to 1610 First permanent anatomy theatre in the world (1594) 13 Faculties, 90 three-year degree courses 65 research focused departments

Some facts :

University's year of foundation is 1222

Galileo Galilei taught at the university from 1592 to 1610

First permanent anatomy theatre in the world (1594)

13 Faculties, 90 three-year degree courses

65 research focused departments

Some photos

Moodle colours at the Department of Educational Science

Indire Research on blended models and teacher training Focus on collaboration, semi-structured design and quick contextualization

Research on blended models and teacher training

Focus on collaboration, semi-structured design and quick contextualization

Integration of face-to-face, in-action and on-line education

Comunità di Produzione the quality and results of collaborative online learning depends on how effectively tutors employ communication and educational mediation strategies recurring competencies gap in professionals acting as didactic mediators in e-learning and complex-learning educational settings. the role of tutors and their mediation techniques should be defined in accordance with the learning activities and environments. understand and implement in the field the communication and educational strategies aligned with the methodologies established at project level. perform the roles established within each educational context promote personalisation strategies microplan their own interventions with educational intent and perform diagnostic monitoring of learning processes. instructional framework, known as "Comunità di Produzione“ transversal competencies analysis model production-oriented cooperative tasks pervasive metacompetency-based activities iterative revision of the learning activities and mediation strategies management of flexibility and personalization during the course (flexibility areas at micro-project level).

the quality and results of collaborative online learning depends on how effectively tutors employ communication and educational mediation strategies

recurring competencies gap in professionals acting as didactic mediators in e-learning and complex-learning educational settings.

the role of tutors and their mediation techniques should be defined in accordance with the learning activities and environments.

understand and implement in the field the communication and educational strategies aligned with the methodologies established at project level.

perform the roles established within each educational context

promote personalisation strategies

microplan their own interventions with educational intent

and perform diagnostic monitoring of learning processes.

instructional framework, known as "Comunità di Produzione“

transversal competencies analysis model

production-oriented cooperative tasks

pervasive metacompetency-based activities

iterative revision of the learning activities and mediation strategies

management of flexibility and personalization during the course (flexibility areas at micro-project level).

Complexity levels of transversal competences in e-tutoring

Affordance, metaphors and creativity

Using Moodle to design your e-Portfolio: Collaborative “How to”

Using Moodle to design your e-Portfolio: Collaborative “How to”

Using Moodle to publish your Project Work: Mp3 enhanced glossary

Using Moodle to publish your Project Work: Mp3 enhanced glossary

KM and overload survival kit : glossaries as repositories instead of attachments in forums

Preparing the next lesson: new concepts published by students

Preparing the next lesson: sharing responsibility

“ Technology and longlife learning”

"Tutoring for Distance Learning“ (master) addresses the concept of Distributed Learning in a 3-week learning module designed to promote acquaintance with new communication channels, styles and streams. Moodle becomes a hub where Blogs, Videoblogs, Podcasting shows created by the students get connected by means of RSS Channels or embedded in audio-forums, glossary-collections and Books. the complexity of mediation in distributed environments is the main theme web 2.0 Scenario, adopted as "expanded“ and distributed learning environment new e-tutoring model

addresses the concept of Distributed Learning in a 3-week learning module

designed to promote acquaintance with new communication channels, styles and streams.

Moodle becomes a hub where Blogs, Videoblogs, Podcasting shows created by the students get connected by means of RSS Channels or embedded in audio-forums, glossary-collections and Books.

the complexity of mediation in distributed environments is the main theme

web 2.0 Scenario, adopted as "expanded“ and distributed learning environment

new e-tutoring model

"Tutoring for Distance Learning“ (master) focus on the activities of learners ensure the continual acquisition of expert competencies throughout the entire course authentic learning scenarios before the final practice stage activities supporting the development of a learner’s portfolio designed to foster a mastery of metacognitive techniques that will enable a professional tutor to assess their attitudes and their learning gaps

focus on the activities of learners

ensure the continual acquisition of expert competencies throughout the entire course

authentic learning scenarios before the final practice stage

activities supporting the development of a learner’s portfolio designed to foster a mastery of metacognitive techniques that will enable a professional tutor to assess their attitudes and their learning gaps

Outline

Forum moderated by the teacher (pull)

Forum moderated by the tutor (proactive)

Distributed content /authoring flow Node created by tutor1 (tracking, weaving, perceptions, emotions) Nodes created by the teacher (misconception control, content gap management) Nodes created by tutor2 (technical scaffolding and proactive tips) Nodes created by students (4 different learning paths) Clipping and Blogrolling with blogreaders (beyond publishing= reading and connecting) Audiomail, audioforum, embedding resources in other texts, podcatcher simulation Rss block

Node created by tutor1 (tracking, weaving, perceptions, emotions)

Nodes created by the teacher (misconception control, content gap management)

Nodes created by tutor2 (technical scaffolding and proactive tips)

Nodes created by students (4 different learning paths)

Clipping and Blogrolling with blogreaders (beyond publishing= reading and connecting)

Audiomail, audioforum, embedding resources in other texts, podcatcher simulation

Rss block

Teacher’s podcatcher

Discussion recorded in MP3 : “complexity, change management and mediation”

Attitude towards learning, reciprocal evaluation and teacher feedback

Dealing with “thousands”

Content based courses

Grazie 