Online Educa 2007
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Online Educa 2007

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Presentazione sul modello diddattico

Presentazione sul modello diddattico

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Online Educa 2007 Online Educa 2007 Presentation Transcript

  • Design and ongoing monitoring systems for online education A Model to connect the Different Theoretical Learning Approaches Pier Giuseppe Rossi University of Macerata, Italy Online Educa Berlin - 29 November 2007
  • Where is Macerata?
  • Agenda
    • Introduction;
    • Assumptions, motivations and problems;
    • Model Description;
    • Inside the Model;
    • Examples;
    • Conclusions.
  • Assumptions
    • Theoretical Approach
      • From a dichotomic view…
      • (constructivist VS instructional approach)
      • ..To a wider picture
      • (interaction of the different approaches in different steps of the same learning path)
  • Assumptions
    • Real world complexity and class heterogeneity (cultural, motivational, etc.);
    • Different learning styles;
    • The importance of personal reflection and awareness of own identity; (individual activities next to personal spaces) (PLEs)
    • (structured and directed vs Web 2.0 and self-directed)
    • To relate Formal and Informal Education;
    • To relate eLearning and KM;
    • (share tools & production concepts)
  • Motivations and problems
    • Why integrate different approaches?
    • To personalize – customize (learning);
    • To adapt the learning path to its context (teaching);
    • How to avoid a miscellanea that makes no sense?
    • Every activity in the model has a different didactical approach;
    • Every activity is self coherent;
    • The materials as boundary object;
    • The different approaches enable parallel or sequential learning paths.
  • Our Design Model
    • Result of 5 years of research;
    • Experiences from online graduate/postgraduate courses;
    • To support the instructional designer implementing on line courses.
    Macerata University Model
  • First dimension INSTRUCTIONAL DIMENSION 1. Knowledge and skills acquisition; 2. Media redundant materials; learning object; instructional delivery; 3. Objective assessment (test).
  • Dimensions of the model
    • The three macro dimensions :
      • Instructional dimension;
      • Collaborative dimension;
      • Personal dimension.
    • Each dimension is characterized by:
    • different learning aim and objective typology;
    • own activities and tools;
    • specific monitoring & assessment tools.
  • 1 Instructional Activities 2 Collective and open end activities 3 Reflexive and personal activities ONLINE LEARNING ENVIRONMENT Materials Materials Materials The conceptual artifacts (materials) are the “ Boundary Object ” to connect the three dimensions Self-Directed - Directed from Others Group - Individual
  • Second dimension COLLABORATIVE DIMENSION 1. Knowledge building; 2. Activities such as knowledge sharing and negotiation, collaborative projects, case study, open end problems; 3. Tools for qualitative analysis, Latent Semantic Analysis, and Social Network Analysis.
  • Third dimension PERSONAL DIMENSION 1. Competences acquisition; identity awareness; 2. Personal selection and narration (blog); reflection; learning experience criss-crossings; 3. E-portfolio, Competence profile.
  • Instructional delivery, Test 1 Communities of Practice, Knowledge 2 Management (elicitation, collaboration) Personal Learning Environments, 3 Folksonomies, ePortfolio (identity, trajectories, learning, awareness) ONLINE LEARNING ENVIRONMENT Self-Directed - Directed from Others Community - Personal Communities of Practice Individual in the Community Tools for reflection and individual writing are predominant Tools for research, organization and collaboration are predominant Tools for selection, sharing and negotiation are predominant Materials are predominant Individual Learning with support Self-directed peer group Individual and Informal education Class and Formal education Reflection and Individual activities are predominant The attention to content and discipline is predominant
  • Example 1 Instructional activities Collaborative activities Personal activities Learning Object, Video, Test Map, ePortfolio, competence profile. Collaborative writing, role play, negotiation (forum, wiki) Balanced course Self-Directed - Directed from Others Group - Individual
  • Example 2 Balanced course Video lesson, Quiz Individual assignment. Discussion about …, Instructional activities Collaborative activities Personal activities Self-Directed - Directed from Others Group - Individual
  • Example 3 Training course Learning Object, Support f orum, Test Instructional activities Collaborative activities Personal activities Self-Directed - Directed from Others Group - Individual
  • Conclusions
    • The environment is the framework where all diversities come together producing positive feedbacks between the three areas (IEs, PLEs & CoPs);
    • These spaces co-exist within the Learning path;
    • Activities and materials are redundant in media, language, strategies, objectives, level;
    • The presence of different approaches, in a single learning path, is directly related/produced in a multi-perspective’s vision and supports different motivations;
    • The connection between the three perspectives guarantees an effective eLearning.
  • Thank you! Pier Giuseppe Rossi Director of CELFI [email_address]
    • Questions?