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Comphumanities 1

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    Comphumanities 1 Comphumanities 1 Presentation Transcript

    • Comphumanities 1 From e-learning to Web-learning: placeless, connected, expansible, flexible, effective learning stefano.lariccia@uniroma1.it March – May 2012 -Stefano Lariccia – Digilab -NoematicsSapienza Università di Roma
    • Premesse e Obiettivi del corso• Calendario• Obiettivi Cognitivi• Obiettivi Competenziali
    • Premesse e Obiettivi del corso• e-learning -> web- learning• WYSIWYG: What You See is What You Get?• Visuale vs Strutturale
    • Premesse e Obiettivi del corso• e-learning -> web-learning: programmare / costruire conoscenza• WYSIWYG: What You See is What You Get?• Visuale vs Strutturale
    • Web-learning 2.0 basics:let me introduce to you some useful tool
    • 2. Lezione: Tools for Knowledge BuildingAbbiamo iniziato con la 1. lezione ad introdurre alcuni strumenti utili, a livelloindividuale, per accrescere e migliorare le potenzialità legate alluso delWorldWideWeb nel costruire il proprio "ambiente cognitivo".Abbiamo introdotto alcuni strumenti per la raccolta e classificazione di "identità echiavi di accesso" e di Boookmarks.Oggi vogliamo passare in rassegna una serie di strumenti che utilizzeremo nel corsodel proseguimento del corso.Gli strumenti che introduciamo oggi sono: 1. Lastpass 2. Xmarks 3. Youtube 4. eXe 5. Embed.ly 6. Gimp 7. Google Calendar 8. Slideshare 9. Zotero 10. Zoho
    • 2. Lezione: Tools for Knowledge BuildingAbbiamo iniziato con la 1. lezione ad introdurre alcuni strumenti utili, a livelloindividuale, per accrescere e migliorare le potenzialità legate alluso delWorldWideWeb nel costruire il proprio "ambiente cognitivo".Abbiamo introdotto alcuni strumenti per la raccolta e classificazione di "identità echiavi di accesso" e di Boookmarks.Oggi vogliamo passare in rassegna una serie di strumenti che utilizzeremo nel corsodel proseguimento del corso.Gli strumenti che introduciamo oggi sono: 1. Lastpass 2. Xmarks 3. Youtube 4. eXe 5. Embed.ly 6. Gimp 7. Google Calendar 8. Slideshare 9. Zotero 10. Zoho
    • Web-learning 2.0 basics: (cont.)1. Internet is a safe place… provided you behave safely. Once you will begin to use the Web 2.0 you will discover soon that a Web 2.0 user is overwhelmed by many access passwords.2. First of all, then, you need a keychain3. My suggestion is: LastPass ****; Open Source, free,
    • Premesse e Obiettivi del corso• What are the objectives of this course? – The main objective of this course is to expose the student to a vast body of knowledge and competences on the different uses of ICT (information and communication technologies) throughout the globe, focusing especially on new learning methods based on the ubiquitous worldwideweb. This is what we call web-learning. Much of the class focuses on discussion based on readings assigned out of class. – Another objective of this course is to give students hands-on experience with web 2.0 tools to cope with the complexity of the cloud based, ubiquitous, new style of knowledge management; with international practices of web-learning through web technology; with a critical analysis of what our students are exposed to in their nomadic usage of the Web. – Throughout the course of the week, we work on globally-based projects that leverage the benefits of information and communication technologies to positively affect many diverse learning community.
    • Premises and objectives• What are the objectives of this course? – The main objective of this course is to expose the student to a vast body of knowledge and competences on the different uses of ICT (information and communication technologies) throughout the globe, focusing especially on new learning methods based on the ubiquitous worldwideweb. This is what we call web-learning. Much of the class focuses on discussion based on readings assigned out of class. – Another objective of this course is to give students hands-on experience with web 2.0 tools to cope with the complexity of the cloud based, ubiquitous, new style of knowledge management; with international practices of web-learning through web technology; with a critical analysis of what our students are exposed to in their nomadic usage of the Web. – Throughout the course of the week, we work on globally-based projects that leverage the benefits of information and communication technologies to positively affect many diverse learning community.
    • Premises and objectives• What are the objectives of this course? – The main objective of this course is to expose the student to a vast body of knowledge on the different uses of information and communication technologies throughout the globe, focusing especially on new learning methods based on the ubiquitous worldwideweb. This is what we call web-learning. Much of the class focuses on discussion based on readings assigned out of class. – Another objective of this course is to give students hands-on experience with international practices of web-learning through web technology. Throughout the course of the week, we work on globally-based projects that leverage the benefits of information and communication technologies to positively affect many diverse learning community.• How will be achieved?
    • premises • How will be achieved?In grasping experience some of us perceive new informationthrough experiencing the concrete, tangible, felt qualities of theworld, relying on our senses and immersing ourselves in concretereality. Others tend to perceive, grasp, or take hold of newinformation through symbolic representation or abstractconceptualization – thinking about, analyzing, or systematicallyplanning, rather than using sensation as a guide. Similarly, intransforming or processing experience some of us tend to carefullywatch others who are involved in the experience and reflect onwhat happens, while others choose to jump right in and start doingthings. The watchers favor reflective observation, while the doersfavor active experimentation.
    • premises • How will be achieved?Each dimension of the learning process presents us with achoice. Since it is virtually impossible, for example, tosimultaneously drive a car (Concrete Experience) and analyzea driver’s manual about the car’s functioning (AbstractConceptualization), we resolve the conflict by choosing.Because of our hereditary equipment, our particular past lifeexperiences, and the demands of our present environment,we develop a preferred way of choosing. We resolve theconflict between concrete or abstract and between active orreflective in some patterned, characteristic ways. We callthese patterned ways “learning styles.”Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ.Prentice HallRead more: Experiential Workplace Learning | E-LearningCurve Blog
    • Web learning: basics• What is the WorldWideWeb?• When it was developed?• Who controls its progress and its evolution?• Why the web is so fast-growing?• Why a teacher / learner should learn about the WorldWideWeb?
    • WorldWideWeb=learning• You are using e-mail: e-mail started since 1970• You are using e-learning: e-learning started in 1980• 2010 and forward: you will probably use web- learning: where the web 2.0-3.0 and ease of use are bridging together to enhance teaching and learning activities
    • Web-learning 2.0 basics:let me introduce to you some useful tool
    • Web-learning 2.0 basics: let me introduce to you some useful tool1. Internet is a safe place… provided you behave safely. Once you will begin to use the Web 2.0 you will discover soon that a Web 2.0 user is overwhelmed by many access passwords.2. First of all, then, you need a keychain3. My suggestion is: Lastpass; Open Source, free,
    • Web-learning 2.0 basics: (cont.)1. Internet is a huge place… and you can loose yourself in the clouds…2. Once you will begin to use the Web 2.0 you will discover soon that a Web 2.0 user is overwhelmed by many bookmarks ...3. And the right one is ever in the wrong place. Let’s transform Bookmarks into “placeless tags”: xmarks will do this work for you
    • Web-learning 2.0 basics: (cont.)1. Internet is a huge place… and you can loose your own teaching material …2. Once again you will need a placeless safe location to save your didactic presentation ...3. You’ve got thousands of slideshows presentation … And the right one is ever in the wrong place. Let’s transform PowerPoint into “placeless slide repository”: Slideshare will do this work for you
    • Web-learning 2.0 basics: (cont.)1. Internet is such a huge repository … and you can loose your own book reference list …2. Once again you will need a placeless safe location to save your book references...3. You’ve got thousands of reading list for your students … And the right one is ever in the wrong place. Let’s transform “Biblioscape” into a “placeless references repository”: Citeulike will do this work for you
    • Web-learning 2.0 basics: (cont.)1. Internet is such a huge repository … and you can loose your own Contact List …2. Once again you will need a placeless safe location to save your book references...3. You’ve got thousands of reading list for your students … And the right one is ever in the wrong place. Let’s transform “Outlook” into a “placeless contact list and calendar”: Plaxo will do this work for you
    • Web-learning 2.0 basics: (cont.)1. Internet is such a huge repository … and you can loose your own Contact List and Calendar …2. Once again you will need a placeless safe location to save your book references...3. You’ve got thousands of reading list for your students … And the right one is ever in the wrong place. Let’s transform “Outlook” into a “placeless contact list and calendar”: Google Calendar will do this work for you as well
    • Web-learning 2.0 basics: (cont.)
    • Web-learning 2.0 basics: (cont.)
    • Web-learning 2.0 basics: (cont.) • University of Auckland, • The Auckland University of Technology,
    • Web-learning 2.0 basics: (cont.)
    • Web-learning 2.0 basics: (cont.)
    • Web-learning 2.0 basics: (cont.)
    • Web 2.0 -> Web 3.0
    • Web 2.0 -> Web 3.0
    • Web 2.0 -> Web 3.0
    • Web 2.0 -> Web 3.0
    • Web 2.0 -> Web 3.0
    • Web 2.0 -> Web 3.0
    • Crowdsourcing - Crowdcast
    • Plone CMS – thinking as a PluralOne
    • Plone CMS – thinking as a PluralOne
    • Plone CMS – thinking as a PluralOne
    • Plone as a repository• IMS Consortium• IMS vision
    • Resources and referencesResource type and name: References:Plone; A definitive Guide to PloneExe LO Editor Manual http://wikieducator.org/Online_manual/E mbedding_eXe_resources