This document discusses experiential learning and learning styles. It explains that people perceive and process new information in different ways, either through concrete experiences or abstract conceptualization, and either through reflective observation or active experimentation. These dimensions present choices in how we learn, and we develop preferred patterns or learning styles. The document also provides an overview of the basics of web-based learning, including a brief history of email and e-learning leading into greater use of web-based learning through Web 2.0 and 3.0 technologies. It suggests using a password manager like LastPass when working online.

1. CompHumanities 2 2011 3 of april - 23 of June 2011 -

2. premises Whatis the goal of thiscourse? How will be achieved?

3. premises How will be achieved? In grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization – thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in the experience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation.

4. premises How will be achieved? Each dimension of the learning process presents us with a choice. Since it is virtually impossible, for example, to simultaneously drive a car (Concrete Experience) and analyze a driver’s manual about the car’s functioning (Abstract Conceptualization), we resolve the conflict by choosing. Because of our hereditary equipment, our particular past life experiences, and the demands of our present environment, we develop a preferred way of choosing. We resolve the conflict between concrete or abstract and between active or reflective in some patterned, characteristic ways. We call these patterned ways “learning styles.” Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ. Prentice HallRead more: Experiential Workplace Learning | E-Learning Curve Blog

5. 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?

6. WorldWideWeb=learning You are using e-mail: e-mail started since 1970 You are using e-learning: e-learning started in 1980 2010: 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

7. Web-learning 2.0 basics: let’s start 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. First of all, then, you need a keychain My suggestion is: Lastpass; Open Source, free,

8. Web-learning 2.0 basics: (cont.) 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. First of all, then, you need a keychain My suggestion is: LastPass ****; Open Source, free,

9. Web-learning 2.0 basics: (cont.)

10. Web-learning 2.0 basics: (cont.)

11. Web-learning 2.0 basics: (cont.)

12. Web-learning 2.0 basics: (cont.)

13. Web-learning 2.0 basics: (cont.)

14. Web-learning 2.0 basics: (cont.)

17. Web-learning 2.0 basics: (cont.)

18. Web-learning 2.0 basics: (cont.)

19. Web 2.0 -> Web 3.0

20. Web 2.0 -> Web 3.0

21. Web 2.0 -> Web 3.0

22. Web 2.0 -> Web 3.0

23. Web 2.0 -> Web 3.0

24. Web 2.0 -> Web 3.0

25. Crowdsourcing - Crowdcast

26. Plone CMS – thinkingas a PluralOne

27. Plone CMS – thinkingas a PluralOne

28. Plone CMS – thinkingas a PluralOne

29. Plone as a repository IMS Consortium IMS vision

30. Resources and references