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Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
Eurodidaweb2012 03-13
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Eurodidaweb2012 03-13

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Eurodidaweb 2012 March

Eurodidaweb 2012 March

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  1. Eurodidaweb 2012 From e-learning to Web-learning: placeless, connected, expansible, flexible, effective learning stefano.lariccia@uniroma1.it 12-13-14-15-16 of March 2012 -Stefano Lariccia – Digilab - Alberto PigliacelliNoematics EuropaclubSapienza Università di Roma
  2. 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.
  3. 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?
  4. 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.
  5. 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
  6. 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?
  7. 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
  8. Web-learning 2.0 basics:let me introduce to you some useful tool
  9. 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,
  10. 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,
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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
  16. Web-learning 2.0 basics: (cont.)
  17. Web-learning 2.0 basics: (cont.)
  18. Web-learning 2.0 basics: (cont.) • University of Auckland, • The Auckland University of Technology,
  19. Web-learning 2.0 basics: (cont.)
  20. Web-learning 2.0 basics: (cont.)
  21. Web-learning 2.0 basics: (cont.)
  22. Web 2.0 -> Web 3.0
  23. Web 2.0 -> Web 3.0
  24. Web 2.0 -> Web 3.0
  25. Web 2.0 -> Web 3.0
  26. Web 2.0 -> Web 3.0
  27. Web 2.0 -> Web 3.0
  28. Crowdsourcing - Crowdcast
  29. Plone CMS – thinking as a PluralOne
  30. Plone CMS – thinking as a PluralOne
  31. Plone CMS – thinking as a PluralOne
  32. Plone as a repository• IMS Consortium• IMS vision
  33. 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

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