Eurodidaweb2014 03-17 21 day 3-4
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    Eurodidaweb2014 03-17 21 day 3-4 Eurodidaweb2014 03-17 21 day 3-4 Presentation Transcript

    • Eurodidaweb 2014 Part 2 17/21-03-2014 - Stefano Lariccia – Digilab - Noematics Sapienza Università di Roma Alberto Pigliacelli Europaclub From e-learning to Web-learning: placeless, connected, expansible, flexible, effective learning stefano.lariccia@uniroma1.it
    • e-Learning vs. web-learning • What are the objectives of this course? – The main objective of this course is to expose the participants / (emulating) students, 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.
    • B-learning vs self-paced learning • How learning platforms are cahnging with changes of the Internet and the Web? • Evolution from Web-1, Web 2.0 and Web 3.0 are really significant: thus one should imagine a similar evolution in web-based learning environment and systems; • In fact this is not so clear as one could imagine: nevertheless we wanto to make it more clear here.
    • B-learning • What does it mean b-learning? – B-learning is a definition firstly used in 1999 by an e-learning services vendor in Canada; globally- based projects • it is not an academic or research definition, just a commercial slogan • It does not implies a deep, new concept. It only means “a mix between distance and presence learning • Despite of this origins it is today quite largely spread all over the world.
    • e-learning • Like in e-mail, or in e-commerce, e-learning means – a set of learning processes and activities based on a electronic environment providing a simple virtualization of learning spaces – Like email means: a message that you can send without sending any tangible support – Elearning means: a traditional learning process based on a virtual platform that enables decoupling between the learners location in space and teachers location in space
    • e-commerce • Same transformation is recognized in e- commerce E-commerce implies a virtualization of the process of selling and buying stuff in terms of localization, or in other words, in terms of property of the space of the process actors, but not necessarily in terms of a distinct logic of the process You can’t see any difference between a process of commercial exchange that take place over Internet: you could also imagine to implement a commercial exchange ( a sell, or a buy) without any need to use the WorldWideWeb at all • The client receive a catalog of merchandise via e-mail • He or she select the goods he needs; the he will send an e-mail with the needed data: quantity order, specifications, etc. • He/ she will pay to a bank and will send a payment receipt to the seller • The seller verify his bank account to check money transfer • The seller send in the goods to the buyer via a parcel service • The buyer receive the goods and send a receipt email to the seller
    • e-commerce • Everybody continues to refer to e-commerce even today, when Web enabled commerce is changing the rules Web based commerce implies today deeper change in the commerce scenario; it is not so trivial to understand what is changing, but you can say something more then the mere localization is changing. A virtualization of the whole process of selling and buying stuff is undergoing, let’s see what does it means. You can be able to recognize differences between traditional process and a web-based process. • Clients today are supposed to actively and consistently browse catalogs of many different providers on the WorldWideWeb • Clients are served with third party price comparison tools: such a tool will make the comparison for the client and the seller is aware too that his good will be compared with worldwide similar products; this is not a quantitative change, it is a qualitative change. • Sellers are forced to cope with a worldwide market and with worldwide competition • Seller will tray to conquer the fidelity of his potential client with some other service connected to the sell; otherwise he is kept in a consant war with other sellers all over the world • For some types of goods untangible delivery will end the process; the buyer will receive the goods without any special competence via WorldWideWeb
    • e-learning vs. web-based learning • How many other specification are changed in the learning / teaching process? 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 Hall Read more: Experiential Workplace Learning | E-Learning Curve Blog
    • Web-learning vs. e-learning • What are the differneces in the real class usage of a LCMS like Moodle and a contructivist CMS like Plone? • Who is an expert in this conceptualization? • Who controls quality of e-learning, b-learning and eventually of its evolutionary next step, web-learning? • Will the Linked Open Data new era let us discover and exploit the symmetric, cooperative, peer to peer learning of the 21. century? • What can we apply to our real day by day working activity?
    • e-learning Moodle style (1) • Let’s start a course on a Moodel platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • e-learning Moodle style (2) • Let’s start a course on a Moodel platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • e-learning Moodle style (3) • Let’s start a course on a Moodel platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • e-learning Moodle style (4) • Let’s start a course on a Moodel platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • e-learning Moodle style (5) • Let’s start a course on a Moodel platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • e-learning Moodle style (6) • Let’s start a course on a Moodle platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • e-learning Moodle style (7) • Let’s start a course on a Moodel platform – Assume you have a Moodle LCMS installed and running – You will also probably have a System Administrator to refer to .. – Now your job is to create a new course • Name it • Classify it • Manage it • Run the course with your students • Text and quizzes; a repository ofr you and your colleagues
    • Web-learning vs. e-learning • Let’s start to present what LOD is for real: before we engage ourselves in the practice, let me explain some principle: – LOD are .. – Nation based consortia are fastly developing services that fits every national community needs – You can use LODs sets and you can invite your students to learn how to use these new net-objects • For Italy, the more dynamic agencies are: – MiBAC – Pisa – Dbpedia Italy – Linlked Open Data Italy
    • Learning, co-Learning / Teaching with LODs • When your students are able to inteconnect datasets to extract new knowledge, they will be finally able to teach you new things! – imagine examples of this: • Statistics about population using datasets provided by … • Statistical knowledge about pollution extracted from …
    • – Edmodo | Secure Social Learning Network for Teachers and Students • www.edmodo.com/; Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to ... – TeachersRecess - The Teacher Social Network and File Sharing ... • www.teachersrecess.com/ The Teachers Social Network. ... Teachers Recess Community. Use the Community to: • Make Friends • Find Colleagues • Network • Share Ideas and More! FAQs - Wtf911 swaggsec bitchessss - Help - Register now! – Home - Teachers Social Network • www.teachersn.com/ - Get in touch with other teachers trough this social network site. Exchange teaching experiences, ideas and teaching materials with other teachers and students. Lesson Plans - Register - Web Site Terms and ... - About – NEA - Online Social Networking for Educators • www.nea.org/home/20746.htm - The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them. – 25 Excellent Social Media Sites for Teachers | The Digital Learning ... • toponlineuniversityreviews.com/.../25-excellent... - 25 Excellent Social Media Sites for Teachers. Are you a teacher who wants to increase collaboration and skill development to students? Teamwork can increase ... Web-learning 2.0 - Social Networks
    • – http://www.educationalnetworking.com/List+of+Networks – Guidelines for Educators Using Social Networking Sites - Home ... • doug-johnson.squarespace.com/.../guidelines-f... - • 7 Aug 2009 – The district strongly discourages teachers from accepting invitations to friend students within these social networking sites. When students gain ... – Free Educational Resources for Educators and Teachers ... – www.teachade.com/ - Stati Uniti - – The first social networking website designed specifically for educators. Because of the ability to harness the online community, Teachade has become one of the ... – Teachers and Social Networks: To Facebook Or Not To Facebook? • blogs.gartner.com/.../teachers-and-social-netwo... - • 6 Jun 2009 – First of all, there is no clear code of conduct for teachers on social media: some automatically accept any student's or parent 's request, some ... – Teaching and learning through social networks | TeachingEnglish ... – www.teachingenglish.org.uk/.../teaching-learning-thro... – In 2007, the British Council conducted market research into how the Internet has affected the preferred learning ... Web-learning 2.0 - Social Networks
    • – Impact of Social Networks on learning and teaching activities • http://ftp.jrc.es/EURdoc/JRC56958.pdf Web-learning 2.0 - Social Networks
    • 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
    • Online Education Experiences using Plone as a repository • OCW Consortium
    • Online Education Experiences using Plone as a repository • OCW Consortium
    • Online Education Experiences using Plone as a repository • OCW Consortium
    • Online Education Experiences using Plone as a repository • OCW Consortium
    • Other Online Education Experiences • Openstudy (MIT)
    • Other Online Education Experiences • Mass WebLearning: EdX EdX Consortium: MIT, Harvard, Berkely …
    • Other educational resources on the Web • Webinars for secondary schools – http://www.evobeaker.com/products-k- 12/Webinars • Other resources for teachers – http://www.ies.be/training/bridging-the-gap
    • Resources and references Resource type and name: References: Plone; A definitive Guide to Plone Exe LO Editor Manual http://wikieducator.org/Online_manual/E mbedding_eXe_resources