Infomation literacy history, criticism and technology

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Infomation literacy history, criticism and technology

  1. 1. Information Literacy 2013 From e-learning to Web-learning: placeless, connected, expansible, flexible, effective learning stefano.lariccia@uniroma1.it 04/09-06/22 / 2013 -Stefano Lariccia – Digilab - Alberto PigliacelliNoematics EuropaclubSapienza Università di Roma
  2. 2. Informazioni e logistica
  3. 3. Informazioni e logistica
  4. 4. Premesse e obiettivi del corso• Quali sono gli obiettivi di questo corso? 1. Introdurre alla Computer Literacy – ovvero alla Alfabetizzazione Informatica per le Humanities
  5. 5. Premesse e obiettivi del corso• Quali sono gli obiettivi di questo corso? 1. Introdurre alla Computer Literacy – Alfabetizzazione Informatica per le Humanities 2. Introdurre alla Information Literacy per le Humanities come piattaforma di abilità successiva alla Computer Literacy 3. Fornire le basi “cognitive” per consentire ai frequentanti di procedere in maniera autonoma a creare da se le competenze di ordine superiore: • Come si raccoglie informazione dal Web • Come si selezione la sorgente più autorevole e affidabile • Come si seleziona, tra i vari formati disponibili, il più appropriato ai nostri scopi del momento
  6. 6. Premesse e obiettivi del corso• Quali sono gli obiettivi di questo corso? 1. Introdurre alla Computer Literacy – Alfabetizzazione Informatica per le Humanities 2. Introdurre alla Information Literacy per le Humanities come piattaforma di abilità successiva alla Computer Literacy 3. Fornire le basi “cognitive” per consentire ai frequentanti di procedere in maniera autonoma a creare da se le competenze di ordine superiore: • Come si raccoglie informazione dal Web • Come si selezione la sorgente più autorevole e affidabile • Come si seleziona, tra i vari formati disponibili, il più appropriato ai nostri scopi del momento
  7. 7. Premesse, obiettivi e metodi• Quali obiettivi?• Come saranno conseguiti?
  8. 8. Premesse, obiettivi e metodi • 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 new informationthrough symbolic representation or abstract conceptualization –thinking about, analyzing, or systematically planning, rather thanusing sensation as a guide.Similarly, in transforming or processing experience some of us tendto carefully watch others who are involved in the experience andreflect on what happens, while others choose to jump right in andstart doing things. The watchers favor reflective observation, whilethe doers favor active experimentation.
  9. 9. Premesse, obiettivi e metodi • 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• 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 lifeexperiences, and the demands of our present environment,we develop a preferred way of choosing.We resolve the conflict between concrete or abstract andbetween active or reflective in some patterned, characteristicways.We call these patterned ways “learning styles.”Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ.Prentice HallRead more: Experiential Workplace Learning | E-LearningCurve Blog
  10. 10. Strumenti cognitivi• Quali strumenti utilizzeremo? – strumenti “informatici” cioè basati su computer: • linguaggi di programmazione • programmi • organizzatori di contenuti • strumenti di gestione grafica delle informazioni
  11. 11. Strumenti cognitivi (2)• Quali strumenti utilizzeremo? – piattaforme Web per la gestione di contenuti e di conoscenze: • www.comphumanities.org • elearning2.uniroma1.it • www.editoriaescrittura.org
  12. 12. Web-learning 2.0 basics:let me introduce to you some useful tool
  13. 13. 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,
  14. 14. 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,
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. Web-learning 2.0 basics: (cont.)• Social Network – Social Network management systems can be a support to learning activities – You should try to encourage selection and usage of a serious social network like environment – Linkedin is a generalist yet “professional oriented” SN environment
  21. 21. Web-learning 2.0 - Social Networks – 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 ...
  22. 22. 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 students 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 ...
  23. 23. Web-learning 2.0 - Social Networks – Impact of Social Networks on learning and teaching activities • http://ftp.jrc.es/EURdoc/JRC56958.pdf
  24. 24. Web-learning 2.0 basics: (cont.)
  25. 25. Web-learning 2.0 basics: (cont.) • University of Auckland, • The Auckland University of Technology,
  26. 26. Web-learning 2.0 basics: (cont.)
  27. 27. Web-learning 2.0 basics: (cont.)
  28. 28. Web-learning 2.0 basics: (cont.)
  29. 29. Web 2.0 -> Web 3.0
  30. 30. Web 2.0 -> Web 3.0
  31. 31. Web 2.0 -> Web 3.0
  32. 32. Web 2.0 -> Web 3.0
  33. 33. Web 2.0 -> Web 3.0
  34. 34. Web 2.0 -> Web 3.0
  35. 35. Crowdsourcing - Crowdcast
  36. 36. Plone CMS – thinking as a PluralOne
  37. 37. Plone CMS – thinking as a PluralOne
  38. 38. Plone CMS – thinking as a PluralOne
  39. 39. Plone as a repository• IMS Consortium• IMS vision
  40. 40. Online Education Experiences using Plone as a repository• OCW Consortium
  41. 41. Online Education Experiences using Plone as a repository• OCW Consortium
  42. 42. Online Education Experiences using Plone as a repository• OCW Consortium
  43. 43. Online Education Experiences using Plone as a repository• OCW Consortium
  44. 44. Other Online Education Experiences• Openstudy (MIT)
  45. 45. Other Online Education Experiences• Mass WebLearning: EdXEdX Consortium:MIT,Harvard,Berkely …
  46. 46. 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
  47. 47. 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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