Web-enhanced teaching and learning environment

Web-enhanced teaching and learning environment S.Lariccia Sapienza Università di Roma – Medialab Centre [email_address] Education is deeply changing. And becoming more and more universal

Classroom location and directions Page  Direction to Sapienza Università di Roma Direction to Luchino dal Verme

Page  What we want to learn here? From where we start? An overview of our path trough web-based learning technologies Day 1 Day 2 Day 3 Day 4 Day 5

Page  What we want to learn here? From where we start? We need to define what the WorldWideWeb is: How the Web changed our way of making and sharing knowledge. An overview of our path trough web-based learning technologies Day 1 Day 2 Day 3 Day 4 Day 5

Page  What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it We need to define what the WorldWideWeb is: How the Web changed our way of making and sharing knowledge. An overview of our path trough web-based learning technologies Day 1 Day 2 Day 3 Day 4 Day 5

Page  What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it We need to define what the WorldWideWeb is: How the Web changed our way of making and sharing knowledge. Next generation learning, Web-enhanced learning or web-learning. How to move forward? An overview of our path trough web-based learning technologies Day 1 Day 2 Day 3 Day 4 Day 5

Page  What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it Next generation Web: the Semantic Web and new constructivist learning We need to define what the WorldWideWeb is: How the Web changed our way of making and sharing knowledge. Next generation learning, Web-enhanced learning or web-learning. How to move forward? An overview of our path trough web-based learning technologies Day 1 Day 2 Day 3 Day 4 Day 5

Page  Day 1: Exchanging contextual information Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 1: Exchanging contextual information

Page  Sharing information between participants A more detailed view on program and calendar A visit in the new location of the Medialab Registration and Administrative duty 1 2 3 4 5 Presentation of Sapienza University and Medialab Centre Day 1: Exchanging contextual information, reception

Page  Sharing information between participants A more detailed view on program and calendar A visit in the new location of the Medialab Registration and Administrative duty 1 2 3 4 5 Presentation of Sapienza University and Medialab Centre Day 1: Exchanging contextual information

Page  Day 1: A more detailed view on the Eurodidaweb programme Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other

Page  A more detailed view on program and calendar (2) Lesson 2: An introduction on the Web evolution, 1999-2009 Lesson 3: Web technology for teaching and learning 1 2 3 4 Lesson 1: An introduction on the Web evolution, 1989-1999 Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other

Page  A more detailed view on program and calendar Lesson 2: An introduction on the Web evolution, 1999-2009 Lesson 3: Web technology for teaching and learning 1 2 3 4 Lesson 1: An introduction on the Web evolution, 1989-1999 Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other

Internet first (1969) and much more the WorldWideWeb (1989) are changing the way in which the humanity build, archive and share knowlegde.

The WorldWideWeb is born to make knowledge more democratic, accessible, valuable for every human being.

Tim Berners-Lee, the Web inventor, wrote „Weaving the Web“, an highly readble book in which he explain his goals. Now these goals are commons to hundreds of million people: a mass of knowledge workers. The W3C consortium is working to mantain the universality of these protocols.

The science itself is more and more modified by the communication model introduced by the WorldWideWeb: examples are the Human Genome Project; Seti Project; Grid Computing project.

Page  WorldWideWeb is changing the way in which we and our student learn, think, communicate and share knowledge

Page  Day 1: Exchanging contextual information Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 1: Exchanging contextual information

Page  Day 1: Exchanging contextual information Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other

Objectives of this first lesson are:

Trace the route of the web evolution, since 1989 to 1999, and since 1999 to 2009; this will give a perspective view and should boost your competence in selecting the next good technology.

Build the basic competence one need to undestand which can be the role of an educator in this evolutionary scenario: teach HTML? Teach XHTML? Teach a programming language? Or teach language and content integration competences?

List the best sources to deep in this matter: webliography, bibliography, repository of digital contents

Practice coupled to the first lesson will be focusing on exercising on HTML editing versus Content Management Editing

Conclusions of the first module will be drawn together.

So no doubt we have to face the introduction of web-based metodology in schools, training and higher education.

It doesn‘t mean that there are no risks in the introduction of technology in our way of life: many teachers could tell you what‘s wrong with an heavy usage of technology in the classroom; many parents could tell you their fear; many scientist tried to proof benefits and damages of such havy dependency.

Nevertheless almost anybody is conceving a future of more and more technology based educaton and training - maybe decreasing some factors and increasing other factors to improve overall efficiency of the educational process -

It is a common assumption that humanity should improve his dependency on technology, moving forward in the direction of cleaner, smarter, unobtrusive techology model and leaving at its back older technology.

Page  Day 1: Exchanging contextual information Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Conclusion 6 7 8 Day 3: e-learning: an introduction to LMS Moodle

Page  Day 1: Exchanging contextual information Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 3: e-learning: an introduction to LMS Moodle

Objectives of the second module are:

Introduce the audience to the concept of CMS - Content Management System and LCMS - Learning Content Management System

Introduce the audience to a classic e-learning System: Moodle.

Let the course participants understand how they can use Moodle in their classroom

Introduce participants in creating and managing a class on Moodle

Practice coupled to the second module will be focusing on exercising on Learning Content Management creation and editing

Conclusions of the second module will be drawn together.

Page  e-learning: is the first attempt – (1995-) to exploit the power of the web within the educational framework

Page  Day 1: A more detailed view on the Eurodidaweb programme Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 4: From e-learning to web-enhanced learning

Objectives of the fourth lesson are:

Introduce the audience to the comparison metrics of CMS - Content Management System and LCMS - Learning Content Management System

Let the course participants understand the adavantage in re-using material; the Learning Objects model

Introduce participants in discovering and using worldwide educational repository

Practice coupled to the fourth lesson will be focusing on discovering resources on the web; keyword: interoperability, reuse

Conclusions of the fourth lesson will be drawn together.

Page  e-learning is evolving: Moodle itself is the result of a long evolutionary chain. Many LMS exists and they should be interoperating

Page  Day 1: A more detailed view on the Eurodidaweb programme Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8 Day 5: Web 2.0, Semantic Web and web-learning

Page  The Web 2.0 Semantic Web

It allows many authors to easely exchange contens on Blogs, on Social Networks, on specially conceived website.

It generated hundred of millions of self-made communicator.

Teachers and educators are in the game.

Some LCMS framework allows to exploit this

It will make possible to use the whole Web as a huge structured Knowledge Base.

It will change again our way to use the web.

Educational application are on the way.

Day 5: Web 2.0, Semantic Web and web-learning

Page  Day 1: A more detailed view on the Eurodidaweb programme Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other Day 3: e-learning: an introduction to LMS Moodle Day 4: From e-learning to web-enhanced learning Day 5: Web 2.0, Semantic Web and web-learning 1 2 3 4 5 Conclusion Objectives and expectations Evaluation 6 7 8

Page  Sharing information between participants A more detailed view on program and calendar A visit in the new location of the Medialab Registration and Administrative duty 1 2 3 4 5 Presentation of Sapienza University and Medialab Centre Day 1: Exchanging contextual information, reception

At the end of this first presentation everyone will:

Introduce himself/herself and his/her institution

Introduce institution‘s mission and goals

Explain his/her role in the institution.

Explain his/her background knowledge in relation to our class

At the end of the day 1 everybody will register in our portal system where he/she will edit his/her profile with basic information:

E-Mail

Cell phone number (for emergency SMS!)

Owned skills and competence

Page  Sharing information between participants

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The University of Rome "La Sapienza“ was founded on April 20th, 1303 through an edict ("Bolla") by Pope Boniface the VIIIth.

According to the Academic Ranking of World Universities published by the Institute of Higher Education of Shanghai Jiao Tong University,

Sapienza University of Rome ranks among top 30 european universities and as one of the best Italian Universities, together with the Universities of Milan, Pisa and Bologna. ..

Sapienza University

Page  History La Sapienza was founded in 1303 by Pope Boniface VIII who issued the bull "In supremae praeminentia dignitatis" on 20 April, 1303, as a Studium for …

..ecclesiastical studies more under his control than the universities of Bologna and Padua. The pope established it in order that Rome might become the fruitful mother of science

In 1431, Pope Eugene IV completely reorganized the studium with the bull "In supremae", in which he granted masters and students alike the broadest possible

Sapienza University

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privileges and decreed that the university should include the four Faculties of Law, Medicine, Philosophy and Theology.

He introduced a new tax on wine, in order to raise funds for the university;

the money was used to buy a palace that later hosted the Sant'Ivo alla Sapienza church, "La Sapienza“. (picture)

Sapienza University

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The University is setting up a matrix of distinctly European, and indeed in the opinion of Walter Rüegg is the “European institution par excellence“.

And in fact the only European institution that has managed to maintain its prerogatives and its fundamental social role throughout history.

And no other European institution has spread around the world, while remaining consistent with its stereotype, as the University Sapienza University

Page  Medialab Centre

Medialab is starting now as a Centre for New Media

Sapienza University

The University of Rome "La Sapienza" has a very specific birth certificate since it was founded on April 20th, 1303 through an edict ("Bolla") by Pope Boniface the VIIIth.