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La valeur ajoutéee de l’enseignement à distance
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La valeur ajoutéee de l’enseignement à distance, 20/09/2013.

La valeur ajoutéee de l’enseignement à distance, 20/09/2013.
Conférence finale de restitution. Childhood Links. Mairie du XVIIIème arrondissement. 1, place Jules Joffrin. PARIS. FRANCE.

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La valeur ajoutéee de l’enseignement à distance Presentation Transcript

  • 1. :: Liens d’enfance (Childhood Links) :: The added value of distance learning Moodle tool, system of pairs Giuliana Guazzaroni Paris Meeting 20th September 2013 DII – Department of Information Engineering – Università Politecnica delle Marche
  • 2.  Distance and blended learning  Profile of trainees  Training sessions  MOODLE environment  Feedback on system of pairs  Recommendation for a correct implementation  Post evaluation List of topics
  • 3. Blended Learning  Blended education integrates online with traditional face-to- face class activities in a planned and pedagogically valuable manner BlendededucationHybrid learningFlipping theclassroom
  • 4. Profile of trainees  18 trainees, professional figures that operate within problematic families, where relations between children and parents require the mediation and support of experts.
  • 5. Training sessions  The training program is focused on the transfer of the method using Moodle environment for the management of the online activities.
  • 6. Training of trainees (pilot) It is conceived as a blended mode training Two face-to-face lessons alternating with online activities
  • 7. 1° Face-to-face lesson  self introduction of trainers and trainees;  presentation of the methodological aspects;  simulation of interview;  access to the online platform Moodle;  presentation and discussion of homework.
  • 8. Online Activities – Work in pairs  Self evaluation of the assignment by using the rubric  Feedback by the tutor
  • 9. Rubric  At the end of the work, the trainee can access a self- assessment grid (Rubric);  Here it is asked to self evaluate using different levels of competences (not acquired, in course of acquisition, acquired, expert).
  • 10. Rubric for self evaluation Example – Pair activity Analysis of the trainee’s study case Trainee’s study case
  • 11. Example of Online activity  "Choose a case study and try to use the method's first step role/technique to interview a colleague"  “Using the same case, try to use the method's second step role to interview the same colleague"  Trainees evaluate their own work by using the rubric  The work is followed and supervised by the tutors
  • 12. Example – Homework case study – 1 step method Rubric for self evaluation
  • 13. Example – Homework case study – 1 step method Feedback by the tutor Student’s Homework
  • 14. 2° Face-to-face lesson  discussion of the online homework;  presentation of the methodological aspects;  presentation of the example;  refinement of use of TRIADES with a case study;  Homework presentation.
  • 15. Second homework session – Pair work  "Using the same case, try to use the method's third step role to interview a collegue" – work in pairs;  "Using the same case, try to use the method's fourth step role to interview a collegue" – work in pairs;  Using the interview, build a new project in Triades.  Trainees evaluate their own work by using the rubric.  The work is followed and supervised by the tutors.
  • 16. Final lesson  Relevant aspects of the training program are summarized;  A post – questionnaire is delivered for the final evaluation of the training program.
  • 17. MOODLE environment – Conditional Activities  A positive point is the organization of the online activities as conditional activities  This means that each trainee needs to complete the previous activity in order to access to the next activity.
  • 18. MOODLE environment – conditional activities
  • 19. ..notes  During the work in pairs the trainees applied the all the steps to a case study they were working at in their daily practice  It is a key point to acquire the methodological aspects of the method and to restructure their previous knowledge about the educational process.  A further feedback has been gathered by the self-evaluation of the learning process for each step of the method. This assessment has been analyzed by trainers. ▫ Several participants have highlighted the lack of time in face-to- face lessons..
  • 20. Feedback on the system of pairs  Students are working according to deadlines;  A key point is to organize pairs during the first face to face lesson;  Participants revealed lack of familiarity with some online communication tools;  They complained lack of time for pair-work;  In some cases, they would like to have more time to simulate interviews in the presence of trainers.
  • 21. Recommendation for a correct implementation  The pilot is running according to the designed model, it seems adequate for a class of psychologists and educators.  For a correct implementation of the training course, it is crucial to clearly explain and share all objectives and activities in the first face to face lesson.  It is also very important for students to access the online environment and for trainers to shows how the online course is organized.  A timely, precise and formative assessment of the online homework is required.
  • 22. Post evaluation  Most of the trainees have improved their educative practice during the learning;  Most of them have declared the method has influenced their daily practice.