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:: Liens d’enfance (Childhood Links) ::
The added value of distance learning
Moodle tool, system of pairs
Giuliana Guazzar...
 Distance and blended learning
 Profile of trainees
 Training sessions
 MOODLE environment
 Feedback on system of pai...
Blended Learning
 Blended education integrates online with traditional face-to-
face class activities in a planned and pe...
Profile of trainees
 18 trainees, professional figures that operate within
problematic families, where relations between ...
Training sessions
 The training program is focused on the transfer of the
method using Moodle environment for the managem...
Training of trainees (pilot)
It is conceived as a blended mode training
Two face-to-face lessons alternating
with online a...
1° Face-to-face lesson
 self introduction of trainers and trainees;
 presentation of the methodological aspects;
 simul...
Online Activities – Work in pairs
 Self evaluation of the assignment by using the rubric
 Feedback by the tutor
Rubric
 At the end of the work, the trainee can access a self-
assessment grid (Rubric);
 Here it is asked to self evalu...
Rubric for
self evaluation
Example – Pair activity
Analysis of the trainee’s study case
Trainee’s study case
Example of Online activity
 "Choose a case study and try to use the method's first step
role/technique to interview a col...
Example – Homework case study – 1 step
method
Rubric for self evaluation
Example – Homework case study – 1 step
method
Feedback by the tutor
Student’s Homework
2° Face-to-face lesson
 discussion of the online homework;
 presentation of the methodological aspects;
 presentation o...
Second homework session – Pair work
 "Using the same case, try to use the method's third step role
to interview a collegu...
Final lesson
 Relevant aspects of the training program are summarized;
 A post – questionnaire is delivered for the fina...
MOODLE environment – Conditional Activities
 A positive point is the organization of the online activities as
conditional...
MOODLE environment – conditional activities
..notes
 During the work in pairs the trainees applied the all the steps
to a case study they were working at in their da...
Feedback on the system of pairs
 Students are working according to deadlines;
 A key point is to organize pairs during t...
Recommendation for a correct
implementation
 The pilot is running according to the designed model, it seems
adequate for ...
Post evaluation
 Most of the trainees have improved their educative practice
during the learning;
 Most of them have dec...
La valeur ajoutéee de l’enseignement à distance
La valeur ajoutéee de l’enseignement à distance
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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.
Conférence finale de restitution. Childhood Links. Mairie du XVIIIème arrondissement. 1, place Jules Joffrin. PARIS. FRANCE.

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Transcript of "La valeur ajoutéee de l’enseignement à distance"

  1. 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. 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. 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. 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. 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. 6. Training of trainees (pilot) It is conceived as a blended mode training Two face-to-face lessons alternating with online activities
  7. 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. 8. Online Activities – Work in pairs  Self evaluation of the assignment by using the rubric  Feedback by the tutor
  9. 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. 10. Rubric for self evaluation Example – Pair activity Analysis of the trainee’s study case Trainee’s study case
  11. 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. 12. Example – Homework case study – 1 step method Rubric for self evaluation
  13. 13. Example – Homework case study – 1 step method Feedback by the tutor Student’s Homework
  14. 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. 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. 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. 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. 18. MOODLE environment – conditional activities
  19. 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. 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. 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. 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.

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