PuntoEdu and FOR: from formal to informal learning


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PuntoEdu and FOR: from formal to informal learning

  1. 1. Eminent Conference, Dec 4th-5th Margherita Di Stasio - Elena Mosa PuntoEdu and FOR: from formal to informal learning
  2. 2. N ational A gency for the S upport of S chool A uthonomy (formerly INDIRE) based in Florence
  4. 4. <ul><li>Since 2001 the Agency has been piloting blended-learning courses for school </li></ul>More than 650.000 teachers involved in the training Processi di Innovazione per l’Inglese e l’Informatica nella formazione della scuola primaria (DM 61) 2005 2001 2003 2004 Corso Concorso Dirigenti Scolastici For TIC Riforma (DLgs 59) Europa ATA 2008 176.609 1.850 200.677 62.000 105.103 161.000 DiGiscuola OCSE Neoassunti Neoassunti Neoassunti Neoassunti Neoassunti 41.120 12.000 3.500 42.259
  5. 5. <ul><li>Main features of PuntoEdu: </li></ul><ul><li>Learning by doing approach </li></ul><ul><li>Flexibility and personalization of learning path </li></ul><ul><li>Social environment </li></ul>Puntoedu methodology <ul><li>The “actors” of PuntoEdu: </li></ul><ul><ul><li>E-tutor </li></ul></ul><ul><ul><li>Course director </li></ul></ul><ul><ul><li>Virtual/real classroom </li></ul></ul><ul><ul><li>Trainees </li></ul></ul>
  6. 6. <ul><ul><li>1 </li></ul></ul><ul><ul><li>2 </li></ul></ul>
  7. 7. <ul><ul><li>3 </li></ul></ul><ul><ul><li>4 </li></ul></ul>
  8. 8. <ul><ul><li>5 </li></ul></ul>
  9. 9. From Puntoedu … to Edulab Collaboration Knowledge Learning enhances generates builds WORK PROCESS
  10. 11. Differences between Puntoedu and Edulab methodology <ul><li>Activities are individual </li></ul><ul><li>E-tutor “validates” them </li></ul><ul><li>Sharing experiences in virtual classroom </li></ul><ul><li>E-tutor act as a facilitator </li></ul><ul><li>Collaborative activities </li></ul><ul><li>E-tutor supports workgroup </li></ul><ul><li>analysis phase, test phase, collaborative project </li></ul><ul><li>E-tutor expert of the main topics </li></ul>[Send your project] [Send your project]
  11. 12. Theoretical background On line communities: extention and cohesion Partial extension Global extension Working group Web sharing Interest group Community of best practice Community of practice Low cohesion level High cohesion level
  12. 13. What happened then?
  13. 14. Each member State believes that Longlife Learning is one of the most difficult challenge we have to face. We assist to changes in society, in the nature of work and in the way we communicate and continuously search for knowledge . In front of this scenario States have to facilitate access to longlife learning and create open learning environment. The Lisbon strategy
  14. 15. From the trainees’ voices… “ As a suggestion the Agency should think how to keep “ connected ” trainees once they have completed their training programme” (…).
  15. 16. More evidences from a case study ForTIC 2002/03 In this project forums had a huge success : hundreds of people interacting even after the conclusion of the training programme. In these forums, trainees produced together a book and a…
  16. 17. More evidences from a case study Literary cafe !!!
  17. 18. Result of monitoring of trainees Wishes and needs interpretation of teachers’ role <ul><li>PuntoEdu features </li></ul><ul><ul><li>consultation of the materials </li></ul></ul><ul><ul><li>relationship with the tutor </li></ul></ul><ul><ul><li>exchanging ideas with colleagues </li></ul></ul>
  18. 19. PuntoEdu Limits TIME wish continue on course activities Boundaries set by the structure of thematic course needs continuity community
  19. 20. Synergy amongst the three types of learning environment
  20. 21. Network and community <ul><li>TWO INTERESTING METAPHORS </li></ul><ul><ul><li>network knowledge as a schema network: continuous retroactive feedback between subject and environment; this feedback changes and enriches the subject as well as the environment </li></ul></ul><ul><ul><li>community the learning process is possible by virtue of the participation to the community </li></ul></ul>Our learning environment must be continuously modified by learners themselves and the learners community is the source both of the content as well as the learning possibility
  21. 22. Our mission: provide an answer REQUEST continuity community continuity continuity community community Participants set the arguments of the collaborative activities teachers’ framework
  22. 23. Teachers’ expetations <ul><li>technology for teaching </li></ul><ul><li>improvement of their own teaching subjects </li></ul>FOR answer Teaching Subject Units News Collaborative activities TV section Repository Learning Objects
  23. 24. Teachers’ feedback Proposed topics Submitted articles FORum and ForGroups articles
  24. 25. The typical FOR participant : Giorgio Barba
  25. 26. Give tools to this project FORum on “Learning in Virtual Words” moderated by Andrea Benassi the manager of the Second Learning Project , the Agenzia Virtual Campus An island on Second Life in order to develop the projects born as result of the FOR collaborative activities .
  26. 27. Please welcome Giorgio Barba
  27. 28. Margherita Di Stasio [email_address] Elena Mosa [email_address] Guest account nn: fordoc psw: guest