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Creative learning activities with Moodle


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Framework and examples of Moodle activities used in integrated learning at the University of padova by Paula de Waal

Published in: Technology, Education

Creative learning activities with Moodle

  1. 1. Tutoring Competencies in the Web 2.0 Scenario Open University 26-07-2006
  2. 2. today Moodle Brasileiro - 413 Guia de Funcionalidades Moodle - 360 Moodle in Italiano - 268 Demo delle funzionalità di Moodle - 173
  3. 3. University of Padova <ul><li>Some facts : </li></ul><ul><li>University's year of foundation is 1222 </li></ul><ul><li>Galileo Galilei taught at the university from 1592 to 1610 </li></ul><ul><li>First permanent anatomy theatre in the world (1594) </li></ul><ul><li>13 Faculties, 90 three-year degree courses </li></ul><ul><li>65 research focused departments </li></ul>
  4. 4. Some photos
  5. 5. Moodle colours at the Department of Educational Science
  6. 6. Indire <ul><li>Research on blended models and teacher training </li></ul><ul><li>Focus on collaboration, semi-structured design and quick contextualization </li></ul>
  7. 7. Integration of face-to-face, in-action and on-line education
  8. 8. Comunità di Produzione <ul><li>the quality and results of collaborative online learning depends on how effectively tutors employ communication and educational mediation strategies </li></ul><ul><ul><li>recurring competencies gap in professionals acting as didactic mediators in e-learning and complex-learning educational settings. </li></ul></ul><ul><li>the role of tutors and their mediation techniques should be defined in accordance with the learning activities and environments. </li></ul><ul><ul><li>understand and implement in the field the communication and educational strategies aligned with the methodologies established at project level. </li></ul></ul><ul><ul><li>perform the roles established within each educational context </li></ul></ul><ul><ul><li>promote personalisation strategies </li></ul></ul><ul><ul><li>microplan their own interventions with educational intent </li></ul></ul><ul><ul><li>and perform diagnostic monitoring of learning processes. </li></ul></ul><ul><li>instructional framework, known as &quot;Comunità di Produzione“ </li></ul><ul><ul><li>transversal competencies analysis model </li></ul></ul><ul><ul><li>production-oriented cooperative tasks </li></ul></ul><ul><ul><li>pervasive metacompetency-based activities </li></ul></ul><ul><ul><li>iterative revision of the learning activities and mediation strategies </li></ul></ul><ul><ul><li>management of flexibility and personalization during the course (flexibility areas at micro-project level). </li></ul></ul>
  9. 9. Complexity levels of transversal competences in e-tutoring
  10. 10. Affordance, metaphors and creativity
  11. 11. Using Moodle to design your e-Portfolio: Collaborative “How to”
  12. 12. Using Moodle to design your e-Portfolio: Collaborative “How to”
  13. 13. Using Moodle to publish your Project Work: Mp3 enhanced glossary
  14. 14. Using Moodle to publish your Project Work: Mp3 enhanced glossary
  15. 15. KM and overload survival kit : glossaries as repositories instead of attachments in forums
  16. 16. Preparing the next lesson: new concepts published by students
  17. 17. Preparing the next lesson: sharing responsibility
  18. 18. “ Technology and longlife learning”
  19. 19. &quot;Tutoring for Distance Learning“ (master) <ul><li>addresses the concept of Distributed Learning in a 3-week learning module </li></ul><ul><li>designed to promote acquaintance with new communication channels, styles and streams. </li></ul><ul><li>Moodle becomes a hub where Blogs, Videoblogs, Podcasting shows created by the students get connected by means of RSS Channels or embedded in audio-forums, glossary-collections and Books. </li></ul><ul><li>the complexity of mediation in distributed environments is the main theme </li></ul><ul><li>web 2.0 Scenario, adopted as &quot;expanded“ and distributed learning environment </li></ul><ul><li>new e-tutoring model </li></ul>
  20. 20. &quot;Tutoring for Distance Learning“ (master) <ul><li>focus on the activities of learners </li></ul><ul><li>ensure the continual acquisition of expert competencies throughout the entire course </li></ul><ul><li>authentic learning scenarios before the final practice stage </li></ul><ul><li>activities supporting the development of a learner’s portfolio designed to foster a mastery of metacognitive techniques that will enable a professional tutor to assess their attitudes and their learning gaps </li></ul>
  21. 21. Outline
  22. 22. Forum moderated by the teacher (pull)
  23. 23. Forum moderated by the tutor (proactive)
  24. 24. Distributed content /authoring flow <ul><li>Node created by tutor1 (tracking, weaving, perceptions, emotions) </li></ul><ul><li>Nodes created by the teacher (misconception control, content gap management) </li></ul><ul><li>Nodes created by tutor2 (technical scaffolding and proactive tips) </li></ul><ul><li>Nodes created by students (4 different learning paths) </li></ul><ul><li>Clipping and Blogrolling with blogreaders (beyond publishing= reading and connecting) </li></ul><ul><li>Audiomail, audioforum, embedding resources in other texts, podcatcher simulation </li></ul><ul><li>Rss block </li></ul>
  25. 30. Teacher’s podcatcher
  26. 31. Discussion recorded in MP3 : “complexity, change management and mediation”
  27. 32. Attitude towards learning, reciprocal evaluation and teacher feedback
  28. 33. Dealing with “thousands”
  29. 34. Content based courses
  30. 39. Grazie 