Eurodidaweb Part 1 (day 1 day 2)

1. Eurodidaweb 2014 Part 1
17/21-03-2014
-
Stefano Lariccia – Digilab -
Noematics
Sapienza Università di Roma
Alberto Pigliacelli
Europaclub
From e-learning to Web-learning:
placeless, connected, expansible, flexible,
effective learning
stefano.lariccia@uniroma1.it

2. Premises and objectives
• What are the objectives of this course?
– The main objective of this course is to expose the
participants / (emulating) students, to a vast body of
knowledge and competences on the different uses of
ICT (information and communication technologies)
throughout the globe, focusing especially on
– new learning methods based on the
– ubiquitous worldwideweb.
This is what we call
– web-learning. Much of the class focuses on
discussion based on readings assigned out of class.

3. Premises and objectives
• What are the objectives of this
course?
– Another objective of this course is to give
students hands-on experience with:
• web 2.0 / web 3.0 tools to cope with the
complexity of the cloud based, ubiquitous, new
style of knowledge management;
• with international practices of web-learning
through web technology; with a critical analysis
of what our students are exposed to in their
nomadic usage of the Web.

4. Premises and objectives
• What are the objectives of this
course?
–Throughout the course, during this
week, we work on:
• globally-based projects
• that leverage the benefits of information
and communication technologies
• to positively affect many diverse learning
community.

5. Premises and objectives
• What are the objectives of this course?
• How will be achieved?

6. premises
• How will be achieved?
In grasping experience some of us perceive new information
through experiencing the concrete, tangible, felt qualities of the
world, relying on our senses and immersing ourselves in concrete
reality.
Others tend to perceive, grasp, or take hold of new information
through symbolic representation or abstract conceptualization –
thinking about, analyzing, or systematically planning, rather than
using sensation as a guide.
Similarly, in transforming or processing experience some of us tend
to carefully watch others who are involved in the experience and
reflect on what happens, while others choose to jump right in and
start doing things. The watchers favor reflective observation, while
the doers favor active experimentation.

7. premises
• How will be achieved?
Each dimension of the learning process presents us with a
choice. Since it is virtually impossible, for example, to
simultaneously
• drive a car (Concrete Experience) and
• analyze a driver’s manual about the car’s functioning
(Abstract Conceptualization), we resolve the conflict by
choosing.
Because of our hereditary equipment, our particular past life
experiences, and the demands of our present
environment, we develop a preferred way of choosing.
We resolve the conflict between concrete or abstract and
between active or reflective in some patterned, characteristic
ways.
We call these patterned ways “learning styles.”
Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ.
Prentice Hall
Read more: Experiential Workplace Learning | E-Learning
Curve Blog

8. Web learning: basics
• What is the WorldWideWeb?
• When it was developed?
• Who controls its progress and its evolution?
• Why the web is so fast-growing?
• Why a teacher / learner should learn about
the WorldWideWeb?

9. WorldWideWeb=learning
• You are using e-mail: e-mail started since 1970
• You are using e-learning: e-learning started in
1980
• 2010 and forward: you will probably use web-
learning: where the web 2.0-3.0 and ease of
use are bridging together to enhance teaching
and learning activities

10. Web-learning 2.0 basics:
let me introduce to you some useful tool

11. Web-learning 2.0 basics:
let me introduce to you some useful tool
1. Internet is a safe place… provided you
behave safely. Once you will begin to use the
Web 2.0 you will discover soon that a Web
2.0 user is overwhelmed by many access
passwords.
2. First of all, then, you need a keychain
3. My suggestion is: Lastpass; Open
Source, free,

12. Web-learning 2.0 basics: (cont.)
1. Internet is a safe place… provided you
behave safely. Once you will begin to use the
Web 2.0 you will discover soon that a Web
2.0 user is overwhelmed by many access
passwords.
2. First of all, then, you need a keychain
3. My suggestion is: LastPass ****; Open
Source, free,

13. 1. Internet is a huge place… and you can loose yourself
in the clouds…
2. Once you will begin to use the Web 2.0 you will
discover soon that a Web 2.0 user is overwhelmed
by many bookmarks ...
3. And the right one is ever in the wrong place. Let’s
transform Bookmarks into “placeless tags”: xmarks
will do this work for you
Web-learning 2.0 basics: (cont.)

14. 1. Internet is a huge place… and you can loose
your own teaching material …
2. Once again you will need a placeless safe
location to save your didactic presentation ...
3. You’ve got thousands of slideshows
presentation … And the right one is ever in
the wrong place. Let’s transform PowerPoint
into “placeless slide repository”: Slideshare
will do this work for you
Web-learning 2.0 basics: (cont.)

15. 1. Internet is such a huge repository … and you
can loose your own book reference list …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the
wrong place. Let’s transform “Biblioscape”
into a “placeless references repository”:
Citeulike will do this work for you
Web-learning 2.0 basics: (cont.)

16. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you
can loose your own Contact List …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the
wrong place. Let’s transform “Outlook” into a
“placeless contact list and calendar”: Plaxo
will do this work for you

17. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you can
loose your own Contact List and Calendar …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the wrong
place. Let’s transform “Outlook” into a “placeless
contact list and calendar”: Google Calendar will do
this work for you as well

18. • Social Network
– Social Network management systems can be a
support to learning activities
– You should try to encourage selection and usage
of a serious social network like environment
– Linkedin is a generalist yet “professional oriented”
SN environment
Web-learning 2.0 basics: (cont.)

19. – Edmodo | Secure Social Learning Network for Teachers and Students
• www.edmodo.com/; Edmodo provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices. Our goal is
to ...
– TeachersRecess - The Teacher Social Network and File Sharing ...
• www.teachersrecess.com/ The Teachers Social Network. ... Teachers Recess Community.
Use the Community to: • Make Friends • Find Colleagues • Network • Share Ideas and
More! FAQs - Wtf911 swaggsec bitchessss - Help - Register now!
– Home - Teachers Social Network
• www.teachersn.com/ - Get in touch with other teachers trough this social network site.
Exchange teaching experiences, ideas and teaching materials with other teachers and
students. Lesson Plans - Register - Web Site Terms and ... - About
– NEA - Online Social Networking for Educators
• www.nea.org/home/20746.htm - The vast majority of educators use social networking
discreetly and professionally to make connections that can enhance careers, not
jeopardize them.
– 25 Excellent Social Media Sites for Teachers | The Digital Learning ...
• toponlineuniversityreviews.com/.../25-excellent... - 25 Excellent Social Media Sites for
Teachers. Are you a teacher who wants to increase collaboration and skill development
to students? Teamwork can increase ...
Web-learning 2.0 - Social Networks

20. – http://www.educationalnetworking.com/List+of+Networks
– Guidelines for Educators Using Social Networking Sites - Home ...
• doug-johnson.squarespace.com/.../guidelines-f... -
• 7 Aug 2009 – The district strongly discourages teachers from accepting invitations to friend students
within these social networking sites. When students gain ...
– Free Educational Resources for Educators and Teachers ...
– www.teachade.com/ - Stati Uniti -
– The first social networking website designed specifically for educators. Because of the ability
to harness the online community, Teachade has become one of the ...
– Teachers and Social Networks: To Facebook Or Not To Facebook?
• blogs.gartner.com/.../teachers-and-social-netwo... -
• 6 Jun 2009 – First of all, there is no clear code of conduct for teachers on social media: some
automatically accept any student's or parent 's request, some ...
– Teaching and learning through social networks | TeachingEnglish ...
– www.teachingenglish.org.uk/.../teaching-learning-thro...
– In 2007, the British Council conducted market research into how the Internet has affected the
preferred learning ...
Web-learning 2.0 - Social Networks

21. – Impact of Social Networks on learning and
teaching activities
• http://ftp.jrc.es/EURdoc/JRC56958.pdf
Web-learning 2.0 - Social Networks

22. Web-learning 2.0 basics: (cont.)

23. Web-learning 2.0 basics: (cont.)
• University of Auckland,
• The Auckland University of Technology,

24. Web-learning 2.0 basics: (cont.)

25. Web-learning 2.0 basics: (cont.)

26. Web-learning 2.0 basics: (cont.)

27. Cooperative Web-learning, Plone Style (1)
• Using the WorldWideWeb (and a Plone site as a social knowledge aggregator) as
a virtually unlimited land for harvesting new data and extracting knowledge
from data
• Using the aggregator site as a “product” on which students are working together
in small groups to synthetize and structure “new knowledge”
• Using the aggregator site, and its systems of rules, to study the hierarchy of
relations in the class
We are defining here how can we use constructivist theories and use
cooperative learning methods to exploit the pedagogical power of
the WorldWideWeb: in the next slides we propose some issue and
practical example of “how to” take the opportunities we are given
with the introduction of a Knowledge aggregator, in our case a Plone
site, in our classroom

28. Cooperative Web-learning, Plone Style (2)
1. Definition: Cooperative learning is a form of active learning where students work
together to perform specific tasks in a small group.
2. Definition: What is cooperative learning? Cooperative Learning is a teaching
approach that is unique in its own way. Cooperative Learning is when
individuals come together as a group to teach each other what they know or
understand of any given subject. The true definition of Cooperative Learning is
the “instructional use of small groups so that students work together to
maximize their own and each other’s learning”.
There are many suggestive theory about cooperative
education and peer to peer education. Short
definitions, found on specialize sites, may help:

29. Cooperative Web-learning, Plone Style (3)
Now we will experiment in our group as it were your classroom. We split the group
into 2-3-4 small groups. Let’s state her our task to explore directly methods and
techniques during the third day of Eurodidaweb course:
1. Step: divide the class into several (3-4-5) small groups
2. Step: each group will be assigned with a precise task: in our case each task will
be part of a higher level goal that is common to the classroom: <Assignement:
explore and getting to know background and settings of the movies “La dolce
vita” and “The Great Beauty” to understand contemporary mentality of the city
of Rome>
3. Step: prepare the framework (a Plone site based on Ploud) in which the
Assignment will be published on the Web and understand how the teamwork
can produce a better result for each group member and for every participant

30. Cooperative Web-learning, Plone Style (4)
Now we will experiment in our group as it were your classroom. We split the group
into 2-3 small groups. Let’s define here our task of exploring directly methods and
techniques of Cooperative learning during the third day of the Eurodidaweb course:
4. Step: provide all the participants (the class) with the information they need to
use a Plone Site as an Aggregator of Teamwork results
5. Step: Focus their attention on the specific tools of this CMS to provide the best
results
6. Step: let's work so that the participants will understand in details how the
teamwork is proven to produce a better sharable result, and thus how the result
should be a better product compared to the product of a single learner
7. Step: at the same time, a better learning process for each group member and for
every participant of the class is proven in a classroom inspired by Cooperative
Learning techniques

31. Cooperative Web-learning.
Product assignements (1)
Assignments:
1. Teamwork Assignment: Discover the beauty of Rome following locations
and itineraries of the 2014 Oscar Winner Movie “The Great Beauty”
(P.Sorrentino)
1. Prepare your site as a platform to cooperate with your team
2. Define the final goal: A multimedia tale to be published on your site, a
collection of images with comments of the team members; an Historic essay
describing the places, the squares, fountains and monuments represented in
the movie
2. Teamwork Assignment: Discover the beauty of Rome following locations
and itineraries of the 1960 Palma d’oro and 1962 Oscar Winner Movie “La
dolce vita” (F.Fellini)
1. Prepare your site as a platform to cooperate with your team
2. Define the final goal: A multimedia tale to be published on your site, a
collection of images with comments of the team members; an Historic essay
describing the places, the squares, fountains and monuments represented in
the movie

32. Cooperative Web-learning.
Product assignements (1)
Assignments:
1. Teamwork Assignment: Discover the beauty of Rome following locations
and itineraries of the 1960 Palma d’oro and 1962 Oscar Winner Movie “La
dolce vita” (F.Fellini)
1. Prepare your site as a platform to cooperate with your team
2. Define the final goal: A multimedia tale to be published on your site, a
collection of images with comments of the team members; an Historic essay
describing the places, the squares, fountains and monuments represented in
the movie
3. Resources: explore La Dolce Vita
http://www.romaapiedi.com/itinerari-turistici-roma/dolce-vita/

33. Cooperative Web-learning.
Product assignements (1)
Assignments:
1. Teamwork Assignment: Discover the beauty of Rome following locations
and itineraries of the 2014 Oscar Winner Movie “The Great Beauty”
(P.Sorrentino)
1. Resources: explore the great beauty, Swide
http://www.swide.com/art-culture/movies/the-great-beauty-tour-of-movie-
locations-in-rome-italy/2013/06/01

35. Resources and references
Resource type and name: References:
Plone; A definitive Guide to Plone
Exe LO Editor Manual http://wikieducator.org/Online_manual/E
mbedding_eXe_resources