This document outlines the objectives and premises of a course on web-learning from 2013. The main objectives are to expose participants to knowledge about ICT and new learning methods based on the ubiquitous worldwide web, called web-learning. Another objective is to give students hands-on experience with web 2.0/3.0 tools and practices of web-learning through web technologies. Throughout the course, students will work on globally-based projects that leverage ICT to positively impact diverse learning communities. The course will be achieved through discussing readings and giving students experience with web tools, international web-learning practices, and a critical analysis of what students are exposed to in their web usage.

1. Eurodidaweb 2013
05/6-05/10 / 2013
-
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. Web 2.0 -> Web 3.0

28. Web 2.0 -> Web 3.0

29. Web 2.0 -> Web 3.0

30. Web 2.0 -> Web 3.0

31. Web 2.0 -> Web 3.0

32. Web 2.0 -> Web 3.0

33. Crowdsourcing - Crowdcast

34. Plone CMS – thinking as a PluralOne

35. Plone CMS – thinking as a PluralOne

36. Plone CMS – thinking as a PluralOne

37. Plone as a repository
• IMS Consortium
• IMS vision

38. Online Education Experiences using
Plone as a repository
• OCW Consortium

39. Online Education Experiences using
Plone as a repository
• OCW Consortium

40. Online Education Experiences using
Plone as a repository
• OCW Consortium

41. Online Education Experiences using
Plone as a repository
• OCW Consortium

42. Other Online Education Experiences
• Openstudy (MIT)

43. Other Online Education Experiences
• Mass WebLearning: EdX
EdX Consortium:
MIT,
Harvard,
Berkely …

44. Other educational
resources on the Web
• Webinars for secondary schools
– http://www.evobeaker.com/products-k-
12/Webinars
• Other resources for teachers
– http://www.ies.be/training/bridging-the-gap

45. 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