The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.

1. #colabunipr
#onlinelearning

2. On-line Learning Programs
at the University of Parma
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
Sara Valla (University of Parma, Italy)

3. p
e
rs
p
e
ct
i
v
e
background:
Business Administration
E-Learning
Digital Libraries
professional experience:
Tutoring
Instructional Design for academic courses
management of Online Learning Systems
Research on IT supported learning and digital publishing
research interests
Online Active Learning
Digital Libraries
Open Educational Resources

4. let’s clarify the terms
ONLINE LEARNING

5. o
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e
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6. t
h
e
o
r
y
Socio
Technical
System

7. 25.600 students (2013)
Medium size University
University of Parma - Italy
1000 scholars
c
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te
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t

8. Settore Informatico e Telecomunicazioni di Ateneo
(SITA)
structures providing technological support
Technical Subsystem (for online learning)
Systems and applications, network infrastructure
online learning management
system
webconference system
video publishing server
system for online surveys
Maintenance of software/applications for online learning
c
o
n
te
x
t

9. online learning managememt system
c
o
n
te
x
t

10. video publishing server
videoconference system
online survey tool
c
o
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te
x
t

11. c
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t
Centro Didattico di Ingegneria (CEDI)
Engineering Learning Centre
MISSION
Design, supply and maintain
learning support SERVICES
for the engineering area
structures providing technological support
Technical Subsystem (for online learning)

12. c
o
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te
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t
specific needs of professors and students -
engineering domain
ISO9001: 2000 certification
for “design and
management of education
supporting services”
Centro Didattico di Ingegneria (CEDI)
structures providing technological support
Technical Subsystem (for online learning)

13. So... what?

14. Learn
Share
Collaborate
c
o
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l
a
b

15. [. . .] a center without walls, in which
[. . .] researchers can perform their
research without regard to geographical
location – interacting with colleagues,
accessing instrumentation, sharing data
and computational resource[s], and
accessing information in the digital
library.
COLLABORATORY
Wulf, W.A. (1989)
c
o
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l
a
b

16. Socio
Technical
System
c
o
n
te
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t

17. BRIDGE the GAP
Mackinac Bridge is the dividing line between lake Michigan and Lake Huronhttp://www.flickr.com/photos/odalaigh/2197628927/

18. e-LEARN STRATEGY
2013-2014
Principles
eLearning should form an integral part of teaching
in the University of Parma
and be viewed as a conventional tool alongside all
other methods of teaching and studying
LEARNING comes before “e”
s
t
r
a
t
e
g
y

19. Scope
to enhance the range of pedagogic uses
of e-Learning by teachers and students
to support the delivery of blended and flexible learning
to improve the quality of higher education and
accommodate different learning styles and needs of
students
s
t
r
a
t
e
g
y

20. INSTRUCTIONAL DESIGN
4
as we see it at UniPR Co-Lab
I
D

21. INSTRUCTIONAL DESIGN
4
designing TOGETHER
efficient, effective and motivating
learning experiences
(technologies are also used - not as a starting point)
to reach learning objectives and increase learning quality
Pedagogic needs drive the design or learning
I
D

22. APPROACH TO (academic)
ONLINE LEARNING?
ONLINE LEARNING?
9
Repository of learning contents
TV-only course
Learning objects for self-learning
I
D

23. repository of learning content?

24. TV-only course ?
http://www.flickr.com/photos/wwworks/399455258/

25. http://www.flickr.com/photos/giesenbauer/5809411906/
http://www.flickr.com/photos/96829830@N04/9094534826/
blablablaquiz experience
Learning objects for self-learning and
quiz to assess learning?

26. ...OR?

27. Interview to Michael Allen: Down with Boring E-Learning!
PhD in educational psychology from The Ohio State University
adjunct associate professor at the University of Minnesota Medical School.
He received ASTD's Distinguished Contribution to Workplace Learning and Performance
Award in May 2011.
E-learning is often boring
for the same reasons
much traditional
instruction is boring: it
focuses on content
presentation rather than
the learning experience.

28. Learning experience has to be (3M pillars):
Meaningful
Memorable
Motivational

29. ID – why? the value
5
http://youtu.be/TxgWHsfk6Zg
focus on what
makes it easier
to learn
Instructional Design supplies the context and perspective to learning
to get to learn by mental involvement
it’s easy to miss something you are not looking for
I
D

30. physical learning
environment
online learning
environment
I
D

31. STARTING POINT(S)
8
from learning (noun)
to learn (verb) activity
task
it is not simple as it may seem...
or it is not complicated as it looks
Our tautology of the “necessity of needs”
dialogue and listening
Just in timeVs Just in case

32. ONLINE LEARNING PROGRAMS?

33. P
R
O
G
R
A
M
S

34. DILL Master’s Program
P
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O
G
R
A
M
S

35. ONLINE LEARNING EXPERIENCES
OBJECTIVES  LABORATORIES

36. Blog Forum Chat Wiki other collaborative tool
Topic Topic Topic Topic Topic
Laboratory 1 Laboratory 2 Laboratory 3 ...
Learning
Community
Area
Instructional
backbone
(content)
Activities
sketched using
PeTEX@Work Project
as a reference
Wulf, V. (2013). Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer.
EX
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R
I
EN
CE
S

37. ctivity foster active and participatory learning supported by IT
resources?
EX
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EN
CE
S

38. EX
P
E
R
I
EN
CE
S

39. Social bookmarking with Del.icio.us as an alternative
to static lists of relevant resources
social bookmarking for German language
EX
P
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EN
CE
S

40. Diigo for assignments: search web links to videos
and articles (English translation)
social bookmarking to share useful web resources
with the class
EX
P
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R
I
EN
CE
S

41. Social bookmarking with Del.icio.us to share links to
useful teaching web site in a course organized for
English teachers’ updating
social bookmarking for teachers’ updating
EX
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EN
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42. Social Reference Management
(Digital Publishing course)
social bookmarking for reference management

43. SOCIAL READING
activity of reading
on a computer screen or a mobile device
and share highlights and comments
inside an online group

44. 11
English language and translation
Concordance Analysis
Contrastive Analysis
Informationization analysis
http://highlighter.com/reader/s
social reading in text analysis
Read, highligh, comment, share, reflect upon...
Spanish Language
and Translation
Phraseology
EX
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EN
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45. 11
Digital Publishing
Re-elaboration and re-
publishing of textbooks
social reading of textbooks

46. 13
as a result and as part of the activities
after seminars and workshops
creation of (online) electronica books

47. 14
Web conferences, webinars
organized by and with students
meetings for assessment, organization
online seminars (webinars) to support international and remotely located students for their
Master’s thesis
online interaction with remote visiting scholars
INVOLVEMENT OF STUDENTS

48. INVOLVEMENT OF STUDENTS
15
blogs, active participation in Wikipedia,
lecture recording

49. http://www.flickr.com/photos/neilt/2517652/
Instructional Toolkit
on a just in
time basis

50. Instructional Design Toolkit
16
Channels including micro videos
Visual Quick Guides
most of them are
OER...

51. OER: Open Educational Resources

52. Talk
Discuss
Inform
Show
Report
Research

53. Reports of the activities, informing publications
http://issuu.com/co-lab

54. Conclusions
?

55. INVOLVE
social reading as a strategy:
ubiquitous and mobile
learning
advice on digital publishing
and copyright issues (need
that emerged)
promote the “open
education” paradigm
inside our University
OER digital library?
integration with the
european digital library of
OERs?
e-portfolios for self-
reflection on learning
http://www.flickr.com/photos/vermininc/2337307518/

56. Thanks for Your attention
Questions?
Suggestions?
niversità di Parma
b
la@unipr.it
t
ridilla
pr
b Facebook pagehttp://www.facebook.com/colabunipr

57. Tabak, I., & Reiser, B. J. (1997). Domain-specific inquiry support: Permeating discussions with scientifi c
conceptions . In Proceedings of From Misconceptions to Constructed Understanding, Ithaca, NY
Valla, S (2013) "Parma Co-Lab: organizational challenge for research and learning", New Library World,
Vol. 114 Iss: 7/8, pp.326 - 341
Wenger, E. (2008). Communities of Practice - Learning, Meaning and Identity. Cambridge: Cambridge
University Press.
Wulf, W.A. (1989), “The national collaboratory”, Towards a National Collaboratory: Unpublished
Report, The National Science Foundation Invitational Workshop, Rockefeller University,
New York, NY.
Wulf, V. (2013). Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer.
References