About MOOC, MOOCers, MOOCing. Definizione di MOOC, storia, tecnologia. I diversi MOOCer:studenti di scuola secondaria di 2° grado, studenti universitari, "studenti professionali". MOOCing: cambiamento nei sistemi di apprendimento e di insegnamento; flip teaching.
About MOOC, MOOCers, MOOCing. Definizione di MOOC, storia, tecnologia. I diversi MOOCer:studenti di scuola secondaria di 2° grado, studenti universitari, "studenti professionali". MOOCing: cambiamento nei sistemi di apprendimento e di insegnamento; flip teaching.
Nei primi giorni del mese di marzo Open Genova lancia sul forum Il Club degli Open Genovesi e nel gruppo su Facebook l’iniziativa «I feedback dalla community»
Tecniche di comunicazione efficace: saper comunicare in modo adeguato ci consente di migliorare le relazioni interpersonali e di ottenere risultati di successo.
Nei primi giorni del mese di marzo Open Genova lancia sul forum Il Club degli Open Genovesi e nel gruppo su Facebook l’iniziativa «I feedback dalla community»
Tecniche di comunicazione efficace: saper comunicare in modo adeguato ci consente di migliorare le relazioni interpersonali e di ottenere risultati di successo.
Tutte le premesse delineate fino a questo punto concorrono a creare la situazione ottimale per un progetto di e-learning. Esso, infatti, trova nel confronto esperienziale, nell’apprendimento collaborativo e nella gestione flessibile di tempi e modi dell’apprendimento la sua caratteristica unica e distintiva rispetto alla formazione tradizionale.
Gruppo Sanniti: Individuazione di obiettivi trasversali per classi del trienn...Angela Iaciofano
Gruppo Sanniti: Presentazione del corso "Individuazione di obiettivi trasversali per classi del triennio delle Scuole Superiori" progettato nel Master Universitario in e-learning dell'UniTuscia a.a. 2008-2009
Programma
Corso di formazione sull'utilizzo di LMS (learning menagement system) in ambito scolastico - impiego di strumenti multimediali e con riferimenti alla didattica per l'integrazione
Attività di ricerca, analisi, sperimentazione di metodi e strumenti di apprendimento online utilizzando i MOOC sulla piattaforma Coursera: “An Introduction to Interactive Programming in Python”, Rice University (livello extra scolastico); “Critical thinking in global challenges”, The University of Edinburgh (supporto metodologico attività didattica); “Pre-Calculus” UCIrvine (supporto diretto attività didattica).
This document discusses flipping the classroom, which involves assigning lecture videos for students to watch at home and using class time for collaborative work and problem-solving. It provides examples of how to structure pre-class, in-class, and post-class activities. Key aspects of flipping include repurposing class time for active learning, engaging students through structured activities that integrate online and in-class work, and shifting the teacher's role from "sage on the stage" to "guide on the side." The document also offers tips for implementation such as not over-flipping courses and managing student expectations of the new approach.
The teacher as learner: exploring the creative potential of online profession...Federica Oradini
This session will focus on an online Postgraduate Certificate qualification for Higher Education teachers. Our data is drawn from an evaluation survey. We will share the impact of the course on teachers'…
• Pedagogic thinking
• Teaching practice
• Use of technology
…and participants' responses to the online delivery.
Get the digital edge linking students attitudes towards digital literacy and ...Federica Oradini
This document summarizes a project at the University of Westminster called DigitISE that explored the links between students' attitudes towards digital literacy and employability. A survey of 563 students found that most feel digitally literate but do not use technology much for study. Focus groups discussed what a digitally literate graduate looks like. An event called "Get the Digital Edge" shared these findings and student views on improving their digital skills. The university plans to embed digital literacy into the curriculum and create social media guidelines to help students develop skills valued by employers.
This document discusses the implementation of a blended learning model for a foundation course. It outlines the planning process including employer input, defining learning outcomes, developing online modules with videos and activities, and providing resources through the learning management system and other means. Student focus groups found that blended learning facilitated greater engagement, community support, and consistency compared to solely face-to-face delivery. However, the challenges of engaging disengaged students in this model were also recognized. Overall, blended learning was seen as an effective way to deliver higher education objectives through both online and in-person components.
This presentation discusses strategies for distance learning and science-based training at the advanced degree level. It explores e-learning strategies that could support researchers and tutors in a university module where trainees develop skills in biochemical engineering and set up a pilot plant. The presentation outlines how a "Community of Inquiry" approach using tools like lectures, tutorials, practicals and projects could facilitate online collaboration, communication and learning. Key considerations include ensuring cognitive and social presence among learners, and effective teaching presence through course design and facilitation.
Google Apps is a collection of web-based programs and file storage that allows for collaboration between staff and students at Westminster Exchange without requiring software installation. Key programs include Google Docs, Sites, and Calendar which enable collaboration on documents and sites, as well as communication through scheduling and chat. Users are provided unique domains and accounts depending on if they are staff or students.
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
Use Of Discussion Boards For Teaching And LearningFederica Oradini
The document discusses the use of discussion boards to support online learning. It notes that discussion boards can (1) simulate classroom discussion and foster communication, participation, and a sense of community, (2) provide structured interaction that is purposeful and develops critical thinking skills, and (3) allow the instructor to take on a teaching presence by facilitating discussion and providing feedback. The document provides tips for motivating participation and evaluating student contributions through a rubric.
Use ePortfolios at The University Of WestminsterFederica Oradini
The document discusses the use of e-portfolios at the University of Westminster. It provides examples of three different models used: embedded skills and extra tutorial support; embedded skills with a standalone PDP module and additional support; and skills embedded across the degree with a standalone e-portfolio module. Benefits identified include facilitating reflection, development of skills like time management, and making it easier for staff to provide feedback and track student progress. However, both students and staff require support to fully understand and utilize the potential of e-portfolios.
Informal social networking For learning and supportFederica Oradini
Connect is the University of Westminster's online social networking platform that was developed to address a lack of social opportunities for students and facilitate community building between departments. It allows students to create profiles, join interest-based communities, follow staff blogs, and link to other university systems like Blackboard. Staff see Connect as a way to help build student communities before and after arrival on campus and to share research and teaching practices. While it was initially challenging to gain buy-in across the university, Connect has helped open staff's eyes to online social networking and the importance of involving users throughout the development process.
The document discusses the use of the social networking site Connect by students and staff at the University of Westminster. It finds that while students used Connect more for making contacts and finding information, staff tended to use it less frequently but posted more regularly. Students had positive views about Connect serving a different purpose than Facebook but wanted their tutors involved and integration with the university's virtual learning environment. Most staff felt Connect could help build community for students and play a role in learning and teaching.
- The document discusses student and staff perceptions of using ePortfolios across different subject areas at a university where Blackboard has been used for ePortfolios for 5 years. Over 2000 students and 25 staff were involved.
- Generally, students found ePortfolios useful for reflecting on their learning and achievements and planning their careers. However, use of multimedia features varied, and not all students saw the value of ePortfolios for assessment.
- Tutors found ePortfolios useful for monitoring student progress and providing feedback but noted that careful redesign is needed to address issues around evidencing work and technical failures. Flexibility is important to allow student ownership but support is still needed.
2. Using technology enhanced learning to enhance face to face contact Giornata di Studio QUALITÀ & INNOVAZIONE Universita’ degli Studi dell’Aquila Federica Oradini University of Westminster
10. Processo Controllo Qualita Student UoW Academic Student Rep Course Committee UCAS ( UK– Gov) Enrol Screening Plan of Study Coursework National Student Survey Unistats - public on the web Course Feedback Elections Participate Feedback Lecture and seminars
16. 1. Correzione degli eleborati con commenti 2. Studente completa il questionario autovaluttivo e aggiunge i suoi commenti nel suo blog 3. Studente incontra il personal tutor SUBJECT OPERATIONAL STRATEGIC SCHEMA DI SISTESI DI E-REFLECT
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23. Slides percaricate dal docente + Desktop sharing Whiteboard tools Chat & AV tools Monitoraggio partecipazione
Blended Learning......learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course. (Heinze & Procter, 2004)
20,000 students
Diploma in Higher Education 2 anni Bachelor (laurea di primo grado) durata 3 anni o 4 con anno in azienda o all’estero PostGraduate Certificate in Education abilita i laureati all'insegnamento Master (laurea specialistiche) attività di ricerca pura o la frequenza di un corso d'istruzione + breve lavoro di ricerca ed esame finale Dottorato almeno 3 anni di ricerca con un supervisore Coursi a breve durata e foundation L'insegnamento con vari metodi: lectures, seminars, presentazioni tematiche da parte di esperti non docenti, laboratori pratici, studio individuale e di gruppo e lavoro di ricerca per la preparazione di una tesi
Ogni anno accademico si riunisce il course committee composto da student reps, teaching team, head of departments, rappresentanti del personale tecnico amministrativo che eroga servizi agli studenti Obiettivo: discussione sulla qualita della didattica svolta nel semestre con suggeriementi da parte degli studenti Azione: dal verbale della riunione nasce l’action plan del semestre Module leader report: propone la ripianificazione per la prossima edizione del corso Module Feedback Questionnaire National Student Survey
Blended Learning......learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course. (Heinze & Procter, 2004)
Key factors in the blended model of learning and teaching Emphasis on participation rather than just acquisition Contributing to a community Utilising students’ experience and knowledge Use of enquiry-based learning Technology-enhanced learning Used to facilitate blended learning Provides access to course materials (acquisition) Promotes involvement and engagement (participation)
