The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
presentazione sintetica della tesi di alberto.garniga@gmail.com sul PBL come leva per l'innovazione organizzativa, metodologica e tecniologica nella scuola italiana.
SYNERGY Induction to Pedagogy Programme - Learning Materials and Objectives (...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Learning Materials and Objectives’ and provides content which provides an introduction to the importance of setting learning objectives, to adult learning theory and to ensuring that learning resources respond to the different learning styles of adult learners.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Mitsubishi Colt T 120. Th 1996. Kondisi Jalan. BBM Bensin
plat: Jakarta timur. Pajak s/d 2 Juni 2017. harga 22 Juta (nego)
hub Asep Suryono: 0856-7653-222. CKM CITY BLOK Q5 Karawang
presentazione sintetica della tesi di alberto.garniga@gmail.com sul PBL come leva per l'innovazione organizzativa, metodologica e tecniologica nella scuola italiana.
SYNERGY Induction to Pedagogy Programme - Learning Materials and Objectives (...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Learning Materials and Objectives’ and provides content which provides an introduction to the importance of setting learning objectives, to adult learning theory and to ensuring that learning resources respond to the different learning styles of adult learners.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Mitsubishi Colt T 120. Th 1996. Kondisi Jalan. BBM Bensin
plat: Jakarta timur. Pajak s/d 2 Juni 2017. harga 22 Juta (nego)
hub Asep Suryono: 0856-7653-222. CKM CITY BLOK Q5 Karawang
Evaluación Profesional Ejecutiva
Nuestra propuesta para evaluar las competencias ejecutivas y de potencial individual.
Reduzca la incertidumbre y la posibilidad de cometer un error organizacional al colocar a la persona no indicada en un puesto estratégico.
contactanos@monroyasesores.com.mx Tel. 33 3832-4023 Skype: amonroyacosta www.monroyasesores.com.mx
Girls in Technology DC - Session #2: Leadership - November 2016JENNY K. OH
The GIT Mentoring Program is designed to inform and inspire high school girls about the many opportunities available to women in the fields of Science, Technology, Engineering and Math, recognized as STEM, to ensure more females are represented in STEM and in leadership careers. The Leadership session is tailored to equip high school girls with professional values so that they can take their STEM talents from the classroom to the boardroom.
SYNERGY Induction to Pedagogy Programme - Training of Peers (ITALIAN)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Training of Peers’ and provides content which provides an introduction to the characteristics of peer educators, instructional design theory and some common models used, and a brief overview of adult learning styles.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Il passaggio dalla società delle conoscenze alla società delle competenze stimola un progressivo superamento della didattica di tipo trasmissivo a verso esperienze di apprendimento di tipo collaborativo ed esperienziale.
Soluzioni per l'innovazione didattica nella scuola primariaMatteo Uggeri
Matteo Uggeri, autore de "Il manuale dell'e-Learning. Guida strategica per la scuola e la formazione aziendale", nonché genitore di una bimba a scuola in primaria, ha incontrato gli insegnanti di tale istituto per una presentazione incentrata su alcune metodologie e strumenti trattati all'interno del libro adatti al contesto.
Il focus sarà sulla relazione che è al centro del processo di apprendimento, verso un'ottica empatica che vede le tecnologie come strumenti a sostegno dello scambio tra i soggetti coinvolti: insegnanti, studenti, genitori, ma anche altri attori dell’ecosistema di apprendimento.
Tra e-collaboration e open education, nell'incontro vengono proposti alcuni esempi agili e utili a sostenere l'apprendimento in ottica collaborativa e creativa.
Una parte della presentazione è dedicata al tema centrale dello sviluppo delle competenze digitali (DigComp e DigCompEdu frameworks).
Questa presentazione è il Manifesto di Enjoy Your Learning, illustrando il nostro modello di smart education, frutto di anni di esperienza e di una ricerca letteraria a livello internazionale sulle migliori best practice in ambito formativo
Evaluación Profesional Ejecutiva
Nuestra propuesta para evaluar las competencias ejecutivas y de potencial individual.
Reduzca la incertidumbre y la posibilidad de cometer un error organizacional al colocar a la persona no indicada en un puesto estratégico.
contactanos@monroyasesores.com.mx Tel. 33 3832-4023 Skype: amonroyacosta www.monroyasesores.com.mx
Girls in Technology DC - Session #2: Leadership - November 2016JENNY K. OH
The GIT Mentoring Program is designed to inform and inspire high school girls about the many opportunities available to women in the fields of Science, Technology, Engineering and Math, recognized as STEM, to ensure more females are represented in STEM and in leadership careers. The Leadership session is tailored to equip high school girls with professional values so that they can take their STEM talents from the classroom to the boardroom.
SYNERGY Induction to Pedagogy Programme - Training of Peers (ITALIAN)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Training of Peers’ and provides content which provides an introduction to the characteristics of peer educators, instructional design theory and some common models used, and a brief overview of adult learning styles.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Il passaggio dalla società delle conoscenze alla società delle competenze stimola un progressivo superamento della didattica di tipo trasmissivo a verso esperienze di apprendimento di tipo collaborativo ed esperienziale.
Soluzioni per l'innovazione didattica nella scuola primariaMatteo Uggeri
Matteo Uggeri, autore de "Il manuale dell'e-Learning. Guida strategica per la scuola e la formazione aziendale", nonché genitore di una bimba a scuola in primaria, ha incontrato gli insegnanti di tale istituto per una presentazione incentrata su alcune metodologie e strumenti trattati all'interno del libro adatti al contesto.
Il focus sarà sulla relazione che è al centro del processo di apprendimento, verso un'ottica empatica che vede le tecnologie come strumenti a sostegno dello scambio tra i soggetti coinvolti: insegnanti, studenti, genitori, ma anche altri attori dell’ecosistema di apprendimento.
Tra e-collaboration e open education, nell'incontro vengono proposti alcuni esempi agili e utili a sostenere l'apprendimento in ottica collaborativa e creativa.
Una parte della presentazione è dedicata al tema centrale dello sviluppo delle competenze digitali (DigComp e DigCompEdu frameworks).
Questa presentazione è il Manifesto di Enjoy Your Learning, illustrando il nostro modello di smart education, frutto di anni di esperienza e di una ricerca letteraria a livello internazionale sulle migliori best practice in ambito formativo
ConvegnoCKBG2014 - Gabri - INTEGRARE AGGIORNAMENTO E FORMAZIONE ATTRAVERSO UN...CKBGShare
IV° Convegno CKBG - Pavia 29-31 gennaio 2014
Sara Gabri
Università Cattolica del Sacro Cuore
INTEGRARE AGGIORNAMENTO E FORMAZIONE ATTRAVERSO UNA RETE DI SOCIAL COLLABORATION PER L’APPRENDIMENTO CONTINUO
La comunicazione nella formazione sta evolvendosi verso nuove modalità di interazione. Dalla riflessività, alla partecipazione attiva, alla costruzione biunivoca di percorsi di formazione e capitalizzazione di significati.
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SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
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SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ITALIAN)
1. Introduzione alla Pedagogia
Basi di Peer Learning
Parte I: Introduzione
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
2. • Parte I – Contenuti del Modulo
• Parte II – Peer Learning e Peer
• Parte III – Modelli di Peer Learning
Overview
3. • Introduzione al Peer Learning attraverso la
discussione delle definizioni (EHLERS & TOPPING)
• Progettazione di Peer Learning-Environment,
basati sui on criteria catalogues (TOPPING 2007)
• Progettazione, Implementazione e Valutazione
di Peer Learning-Environment.
Contenuti del Modulo
4. Introduzione alla Pedagogia
Basi di Peer Learning
Parte II: Peer Learning e Peer
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
5. In questa prima fase si introduce il concetto di Peer
Learning in generale.
Si passerà poi a definire l’importanza del peer learning.
1) TOPPING, K. J. 2007: Trends in Peer Learning.
Educational Psychology, 25, 6. Pp. 631-645.
2) EHLERS, U.-D. 2013: Open Learning Cultures. A Guide
to Quality, Evaluation, and Assessment of Future
Learning. Springer, Heidelberg.
Ambito
6. Sulla base della meta-analisi condotta da TOPPING è
possibile introdurre le seguenti affermazioni (p. 635):
• I dati mostrano che il peer learning influenza I
risultati accademici in modo positivo
• Implica risultati positivi nell’acquisizione di
competenze sociali e comunicative
• Si tratta di una strategia di apprendimento con un
buon rapporto costi/benefici
EFFETTI POSITIVI
7. • Offre pari opportunità a tutti i partecipanti ed ha una
forte base inclusiva. Questo fa sentire le persone
apprezzate per il loro valore.
• Le persone che hanno ricevuto supporto hanno più
possibilità di offrire a loro volta supporto.
• Chi offre supporto deve però avere la consapevolezza
del proprio ruolo e di come influenza le persone. Ciò
implica acquisire competenze trasferibili in diversi
campi, come l’assistenza e la comunicazione
interpersonale.
EFFETTI POSITIVI
8. Peer Learning:
“l’acquisizione di conoscenza e competenze attraverso
il supporto attivo ad altri compagni di pari grado ”
(traduzione da pag. 631).
‘di pari grado’:
“persone provenienti da gruppi sociali simili che non
sono insegnanti professionisti ma che si aiutano
vicendevolmente ad imparare ” (traduzione da p. 631).
TOPPING
9. • L’idea generale che sottosta al Peer Learning non è
da considerarsi completamente innovativa
• Il Peer Learning non è uno scenario di
apprendimento valido solo per gli ambienti on line
• È incentrato su un meccanismo di mutuo aiuto – si
tratta di un meccanismo del tipo quid-pro-quo
• Non ci sono insegnanti professionisti in un peer
group.
TOPPING
10. L’importanza dei peer:
“I Peer sono indispensabili per l’apprendimento. Non
solo stimolano l’apprendimento consigliando materiali,
link ed altri contenuti, ma offrono anche utili riflessioni
sull’apprendimento che l’altro sta portando avanti,
un’occasione di discussione e validazione“ (traduzione
da pagina 104).
EHLERS
11. Caratteristiche dei peer:
“…un peer è, o dovrebbe essere, open-minded,
sensibile e consapevole delle proprie competenze e
responsabilità in termini di sforzo, attenzione e velocità
di reazione. I peer devono possedere solide
competenze relazionali e di auto-critica, oltre a una
approfondita conoscenza del loro settore di
specializzazione” (traduzione da pagina 104)
EHLERS
12. Caratteristiche dei peer:
“I membri di un Peer group , nell’ambito di un processo
di apprendimento, desiderano condividere materiali,
adattare I materiali esistenti e creare nuova
conoscenza. Hanno come obiettivo chiaro ed esplicito
quello di fornire supporto l’uno all’altro allo scopo di
crescere insieme. L’autorità nel loro gruppo è molto
raramente basata su di una gerarchia di ruoli”
(traduzione da pagina 104)
EHLERS
13. Attività principali in un gruppo di Peer:
“Inoltre, il riconoscimento della conoscenza condivisa e
delle possibili modalità di sfruttamento sono
considerate essenziali per il successo di un gruppo di
Peer. Questo è ancora più evidente se si considera che
la condivisione non deve essere limitata allo scambio
dei prodotti dell’apprendimento ma deve anche
includere le esperienze che riguardano l’intero
processo e le sue possibilità di evoluzione futura”
(traduzione da pagina 105).
EHLERS
14. Caratteristiche della produzione dei peer:
“Le caratteristiche più importanti della produzione dei
Pari sono legate al riconoscimento del valore e della
necessità dei processi di produzione tra Peer, come la
creazione, la condivisione, l’adattamento e la
disponibilità ad essere ricettivi nei confronti di input
provenienti da individui, campi e direzioni diverse”
(traduzione da pagina 105)
EHLERS
15. • Il Peer Learning è una pratica di apprendimento non
nuova ma oggi Internet offre nuove opportunità,
basate sulla stessa idea e sugli stessi principi di base.
• Non ci sono insegnanti, esperti.
• Per avere un Peer Group che funzioni ognuno dei
suoi membri deve possedere una serie di
caratteristiche precise.
• La partecipazione attiva è essenziale per il processo
di apprendimento .
Conclusioni
16. Introduzione alla Pedagogia
Basi di Peer Learning
Parte III: Modelli di Peer Learning
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
17. In questa parte del modulo ci occuperemo delle
caratteristiche di un Peer Learning Environment e della
sua realizzazione.
Tenendo come punto di riferimento principale TOPPING
2007, parleremo di:
• 13 dimensioni organizzative
• 12 aspetti organizzativi
• Un modello teorico di Peer Learning
Ambito
18. In 2007 TOPPING vengono descritte 13 ‚dimensioni
organizzative‘ (p. 633), che definiscono le variabili
principali del Peer Learning:
Dimensioni Organizzative
1) Contenuti del Curriculum
2) “Contact constellation”
3) Dentro o Tra le istituzioni
4) Anni di studio
19. Dimensioni Organizzative
5) Abilità
6) Continuità di ruolo
7) Tempo
8) Luogo
9) Caratteristiche di chi aiuta
10) Caratteristiche di chi viene aiutato
11) Obiettivi
12) Volontario vs.Obbligatorio
13) Rinforzo
20. Sulla base di questi criteri e dell‘assunto che il PL deve
porre l‘enfasi sulle pari opportunità di tutti i membri ,
TOPPING ha inoltre stilato una lista di aspetti da
considerare nel momento in cui si progetta un
intervento di peer learning.
Progettare il Peer Learning
1) Contesto
2) Obiettivi
3) Curriculum area
21. Progettare il Peer Learning
4) Partecipanti
5) Tecniche di aiuto
6) Contatto
7) Materiali
8) Training
9) Monitoraggio
10) Valutazione degli apprendenenti
11) Valutazione generale
12) Feedback
22. Modello teorico
Gli effetti positivi che possono essere raggiunti da un
Ambiente ben organizzato di Peer Learning sono
molteplici. Ma cosa significa “ben organizzato”, al di là
delle conoscenze teoriche che abbiamo visto finora?
TOPPING and EHLY (2001) hanno creato un unico modello
sulla base dei diversi modelli esistenti.
24. Conclusioni
• Peer Learning ha numerose potenzialità.
• Per sfruttarle, è importante concettualizzare e
implementare un ambiente ottimale per lo
svolgimento dell’apprendimento.
• Gli ambienti di apprendimento devono essere
strutturati in base agli scopi specifici che ci si pone.
• I modelli teorici e concettuali (come quelli
presentati) sono di molto aiuto nel momento in cui si
passa alla realizzazione effettiva.
26. Riferimenti
Ehlers, U.-D. (2013): Open Learning Cultures. A Guide
to Quality, Evaluation and Assessment of Future
Learning.
Topping, K. J. (2007):Trends in Peer Learning. In:
Educational Psychology, 25 (6). Pp. 631-645.
Topping, K. J./ Ehly, S. W. (2001): Peer assisted learning.