1. Using the Educational Environment
According to Four Leaves Taxonomy
UNIVIRTUAL LAB

2. What’s ILAP ? (Margiotta, 2006)
• ILAP is an instrumental framework that aims to support effective
learning.
• The ILAP framework is composed by four phases where the learner is engaged
in different activities. These are supposed to promote specific learning
outcomes and hence shape specific competences
• The four phases are:
INFORMATION: See, Listen, Read, Explore
LAB: Discuss, Reflect, Try, Do
ASSESSMENT: Check your knowledge and skills
PERSONALIZATION: Make your learning useful for your
personal/professional purposes

3. Univirtual Lab
A training framework: ILEP (Margiotta, 2006)
(information, laboratory , assessment, personalization)
We use this approach
Personalization Information during eLearning
activities.
The Educational
Environment is
organized accordingly…
Let’s take a look!
Assessment Lab

4. 1) Bookmark this address:
your starting point!
2) You are not logged in
4) Access to the course
3) Insert your Login and
Password here
Sites general News for
trainees
Come back to the general
website for informations

5. Course Presentation
Resources for
Information: Learning Unit’s
modules denomination
(text/multimedia)
Lab’s Space: Online
Forum
The Assessment
space: Online quiz
and personal
Assignments
Personalization space:
The trainers’ log

6.  The teacher  The Learner:
◦ Introduction of the module/unit's
learning goals; ◦ Understanding Education goals, setting
◦ Timing of the online work programme; and activities.
◦ Arrangement of a short abstract to
introduce module/unit's contents; ◦ Achieving crucial informations about
curriculum
◦ Provision and linkage to specific
glossaries in order to promote acquiring ◦ Considering first contents
of a specific vocabulary required by the ◦ Getting to know the trainer/the
course; colleagues
◦ Contextualization of the training path;
◦ Content’s presentation; ◦ Jumping into the learning experience /
Understanding
Its importance lies on…
It represents a first important approach to the content meaning;
It outlines the sense of the training path and its complexity;
It introduces a clear idea of the roadmap to be followed and of the practices that characterize
the participation.

7. 1) Links with
Resources for
Information:
modules
(text/multimedia)
2) A window opens
up with modules
with specific
content
3) Select the
content of the
starting module (*)
(*) The eTutor will help
you to know which
module is starting!

8.  The teacher  The Learner:
◦ Introduce Practical activities
◦ Analyzes activities and start transferring
◦ Design key questions knowledge into practice
◦ Open discussions ◦ Explores and reflect about the topic
◦ Guide practices and reflections ◦ Discusses, analyzse, criticizes, jointly
with the teacher and colleagues, in a
◦ Make conclusions on the ongoing growing learning community
discussion ◦ Reinforces the learning space as a space
of dialogue with diversity
◦ Support learners in presenting the
results of the own hands-on activities
Its importance lies on…
It creates opportunities for practical understanding of an issue
It support peer learning;
It generates room for significant learning through reflection (meta-cognitive and emotional
processes)
It opens the learning process to the social construction of knowledge.

9. 1) Ensure yourself that you are in
the right Unit’s space
2) Search the Lab’s space and the
«Forum» icon
3) Click on the link that identifies
the discussion space
The discussion opened looks like this
4) Select the right discussion

10. Do not add discussion topics to 5) Once you opened the
answer to your colleagues! discussion, reply to the post
The eTutor will do if necessary
Pay attention to the path
4) Select the right discussion
6) Write your reply here; don’t forget
to click on the button “post to forum”


11. The example shows a typical online
discussion forum.
The eTutor propose a topic or an
activity and the students reply and
discuss about.

12.  The teacher  The Learner:
◦ Test Knowledge (Contents of Learning or ◦ Gets feed-back/Metalearn
Declarative Knowledge); ◦ Evaluates together with the trainer
knowledge, skills, feelings, as
◦ Skills assessment (Rules of Problem achievements of learning experience
Solving or Procedural Knowledge); ◦ Understands the own learning strategies
◦ Accompanying reflection ◦ Participates in a general evaluation of
learning activities and trainer’s
processes(metacognition on own skills) performance in order to address new
activities
Its importance lies on…
The way in which the reflection can:
lead to recognize the key learning outcomes; provide quality adjustments;
Or to set up new scenarios for action

13. Assessment activities play a very important role in the
learning experience because they drive students to
reflect in different ways on their own learning.
Usually the assessment activities of a module are:
Online quizzes . The Read me First file presents the learner
with the online quiz; the online Quiz open an eForm that
gives immediate feed-back on the learner performance
Short assignments. The assignment provide the learner
with instructions for practices, experimental activities,
collection of information, etc. They also ask for a structured
feed-back on the “hands-on” activity.
Self assessment competences. A very simple form (rubric)
to analyze the own learning progress. It is divided into
statements and the eTutor will ask the learner to complete
it at the end of the Learning Unit (or the 3 / 4 modules)

14.  Examples of assessment activities: Online
Quiz

15.  Examples of assessment activities: Assigment
Upload the file with your
completed assignment

16.  The teacher  The Learner:
◦ Provision of specific bibliography; ◦ Achieves/transfers
◦ Considers experiences you can generate
◦ Suggestion of alternative training paths;
with learned lessons within the course
◦ Setting up of additional documents and ◦ Considers herself with regard to the
training material. generation of knowledge within the field
◦ to correct them with a customization of studies
process or with a new course set-up. ◦ Analyzes future learning activities
Its importance lies on…
The possibility of really moving the experience from a teaching centered to a learning centered
approach.

17. Trainers/educators need to “critically deconstruct” their own
knowledge, values, conceptions through reflection on dimensions of
intergenerational interactions that motivate their own practice on adults’
education (Raffaghelli, 2011)
--> Keeping a Diary
• Introducing the self at the starting point (positioning)
• Analyzing creative languages to be adopted in connection with the own
values, ideas, prejudices on being an educator and on intergenerational
interplay, cultural identity, good / bad
• Bringing conceptions/representations into practice: critical incidents to
reflect about (self-efficacy and motivation about keep innovating)
• Reflecting on personal learning about practice (use of creative languages in
intergenerational learning and impact on teaching key competences)

18. Upload the file with your
“trainers’ log chapter” It can
contain diverse types of
resources (like audio, video,
extrernal links) Work on the
basis of a presentation or a
document

19. On Monday Students start working: they pay attention to the
eTutor messages, download the lesson to be read or see the
video-input.
From Monday to Wednesday, the eTutor gives time to the
students to read and analyze information. From
Wednesday to Friday, online forum and hands-on
activities have place.
On Saturday learners assignments are usually delivered and
online forum closed. The eTutor can decide to close the
online week on next Monday in order to give more time
to exchanges or the completion of activities.
The eTutor gives feed-back to students.
Only at the end of the Unit: The students are given time to
reflect and complete the Self-competences’ assessment

20.  A platform is just an environment----A new one, that can
support our work. It isn’t alive by itself: what matters is how
 Although the technology of we use it.
online communities gets most  In a distance working setting, language and metaphor are
primary tools to use to create the ambience because all the
of the attention, it is really information in a face-to-face communication gets lost. Be
careful when writing your messages, but remember that not
working together that we writing is like remaining in silence. Of course we need
interesting conversations to build new ideas!
obtain effective learning  A community of people collaborating in a distance
outcomes: building a learning relationship is the product of shared stories, rituals,
experiences: bringing something to the VWS ---whatever you
community, a group of think might be interesting. Is crucial to keep alive the
persons that share experience community.
Don’t create information overload! Be sure that your
and build new knowledge. All 
comments can be easily understood and that will stimulate in
this process is a learning others the desire to reply, because there is always something
to add
opportunity across frontiers!  Your communication style matters: being kind, open minded,
not judging others. Whenever there’s something you disagree
 But we have to keep in with, it’s better to ask some more about the other’s position
before commenting; it would be helpful to use courtesy rules
mind a couple of things to in your discourse.
work out this idea  We need to change our mindset: the VWS is like a sandbox, a
place for playing with the sands of thought, and where those
effectively: thoughts can be put and taken away a thousand times before
arriving at a definitive version. The fact that written
“conversation” remains shouldn’t terrify us: it only shows a
process (and consider that whenever you need, technical
support will be given to delete any kind of misleading/
outdated information). The interesting thing is: to see –
through all our messages- how much we have learnt
throughout this process!

21. Lets summarize this principles
---the do & don’t of EE--- in a short list…
1. Do try to work together through shared 7. Allow everyone to have a voice which is listened to...
experiences and materials 8. Don't Worry about it! Remember the initials I.E. for
2. Start small but think big: The secret is to "Ignore" and "Explore". Ignore the things you don't
try and try again. It’s by using that you need, or that you come across and don't understand.
will discover usability When you need something, explore and find. There is
3. Do save, save, save: Please save your work very little you can really do wrong, and there's not
every five to ten minutes. A minute lost in much to break. Wherever you can really mess up (like
saving, is less ----you can be sure--- than deleting something permanently) you are given a
hours of inspiration lost! pretty clear warning, so you can't really go wrong in
4. Do feel free to post: a conversation in a experimenting - and if you do, editing to fix is easy:
distance interaction is an exchange of ask for help to the technical support.
posts. Talking in the VWS is posting. 9. Don’t let the VWS overhelm you. Your work as a
Talking is the opportunity to share and teacher is BIG. Your role within PERMIT project is
build new ideas.
BIG too. So ask questions, share materials, comment
5. Do think before posting: think why your on what you are reading. What you put in here needn’t
post could be useful or interesting to the be perfect!
community.
10. Don’t feel alone. In the VWS, there is an entire
6. Don’t judge: your colleagues are sharing community accompanying you, working on the same
thoughts we’re not publishing . exciting thing as you, facing the same challenges and
Remember this isn’t a public space, but
difficulties.
our working space.

22. Enjoy your learning experience!!!!