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Didattica E Insegnamento In Second Life

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Didattica E Insegnamento In Second Life

  1. 1. Didattica e insegnamento in Second Life: Prospettive e metodi Barbara Bruschi, Università di Torino
  2. 2. Ambiente di apprendimento <ul><li>&quot;Ambiente vuol significare qualcosa che avvolge, qualcosa in cui si entra, entro cui ci si può muovere, qualcosa che è formato da una pluralità di componenti che stanno tra loro in un rapporto dinamico che non è opaco ma è visibile ed è comprensibile per l’utente che si inoltra in un ambiente di apprendimento. Riferirsi a questa nozione di ambiente significa che un progettista non può limitarsi ad offrire all’utente degli effetti speciali più o meno riusciti e delle videate più o meno composite e variopinte; il progettista deve offrire all’utente la possibilità di entrare nell’ambiente, per offrire il modo di guardarsi intorno, di percepire che ai lati, sopra, sotto, al di là dell’orizzonte visivo e sonoro dell’utente ci sono altri spazi, altri luoghi, perfino altri mondi in cui è possibile rapidamente trasferirsi &quot;.(Gallino, L., Gli ambienti di apprendimento nella scuola e nel lavoro ,in Technology review N. 5, 1998.) </li></ul>
  3. 3. Ambiente di apprendimento <ul><li>Vedere SL come un ambiente dove si possono trovare ed inventare non solo degli oggetti per l’apprendimento, ma anche dei processi, delle forme di interazione e di comunicazione diverse rispetto a quelle cui siamo abituati nella RL. </li></ul>
  4. 4. Distinguere <ul><li>Rappresentare la conoscenza </li></ul><ul><li>Insegnare/apprendere </li></ul><ul><li>Sensibilizzare/educare </li></ul><ul><li>Comunicare/interagire </li></ul>
  5. 5. Rappresentare la conoscenza <ul><li>Visualizzazione (Sartori, Homo videns) </li></ul><ul><li>Intelligenza visiva (Robertson, Intelligenza visiva) </li></ul><ul><li>Virtual Allucination </li></ul>
  6. 6. Simulazioni <ul><li>“ Le simulazioni sono un nuovo strumento che si è aggiunto agli strumenti tradizionali con cui la scienza cerca di conoscere e di capire la realtà” (Parisi, Simulazioni) </li></ul>
  7. 7. Insegnamento/apprendimento <ul><li>Impiego formale di SL nell’attività formativa istituzionale </li></ul><ul><li>Mediatore didattico </li></ul><ul><li>Strategie alternative: simulazioni, role playing, didattica dei laboratori, didattica esperenziale </li></ul>
  8. 8. Didattiche <ul><li>Didattica per narrazione </li></ul><ul><li>Didattica per immersione ovvero entrare a far parte di… </li></ul><ul><li>(Meteora, Renaissance island) </li></ul>
  9. 9. Modello costruttivista <ul><li>Apprendimento situato e contestualizzato </li></ul>
  10. 10. Sensibilizzare/educare <ul><li>Intercultura (USCAnnenmberg Island) </li></ul><ul><li>Ambiente sostenibile (Meteora) </li></ul>
  11. 11. Comunicare/interagire <ul><li>Nuove dimensioni di interazione tra i soggetti sia nell’apprendimento formale sia in quello informale (UniTo,UnAcademy) </li></ul>
  12. 12. Quali metodi? <ul><li>Tutto dipende da: </li></ul><ul><li>OBIETTIVI </li></ul><ul><li>BISOGNI </li></ul><ul><li>TARGET </li></ul>
  13. 13. Obiettivi <ul><li>Qual è il valore aggiunto </li></ul>
  14. 14. Bisogni <ul><li>A quali bisogni formativi può rispondere SL? </li></ul>
  15. 15. Target <ul><li>Quali caratteristiche deve presentare lo studente che apprende in SL? </li></ul>
  16. 16. Esempi interessanti <ul><li>USC Annenmberg Island (186,67,39) </li></ul><ul><li>Heart Murmur Sim (97,55,33) </li></ul><ul><li>Virtual Allucination Sedig (26,45,21) </li></ul><ul><li>Science School (134,143,24) </li></ul><ul><li>Literature Alive ! The Archetypal Cavern (175,95,54) </li></ul><ul><li>Virtual Harlem (247,58,36) </li></ul><ul><li>Meteora (127,112,29) </li></ul>

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