advertisement

Online Educa 2007

50 %
50 %
advertisement
Information about Online Educa 2007

Published on September 4, 2008

Author: pgrossi

Source: slideshare.net

Description

Presentazione sul modello diddattico
advertisement

Design and ongoing monitoring systems for online education A Model to connect the Different Theoretical Learning Approaches Pier Giuseppe Rossi University of Macerata, Italy Online Educa Berlin - 29 November 2007

Where is Macerata?

Agenda Introduction; Assumptions, motivations and problems; Model Description; Inside the Model; Examples; Conclusions.

Introduction;

Assumptions, motivations and problems;

Model Description;

Inside the Model;

Examples;

Conclusions.

Assumptions Theoretical Approach From a dichotomic view… (constructivist VS instructional approach) ..To a wider picture (interaction of the different approaches in different steps of the same learning path)

Theoretical Approach

From a dichotomic view…

(constructivist VS instructional approach)

..To a wider picture

(interaction of the different approaches in different steps of the same learning path)

Assumptions Real world complexity and class heterogeneity (cultural, motivational, etc.); Different learning styles; The importance of personal reflection and awareness of own identity; (individual activities next to personal spaces) (PLEs) (structured and directed vs Web 2.0 and self-directed) To relate Formal and Informal Education; To relate eLearning and KM; (share tools & production concepts)

Real world complexity and class heterogeneity (cultural, motivational, etc.);

Different learning styles;

The importance of personal reflection and awareness of own identity; (individual activities next to personal spaces) (PLEs)

(structured and directed vs Web 2.0 and self-directed)

To relate Formal and Informal Education;

To relate eLearning and KM;

(share tools & production concepts)

Motivations and problems Why integrate different approaches? To personalize – customize (learning); To adapt the learning path to its context (teaching); How to avoid a miscellanea that makes no sense? Every activity in the model has a different didactical approach; Every activity is self coherent; The materials as boundary object; The different approaches enable parallel or sequential learning paths.

Why integrate different approaches?

To personalize – customize (learning);

To adapt the learning path to its context (teaching);

How to avoid a miscellanea that makes no sense?

Every activity in the model has a different didactical approach;

Every activity is self coherent;

The materials as boundary object;

The different approaches enable parallel or sequential learning paths.

Our Design Model Result of 5 years of research; Experiences from online graduate/postgraduate courses; To support the instructional designer implementing on line courses. Macerata University Model

Result of 5 years of research;

Experiences from online graduate/postgraduate courses;

To support the instructional designer implementing on line courses.

First dimension INSTRUCTIONAL DIMENSION 1. Knowledge and skills acquisition; 2. Media redundant materials; learning object; instructional delivery; 3. Objective assessment (test).

Dimensions of the model The three macro dimensions : Instructional dimension; Collaborative dimension; Personal dimension. Each dimension is characterized by: different learning aim and objective typology; own activities and tools; specific monitoring & assessment tools.

The three macro dimensions :

Instructional dimension;

Collaborative dimension;

Personal dimension.

Each dimension is characterized by:

different learning aim and objective typology;

own activities and tools;

specific monitoring & assessment tools.

1 Instructional Activities 2 Collective and open end activities 3 Reflexive and personal activities ONLINE LEARNING ENVIRONMENT Materials Materials Materials The conceptual artifacts (materials) are the “ Boundary Object ” to connect the three dimensions Self-Directed - Directed from Others Group - Individual

Second dimension COLLABORATIVE DIMENSION 1. Knowledge building; 2. Activities such as knowledge sharing and negotiation, collaborative projects, case study, open end problems; 3. Tools for qualitative analysis, Latent Semantic Analysis, and Social Network Analysis.

Third dimension PERSONAL DIMENSION 1. Competences acquisition; identity awareness; 2. Personal selection and narration (blog); reflection; learning experience criss-crossings; 3. E-portfolio, Competence profile.

Instructional delivery, Test 1 Communities of Practice, Knowledge 2 Management (elicitation, collaboration) Personal Learning Environments, 3 Folksonomies, ePortfolio (identity, trajectories, learning, awareness) ONLINE LEARNING ENVIRONMENT Self-Directed - Directed from Others Community - Personal Communities of Practice Individual in the Community Tools for reflection and individual writing are predominant Tools for research, organization and collaboration are predominant Tools for selection, sharing and negotiation are predominant Materials are predominant Individual Learning with support Self-directed peer group Individual and Informal education Class and Formal education Reflection and Individual activities are predominant The attention to content and discipline is predominant

Example 1 Instructional activities Collaborative activities Personal activities Learning Object, Video, Test Map, ePortfolio, competence profile. Collaborative writing, role play, negotiation (forum, wiki) Balanced course Self-Directed - Directed from Others Group - Individual

Example 2 Balanced course Video lesson, Quiz Individual assignment. Discussion about …, Instructional activities Collaborative activities Personal activities Self-Directed - Directed from Others Group - Individual

Example 3 Training course Learning Object, Support f orum, Test Instructional activities Collaborative activities Personal activities Self-Directed - Directed from Others Group - Individual

Conclusions The environment is the framework where all diversities come together producing positive feedbacks between the three areas (IEs, PLEs & CoPs); These spaces co-exist within the Learning path; Activities and materials are redundant in media, language, strategies, objectives, level; The presence of different approaches, in a single learning path, is directly related/produced in a multi-perspective’s vision and supports different motivations; The connection between the three perspectives guarantees an effective eLearning.

The environment is the framework where all diversities come together producing positive feedbacks between the three areas (IEs, PLEs & CoPs);

These spaces co-exist within the Learning path;

Activities and materials are redundant in media, language, strategies, objectives, level;

The presence of different approaches, in a single learning path, is directly related/produced in a multi-perspective’s vision and supports different motivations;

The connection between the three perspectives guarantees an effective eLearning.

Thank you! Pier Giuseppe Rossi Director of CELFI [email_address]

Questions?

Questions?

Add a comment

Related pages

Shaping the future of learning | OEB

The global, cross-sector conference on technology supported learning and training. Berlin, November 30 ... contact our team at marketing@online-educa.com.
Read more

Online Educa 2007: - WELT

Mehr als 2000 Konferenzteilnehmer aus über 90 Ländern werden zur "Online Educa Berlin 2007" vom 28. bis 30. November im Hotel InterContinental erwartet.
Read more

Online Educa 2007: Brave New Virtual World

Online Educa 2007: Brave New Virtual World. Wohl oder Wehe? – Was bedeutet die Web-2.0-Revolution für Lernen und Training? Auf diese Frage lässt sich ...
Read more

Conference | OEB

Conference Sponsors 2016; Sponsor Insights; Participation; Media. Picture Gallery; ... If you need more information, please contact us at info@online-educa ...
Read more

Conference Programme Online Educa Berlin 2007

Page 3 Thursday, November 29, 2007 9:15 – 11:00 Opening Plenary Potsdam I/III The Opening Plenary for Online Educa Berlin 2007 will be chaired by Dr ...
Read more

Online Educa 2007: Kurzfahrt - Online By Nature

Und hier noch ein Tipp für alle Fußlahmen die nächstes Jahr nach der Konferenz eine nette Location suchen: 1. An der Straße ein Taxi anhalten,
Read more

Online Educa Berlin 2007 - Webducation

Vom 28. – 30. November legen wir die Arbeit nieder – zumindest die meisten von uns. Und spüren auf der Online Educa in Berlin, der weltweit größten ...
Read more

Drei CeDiS-Beiträge für Online Educa 2007 • E-Learning • CeDiS

Bei der größten internationalen Konferenz für die E-Learning-Branche, der Online Educa Berlin, beteiligen sich CeDiS-MitarbeiterInnen in diesem Jahr an ...
Read more

B.I.T.online Heft 1/2007: Online Educa Berlin 2006: Trends ...

Das Hotel InterContinental in Berlin war vom 28. November bis 1. Dezember 2006 Tagungsort der Spezialisten für IT-gestütztes Lernen. 2048 Teilnehmer aus ...
Read more

Online Educa Madrid 2007

miércoles, 9 de mayo de 2007 9:30-11:00 sala cordobÉs sesiÓn plenaria– universidad. 9:30-11:00 sala conde sesiÓn plenaria–sector institucional
Read more