online educa 2007
DESCRIPTION
Presentazione sul modello diddatticoTRANSCRIPT
Design and ongoing monitoring systems for online education
A Model to connect the Different Theoretical Learning Approaches
Pier Giuseppe RossiUniversity 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.
Assumptions
Theoretical ApproachFrom 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)
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.
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
First dimension
INSTRUCTIONAL DIMENSION1. 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.
Sel
f-D
irec
ted
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fro
m O
ther
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Group - Individual
1Instructional
Activities
2Collective and
open end activities
3Reflexive and
personal activities
ONLINE LEARNING ENVIRONMENT
Materials Materials
Materials
The conceptual artifacts (materials) are the “Boundary Object” to connect the three dimensions
Second dimension
COLLABORATIVE DIMENSION1. 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 DIMENSION1. Competences acquisition; identity awareness;
2. Personal selection and narration (blog); reflection; learning experience criss-crossings;
3. E-portfolio, Competence profile.
Sel
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m O
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Community - Personal
Instructional delivery,
Test
1
Communitiesof Practice,
Knowledge 2Management
(elicitation, collaboration)
Personal LearningEnvironments,
3 Folksonomies, ePortfolio
(identity, trajectories, learning, awareness)
Communities of Practice
Individual in the Community
Tools for reflection and individual writing are predominant
Tools for research, organization and collaboration are predominant
Tool
s fo
r sel
ectio
n, s
harin
g an
d
nego
tiatio
n ar
e pr
edom
inan
t
Mat
eria
ls a
re p
redo
min
ant
Indi
vidu
al L
earn
ing
with
sup
port
Self-
dire
cted
pee
r gro
up
Individual and Informal education
Class and Form
al education
Reflection and Individual activities
are predominant
The attention to content and discipline
is predominant
ONLINE LEARNING ENVIRONMENT
Example 1S
elf-
Dir
ecte
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fro
m O
ther
s
Group - Individual
Instructionalactivities
Collaborative activities
Personal activities
Learning Object, Video,
Test
Map, ePortfolio, competence profile.
Collaborative writing, role play, negotiation (forum, wiki)
Balanced course
Example 2S
elf-
Dir
ecte
d
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irec
ted
fro
m O
ther
s
Group - Individual
Balanced course
Video lesson,
Quiz
Individual assignment.
Discussion about …,
Instructionalactivities
Collaborative activities
Personal activities
Example 3S
elf-
Dir
ecte
d
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irec
ted
fro
m O
ther
s
Group - Individual
Training course
Learning Object,
Support forum,Test
Instructionalactivities
Collaborative activities
Personal activities
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.
Thank you!
Pier Giuseppe Rossi Director of CELFI
Questions?