E-L and Instructional ti design. Montenegro Pier Giuseppe Rossi 1

Transcription

1 E-L and Instructional ti design Montenegro Pier Giuseppe Rossi 1

2 Table of contents e-learning and didactical models; e-learning and instructional ti design; the teacher - tutor: role and relationship; LMS, structure and typologies. Authoring systems. 2

3 e-learning and didactical models Instructionist approach; Social ilconstructivist tiitapproach; 3

4 Social-constructivism Instructivism Centrality of knowledge Centrality of knowledge, construction, disciplinary subject, Centrality of activities Centrality of the environment, Importance of tutor and teacher in action, Based on the tutor s competencies. Centrality of student machine relationship or individual activities, Centrality of materials, Importance of the initial design, Not based on teacher s regulation in action. 4

5 What better? 1 and 2 are partial: they highligh just one dimension (teaching or learning) Situated approach and centrality of teaching and learning interaction, Enactivist approach, With a prevalence of one approach but always present. 5

6 Kind of variability Kind of objectives (knowledge, competence, procedure) Kind of students t (initial, iti in service) Resources (human, materials) Teacher's competences Time and environment 6

7 How to improve materials Decide a format (introduction [path, theme, assessment], explicit objectives and aims [or not], exposition [inductive or deductive] with frontal exposition and singular activities, test or other tools for assessment), Choice the multimedia Use particular tool as exe learning and respect rules for transfer in different LMS to collect materials. Or use author tools present in the LMS. 7

8 How to improve interactive activities - discussion 1. Materials or example or experiences (wide and pluriprospectic) 2. Discussion (forum, chat, ecc.) 3. Synthesis with wiki or blog 8

9 How to improve interactive activities - research 1. Define a problem and the materials to consult, 2. Decide a path: e.c. Decide key words, find the page, speed reading, select the pages, grounded reading, copy sentences or create sentences, build the final report with wiki or map tool Define the rules and the role of the single actor. 9

10 How to improve interactive activities - design 1. Identify a problem and the resources 2. Work with wiki and forum or chat 3. Describe and report a project 10

11 How to improve interactive activities - reflection 1. Collect personal or group materials, portfolio; build the diario; use the artifacts; compare with the rubrics. 2. Discuss in forum or chat, or be involved in simulations or role plays, 3. Create a synthesis 11

12 Teacher and tutor The role of the tutor The tutor training The teacher training 12

13 Tutor and teacher Different roles, but consistent with the didactical approach and the choice of the course organization. In same cases the teacher plays the role of the tutor, and vice-versa. versa 13

14 The role of the teacher In face to face the role of the teacher is: Organize and structure the course; Introduce the topic, connect the current lesson to the path of the course; Justify the choice of the course structure and the activities Motivate the students. After he runs the classes. 14

15 The role of the teacher Also in on line the role of the teacher is not limited to choose materials and activities. He provides a presentation and the aims of the course; He reifies the structure with the organization of the modules, He shows how to study and use the materials. 14

16 The role of the tutor - 0 technical support; Oi Orientation; ti Emotional support and connection, To build the community. 14

17 The role of the tutor 1 - In individual activities - intervene on direct request of students; - if the request is out of his/her competences he/she h forwards the request to the teacher. 15

18 The role of the tutor 2 - In collaborative activities - manage the group work (with the teacher he/she h decides how to organize the group in terms of number, typology, activities); - animate and monitor the activities of the group (e.g. The teacher introduces the forum and set the task; the tutor valorizes the contribution, checks the netiquette among the students, evaluates the consistency of the discussion, makes all students actively participate, helps the teacher to assess each students) 16

19 The role of the tutor 3 - In support to teacher - contribute to the design of the course; - implement the activities iti and the materials in the environment; - (suggest the use of online tools to the teacher); - send a periodical report of the students' activities according to the teacher needs; 17

20 How the role of the tutor changes In function of the teacher's competences; In function of the didactic approaches; In function of the human and financial resources. BUT if it is possible, it is better to have well defined roles. 18

21 Training A specific training is needed for both, teacher and tutor. Tool for design and the ID models. The Macerata tutor training. Example of the course and the tutor training. 19

22 The teacher training 20

23 Topic or modules Course structure t (modules, activities, iti time, task) -pg What informations have to be always present - pg How to create materials - Snezana How to use the tools - Daniela How to choose the tools - Snezana How to assess the student- Milos How to communicate with the students, with the tutor - Milos 21

24 The structure of single unit Introduction General concept and theories Example or case study with exercise Link and additional resources Conclusion 22