The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
2. On-line Learning Programs
at the University of Parma
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
Sara Valla (University of Parma, Italy)
8. Settore Informatico e Telecomunicazioni di Ateneo
(SITA)
structures providing technological support
Technical Subsystem (for online learning)
Systems and applications, network infrastructure
online learning management
system
webconference system
video publishing server
system for online surveys
Maintenance of software/applications for online learning
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Centro Didattico di Ingegneria (CEDI)
Engineering Learning Centre
MISSION
Design, supply and maintain
learning support SERVICES
for the engineering area
structures providing technological support
Technical Subsystem (for online learning)
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specific needs of professors and students -
engineering domain
ISO9001: 2000 certification
for “design and
management of education
supporting services”
Centro Didattico di Ingegneria (CEDI)
structures providing technological support
Technical Subsystem (for online learning)
15. [. . .] a center without walls, in which
[. . .] researchers can perform their
research without regard to geographical
location – interacting with colleagues,
accessing instrumentation, sharing data
and computational resource[s], and
accessing information in the digital
library.
COLLABORATORY
Wulf, W.A. (1989)
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17. BRIDGE the GAP
Mackinac Bridge is the dividing line between lake Michigan and Lake Huronhttp://www.flickr.com/photos/odalaigh/2197628927/
18. e-LEARN STRATEGY
2013-2014
Principles
eLearning should form an integral part of teaching
in the University of Parma
and be viewed as a conventional tool alongside all
other methods of teaching and studying
LEARNING comes before “e”
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19. Scope
to enhance the range of pedagogic uses
of e-Learning by teachers and students
to support the delivery of blended and flexible learning
to improve the quality of higher education and
accommodate different learning styles and needs of
students
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21. INSTRUCTIONAL DESIGN
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designing TOGETHER
efficient, effective and motivating
learning experiences
(technologies are also used - not as a starting point)
to reach learning objectives and increase learning quality
Pedagogic needs drive the design or learning
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22. APPROACH TO (academic)
ONLINE LEARNING?
ONLINE LEARNING?
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Repository of learning contents
TV-only course
Learning objects for self-learning
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27. Interview to Michael Allen: Down with Boring E-Learning!
PhD in educational psychology from The Ohio State University
adjunct associate professor at the University of Minnesota Medical School.
He received ASTD's Distinguished Contribution to Workplace Learning and Performance
Award in May 2011.
E-learning is often boring
for the same reasons
much traditional
instruction is boring: it
focuses on content
presentation rather than
the learning experience.
29. ID – why? the value
5
http://youtu.be/TxgWHsfk6Zg
focus on what
makes it easier
to learn
Instructional Design supplies the context and perspective to learning
to get to learn by mental involvement
it’s easy to miss something you are not looking for
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31. STARTING POINT(S)
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from learning (noun)
to learn (verb) activity
task
it is not simple as it may seem...
or it is not complicated as it looks
Our tautology of the “necessity of needs”
dialogue and listening
Just in timeVs Just in case
36. Blog Forum Chat Wiki other collaborative tool
Topic Topic Topic Topic Topic
Laboratory 1 Laboratory 2 Laboratory 3 ...
Learning
Community
Area
Instructional
backbone
(content)
Activities
sketched using
PeTEX@Work Project
as a reference
Wulf, V. (2013). Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer.
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37. ctivity foster active and participatory learning supported by IT
resources?
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39. Social bookmarking with Del.icio.us as an alternative
to static lists of relevant resources
social bookmarking for German language
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40. Diigo for assignments: search web links to videos
and articles (English translation)
social bookmarking to share useful web resources
with the class
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41. Social bookmarking with Del.icio.us to share links to
useful teaching web site in a course organized for
English teachers’ updating
social bookmarking for teachers’ updating
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43. SOCIAL READING
activity of reading
on a computer screen or a mobile device
and share highlights and comments
inside an online group
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English language and translation
Concordance Analysis
Contrastive Analysis
Informationization analysis
http://highlighter.com/reader/s
social reading in text analysis
Read, highligh, comment, share, reflect upon...
Spanish Language
and Translation
Phraseology
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46. 13
as a result and as part of the activities
after seminars and workshops
creation of (online) electronica books
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Web conferences, webinars
organized by and with students
meetings for assessment, organization
online seminars (webinars) to support international and remotely located students for their
Master’s thesis
online interaction with remote visiting scholars
INVOLVEMENT OF STUDENTS
55. INVOLVE
social reading as a strategy:
ubiquitous and mobile
learning
advice on digital publishing
and copyright issues (need
that emerged)
promote the “open
education” paradigm
inside our University
OER digital library?
integration with the
european digital library of
OERs?
e-portfolios for self-
reflection on learning
http://www.flickr.com/photos/vermininc/2337307518/
56. Thanks for Your attention
Questions?
Suggestions?
niversità di Parma
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la@unipr.it
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ridilla
pr
b Facebook pagehttp://www.facebook.com/colabunipr
57. Tabak, I., & Reiser, B. J. (1997). Domain-specific inquiry support: Permeating discussions with scientifi c
conceptions . In Proceedings of From Misconceptions to Constructed Understanding, Ithaca, NY
Valla, S (2013) "Parma Co-Lab: organizational challenge for research and learning", New Library World,
Vol. 114 Iss: 7/8, pp.326 - 341
Wenger, E. (2008). Communities of Practice - Learning, Meaning and Identity. Cambridge: Cambridge
University Press.
Wulf, W.A. (1989), “The national collaboratory”, Towards a National Collaboratory: Unpublished
Report, The National Science Foundation Invitational Workshop, Rockefeller University,
New York, NY.
Wulf, V. (2013). Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer.
References
Notas del editor
Installation, maintenance, or repairs provided or guaranteed by a dealer or manufacturer
Installation, maintenance, or repairs provided or guaranteed by a dealer or manufacturer
Collaboration is an added value – not important institution or person You decide on common objective and you cannot do it without the participation of everybody. (Tammaro) The task is getting people to learn Collaboration is when all the groups merge to get to a common objective
The task is getting people to learn Instructional design is much more than technology and then a set of procedures (Merrill & Twitchell, 1994, p. vii) Instructional design is important independently from media and tools which are used and from the technology under... it
The approaches I think we could identify by scholars approaching online learning are diverse... some of them could be...
often the experience includes putting the learning content available online, even in multu-media versions... but is it online learning if we do not consider the learning experience as a whole, the activities? or is it learning content?
But why should one care about Instructional design? I found it interesting some observation sshared by Tom Kuhlmann on his blog when he talks about the value of instructional design. This is the video he proposes: This video allows to reflect on the fact that it is easy to miss something you are not looking for. What if this were the content of a course? There are many information, many things happen. A student in front of the video, without any indication, what would he get from it? Here the voice offers a guide and an objective: “This is an awareness test.” and makes it easier to concentrate. Even if the moonwalking bear has been introduced as a distruction the clariti of the instructions help to see beyond the bear and focus on counting the passages So the instructional design gives context and perspective to learning in order to involve mentally and prepare for remembering and learning.
A livello di laboratorio didattico, il social reading è emerso da alcune esigenze all’interno dei corsi della Prof.ssa Mansfield, Valero e Tammaro.
A livello di laboratorio didattico, il social reading è emerso da alcune esigenze all’interno dei corsi della Prof.ssa Mansfield, Valero e Tammaro.
Attenzione al processo, al workflow più che al prodotto in sé. Pubblicazione digitale come momento di condivisione e riflessione su quanto si è svolto precedentemente in classe, in Università, che si va ad aggiungere alle registrazioni degli eventi, agli eventi stessi
Abbiamo utilizzato il video e la videoconferenza quando rispondeva alle necessità: ad esempio per incontri di verifica e confronto, durante i laboratori dello student team ma anche a supporto degli studenti che stanno preparando le tesi di Master Dill Abbiamo usato videoconferenza e Google Hangouts per l’organizzazione di webinar, che sono seminari sul web Abbiamo usato la videoconferenza e la registrazione di video per poter avere a disposizione le opinioni di visiting scholar ed esperti su determinati argomenti, nonostante le ridotte risorse