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Eurodidaweb 2011

2-3-4 of August 2011-

Stefano LaricciaDigilab -

Noematics

Sapienza Universit di Roma

Alberto Pigliacelli

Europaclub

From e-learning to Web-learning:

placeless, connected, expansible, flexible,

effective learning

[email protected]


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Premises and objectives

What are the objectives of this course? The main objective of this course is to expose the student to a vast

body of knowledge and competences on the different uses of ICT(information and communication technologies) throughout the globe,focusing especially on new learning methods based on the ubiquitous

worldwideweb. This is what we call web-learning. Much of the classfocuses on discussion based on readings assigned out of class.

Another objective of this course is to give students hands-onexperiencewith web 2.0 tools to cope with the complexity of thecloud based, ubiquitous, new style of knowledge management; withinternational practices of web-learning through web technology; witha critical analysis of what our students are exposed to in their nomadicusage of the Web.

Throughout the course of the week, we work on globally-basedprojects that leverage the benefits of information and communicationtechnologies to positively affect many diverse learning community.


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Premises and objectives

What are the objectives of this course? The main objective of this course is to expose the student to a vast body of knowledge on the

different uses of information and communication technologies throughout the globe, focusingespecially on new learning methods based on the ubiquitous worldwideweb. This is what wecall web-learning. Much of the class focuses on discussion based on readings assigned out ofclass.

Another objective of this course is to give students hands-on experience with international

practices of web-learning through web technology. Throughout the course of the week, wework on globally-based projects that leverage the benefits of information and communicationtechnologies to positively affect many diverse learning community.

How will be achieved?


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premises


In grasping experience some of us perceive new information

through experiencing the concrete, tangible, felt qualities of the

world, relying on our senses and immersing ourselves in concrete

reality. Others tend to perceive, grasp, or take hold of newinformation through symbolic representation or abstract

conceptualizationthinking about, analyzing, or systematically

planning, rather than using sensation as a guide. Similarly, in

transforming or processing experience some of us tend to carefully

watch others who are involved in the experience and reflect on

what happens, while others choose to jump right in and start doing

things. The watchers favor reflective observation, while the doers

favor active experimentation.


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premises


Each dimension of the learning process presents us with a

choice. Since it is virtually impossible, for example, to

simultaneously drive a car (Concrete Experience) and analyze

a drivers manual about the cars functioning (AbstractConceptualization), we resolve the conflict by choosing.

Because of our hereditary equipment, our particular past life

experiences, and the demands of our present environment,

we develop a preferred way of choosing. We resolve the

conflict between concrete or abstract and between active or

reflective in some patterned, characteristic ways. We call

these patterned ways learning styles.

Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ.

Prentice Hall

Read more: Experiential Workplace Learning | E-Learning

Curve Blog
http://michaelhanley.ie/elearningcurve/experiential-workplace-learning/2010/04/06/http://michaelhanley.ie/elearningcurve/experiential-workplace-learning/2010/04/06/http://michaelhanley.ie/elearningcurve/experiential-workplace-learning/2010/04/06/http://michaelhanley.ie/elearningcurve/experiential-workplace-learning/2010/04/06/http://michaelhanley.ie/elearningcurve/experiential-workplace-learning/2010/04/06/http://michaelhanley.ie/elearningcurve/experiential-workplace-learning/2010/04/06/


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Web learning: basics

What is the WorldWideWeb?

When it was developed?

Who controls its progress and its evolution?

Why the web is so fast-growing?

Why a teacher / learner should learn aboutthe WorldWideWeb?


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WorldWideWeb=learning

You are using e-mail: e-mail started since 1970

You are using e-learning: e-learning started in

1980

2010 and forward: you will probably use web-

learning: where the web 2.0-3.0 and ease of

use are bridging together to enhance teaching

and learning activities


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Web-learning 2.0 basics:let me introduce to you some useful tool


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Web-learning 2.0 basics:let me introduce to you some useful tool

1. Internet is a safe place provided you

behave safely. Once you will begin to use the

Web 2.0 you will discover soon that a Web

2.0 user is overwhelmed by many access

passwords.

2. First of all, then, you need a keychain

3. My suggestion is: Lastpass; Open Source,

free,


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Web-learning 2.0 basics: (cont.)

1. Internet is a safe place provided you

behave safely. Once you will begin to use the

Web 2.0 you will discover soon that a Web

2.0 user is overwhelmed by many access

passwords.

2. First of all, then, you need a keychain

3. My suggestion is: LastPass ****;Open

Source, free,


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1. Internet is a huge place and you can loose yourself

in the clouds

2. Once you will begin to use the Web 2.0 you will

discover soon that a Web 2.0 user is overwhelmedby many bookmarks ...

3. And the right one is ever in the wrong place. Lets

transform Bookmarks into placeless tags: xmarks

will do this work for you



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1. Internet is a huge place and you can looseyour own teaching material

2. Once again you will need a placeless safe

location to save your didactic presentation ...3. Youve got thousands of slideshows

presentation And the right one is ever in

the wrong place. Lets transform PowerPointinto placeless slide repository: Slidesharewill do this work for you



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1. Internet is such a huge repository and youcan loose your own book reference list


location to save your book references...3. Youve got thousands of reading list for your

students And the right one is ever in the

wrong place. Lets transform Biblioscapeinto a placeless references repository:Citeulikewill do this work for you



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1. Internet is such a huge repository and youcan loose your own Contact List


location to save your book references...3. Youve got thousands of reading list for your

students And the right one is ever in the

wrong place. Lets transform Outlook into aplaceless contact list and calendar: Plaxowill do this work for you


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1. Internet is such a huge repository and you can

loose your own Contact List and Calendar


location to save your book references...

3. Youve got thousands of reading list for your

students And the right one is ever in the wrong

place. Lets transform Outlook into a placelesscontact list and calendar: Google Calendar will do

this work for you as well


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University of Auckland,

The Auckland University of Technology,
http://www.auckland.ac.nz/http://www.aut.ac.nz/http://www.aut.ac.nz/http://www.aut.ac.nz/http://www.aut.ac.nz/http://www.aut.ac.nz/http://www.auckland.ac.nz/http://www.auckland.ac.nz/


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Web 2.0 -> Web 3.0
http://linkeddata.org/


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Web 2.0 -> Web 3.0


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Web 2.0 -> Web 3.0


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Web 2.0 -> Web 3.0
http://infocom.uniroma1.it/alef/labint/5-www/www2.html


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Web 2.0 -> Web 3.0


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Web 2.0 -> Web 3.0


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Crowdsourcing - Crowdcast


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Plone CMSthinking as a PluralOne


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Resources and references

Resource type and name: References:

Plone; A definitive Guide to Plone

Exe LO Editor Manual http://wikieducator.org/Online_manual/E

mbedding_eXe_resources
http://wikieducator.org/Online_manual/Embedding_eXe_resourceshttp://wikieducator.org/Online_manual/Embedding_eXe_resourceshttp://wikieducator.org/Online_manual/Embedding_eXe_resourceshttp://wikieducator.org/Online_manual/Embedding_eXe_resources


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http://192.168.20.13:8080/Eurodidaweb
http://192.168.20.13:8080/Eurodidawebhttp://192.168.20.13:8080/Eurodidawebhttp://192.168.20.13:8080/Eurodidaweb

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