Group items tagged

"Corso di laurea magistrale in TEORIE E METODOLOGIE DELL'E-LEARNING E DELLA MEDIA EDUCATION SF1337, ordinamento 2010/11, A.A. 2013/14"

"Risposto da Alessia Nera su 26 Gennaio 2011 a 10:45 Confermo. L' Account Didasca è un benefit che DIDASCA - The First Italian Cyber Schools for Lifelong Learning attribuisce: ai propri Soci agli Operatori (Dirigenti, Insegnanti, Personale Ata) che prestano servizio nel Sistema Scolastico Nazionale e che si propongono di utilizzare il libro di testo digitale My DIDASpedia nello svolgimento della loro attività professionale. Gli Studenti possono diventare Soci di DIDASCA versando una tantum la quota associativa di 10 euro. Si tratta di un investimento quanto mai vantaggioso, perché esso consente loro di accedere alle Google Apps for Education di DIDASCA per tutto il resto della vita attiva."

Bisogna essere loggati su La Scuola che Funziona per vedere questa discussione. Su "My DIDAspedia" c'è un link a http://www.mydidaspedia.it/ ma non funziona più perché si basava sui Google Knol che Google ha chiuso nel 2012: vedi vedi https://it.wikipedia.org/wiki/Knol

eLearning Papers nº 33 [May 2013] "...This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today's pedagogical landscape; and could they provide a viable model for developing countries? We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks-like Coursera, Udacity, edX, or the newly launched European Futurelearn-a central question is: what is their role in the education system and especially in higher education? This special issue of eLearning Papers brings together in-depth research and examples from the field to generate debate within this emerging research area." Author(s): Yishay Mor, Tapio Koskinen Anche in italiano e altre lingue

"Also called a capstone experience, senior exhibition, or senior project, among other terms, a capstone project is a multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically during their final year of high school or middle school, or at the end of an academic program or learning-pathway experience. While similar in some ways to a college thesis, capstone projects may take a wide variety of forms, but most are long-term investigative projects that culminate in a final product, presentation, or performance. For example, students may be asked to select a topic, profession, or social problem that interests them, conduct research on the subject, maintain a portfolio of findings or results, create a final product demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia presentation, for example), and give an oral presentation on the project to a panel of teachers, experts, and community members who collectively evaluate its quality."

Per la traduzione collaborativa descritta in http://iamarf.org/2013/12/22/servizi-di-scrittura-collaborativa-e-un-primo-progetto-loptis da effettuare in http://loptis.wikispaces.com/+Articolo+da+tradurre+e+discutere

"Antonio Fini, Andreas Formiconi, Alessandro Giorni, Nuccia Silvana Pirruccello, Elisa Spadavecchia, Emanuela Zibordi Abstract In Fall 2007 David Wiley, professor at Utah State University held a course about Open Education. That time, however, Dr Wiley's course was followed by a rather unusual group of students. The Fall 2007 edition, in fact, was available to anybody, free of charge, all over the world. The only requisite required was the possession of a blog for the completion of the weekly assignments. The present paper, whose authors attended the course completing it successfully, is an account of the experience they had. It can be considered an innovating experience from many different viewpoints and can be regarded as an example of how the world of the formal education can meet the demands of the informal one, in the broader landscape of professional training and lifelong learning. Keywords OER; Open Education; online community; informal learning Full Text: PDF This work is licensed under a Creative Commons Attribution 3.0 License."

"Online learning is making headway-not just in traditional colleges, but in high schools as well. If you've been asked to transition your traditional classes to an online format, you may be unsure of where to start. Online learning is vastly different from the traditional classroom in a lot of ways. But there are also ways in which it's unexpectedly similar. Here are a few tips for taking your classroom online."

Sulla (difficile) valutazione dei lavori di gruppo, e un dubbio: copiando, si impara?

Una presentazione delle 100 applicazioni per la didattica più votate da un panel di oltre 500 formatori professionisti. Come prevedibile risente pesantemente del fatto che i votanti sono "worldwide" e dunque la diffusione la fa da padrona spianando la strada alle multinazionali (Microsoft, Google, etc)

Piattaforma didattica interattiva online per la scuola primaria

"...MOOCs are just the latest incarnation of bringing watered-down versions of culture, knowledge, and learning to a mass audience. What we see as the courses' flaws may well be their strengths, and they have the potential to carry those strengths to a broader audience than ever before. Problems arise only when we think of MOOCs as university courses rather than as learning for the masses. Yes, the vulgarians who run Coursera and Udacity deserve to be swept into the dustbin of history, and the fact that they seem not to have figured out how to profit from their enterprises suggests that they'll soon be hoist by their own capitalist petard. When they are, the real action can begin. As the history professor Jonathan Rees puts it, the fast-­approaching post-corporate-MOOC world "will almost certainly be a period of real pedagogical innovation conducted by people who are more interested in actual education than they are in becoming famous or just making a quick buck."..."

Giusto! Aspettiamo che l'azione inizi (e forse si può dire che è già iniziata! ;-) )

Non rinuncerei mai alla possibilità di usare i mezzi tecnologici per la diffusione della conoscenza, tuttavia è vero: non c'è nulla che possa sostituire la relazione didattica, nel senso di interazione significativa individuale.

"This site helps you navigate in e-Learning sources and MOOCs. We try to systematize information about MOOC education. You can use this service to find MOOCs, online courses, share comments and reviews. Our mission is to help people to build a personal education path using free or cheap online courses as alternative to traditional higher education. We help to find free alternatives to expensive college/university courses."

Forse la IUL si potrebbe iscrivere come fornitrice di corsi / MOOC?

Valutazione utilizzo SusyDiario: questionario per insegnanti ed allievi

"Posted by Dario Taraborelli on August 2, 2012 Improving the quality of articles has long been one of the primary aims of contributors to Wikipedia, and is one of the Wikimedia movement's 2010-15 strategic priorities, but measuring it objectively has remained a challenge. In 2005, Nature famously reported that Wikipedia articles on scientific topics contained just four errors per article on average, compared to three errors per article in the online edition of Encyclopaedia Britannica. Britannica objected to the report, but Nature stood by it, and the report remains widely cited today. Since that time, however, there have been relatively few independent analyses of Wikipedia article quality, despite the enormous growth of the project. Wikipedia today counts more than 23 million articles across languages (more than 4 million articles in the English Wikipedia alone) compared to 3.7 million total articles in 2005; today it ranks 6th by overall traffic according to Alexa, while it ranked 37th in 2005. (...) The Wikimedia Foundation is announcing the release of a pilot study conducted by Epic, an e-learning consultancy, in partnership with Oxford University - "Assessing the Accuracy and Quality of Wikipedia Entries Compared to Popular Online Alternative Encyclopaedias: A Preliminary Comparative Study Across Disciplines in English, Spanish and Arabic." The study compared a sample of English Wikipedia articles to equivalent articles in Encyclopaedia Britannica, Spanish Wikipedia to Enciclonet, and Arabic Wikipedia to Mawsoah and Arab Encyclopaedia. 22 articles in the sample were blind-assessed by 2 to 3 native speaking academic experts each, both quantitatively and qualitatively. The small size of the sample does not allow us to generalize the results to Wikipedia as a whole. However, as a pilot primarily focused on methodology, the study offers new insights into the design of a protocol for expert assessment of encyclopedic contents. For our editor community a

Perché è importante introdurre immagini e video nell'apprendimento, i principi di Mayer per un apprendimento multimediale

Corsi online su PBS? Forse solo una raccolta di videotutorial. Interessante comunque, e gratis!

Semplici attività per rompere il ghiaccio in un corso in e learning..

In honor of the start of a new school year, I am sharing one of my popular posts again with you with a couple of new additions! On Monday I will begin my new job. As I've mentioned before, I will b...

Sul Chronicle una valutazione dei Moocs, dal punto di vista dei Professori che li hanno offerti, con i diversi punti di vista e di interesse.

Grazie per il link. Anche i commenti sono interessanti - in particolare gli scambi intorno ai commenti di "PeevedInOntario", che si sforza di far capire che per i partecipanti a un MOOC, la riuscita non sta nel riuscire i test né nell'ottenere un certificato, bensì nell'imparare ciò che gli serve.

convertitore on line file da Drive e da Dropbox