Menù principale
B024481 - MANAGEMENT OF EDUCATIONAL & TRAINING PROCESSES WORKSHOP
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2018-19
Coorte 2017 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
Second year - First Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
-
Credits
3
Teaching Hours
18
Teaching Term
13/09/2018 ⇒ 16/12/2018
Attendance required
No
Type of Evaluation
Giudizio Finale
Course Content
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Course program
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Lectureship
Teaching Language
English, with some material available in Italian as well.
Course Content
Online training in the general framework of distance education. Historical perspective of distance education. Genesis of the Massive Open Online Courses (MOOC). Taxonomy of MOOCs. Real-life study of typical cases. Enrollment in a MOOC in English of your choice.
Suggested readings (Search our library's catalogue)
- A.R. Formiconi, La tortuosa via della didattica online all’università, Studi sulla formazione, 1-2016, pag. 101-125. <http://www.fupress.net/index.php/sf/article/download/18564/17266>
- M.G. Moore e G. Kearsley, Distance education: A systems view of online learning. Belmont, CA, USA, Wadsworth, 2012 3 , pp. 23-43.
L. Ragan,
- 10 Principles of effective online teaching: Best practices in distance education. Faculty Focus Special Report, Madison, Wisconsin, Magna Publications, 2011. Disponibile al seguente URL <https://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Ten%20Principles%20of %20Effective%20Online%20Teaching.pdf>
- S. Downes, New Technology Supporting Informal Learning, 2009. Blog post disponibile al seguente URL <http://halfanhour.blogspot.it/2009/04/new-technology-supporting-informal.html>
- G. Siemens, Connectivism: A Learning Theory for the Digital Age, in «International Journal of Instructrional Technology and Distance Learning», 2(1) 2005. Disponibile al seguente URL <http://er.dut.ac.za/bitstream/handle/123456789/69/Siemens_2005_Connectivism_A_learning_theory_for_the_digital_age.pdf?sequence=1>
- A. Calvani, Connettivismo: nuovo paradigma o affascinante pot-pourri?, Journal of e-Learning and Knowledge Society, 4(1), 2008, pp.121-125.
- Conferenza dei Rettori delle Università Italiane, MOOCs - MASSIVE OPEN ON-LINE COURSES - Prospettive e Opportunità per l’Università italiana, http://www.crui.it/images/demo/crui_web/pubblicazioni/crui_mooc_2015.pdf
- M.G. Moore e G. Kearsley, Distance education: A systems view of online learning. Belmont, CA, USA, Wadsworth, 2012 3 , pp. 23-43.
L. Ragan,
- 10 Principles of effective online teaching: Best practices in distance education. Faculty Focus Special Report, Madison, Wisconsin, Magna Publications, 2011. Disponibile al seguente URL <https://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Ten%20Principles%20of %20Effective%20Online%20Teaching.pdf>
- S. Downes, New Technology Supporting Informal Learning, 2009. Blog post disponibile al seguente URL <http://halfanhour.blogspot.it/2009/04/new-technology-supporting-informal.html>
- G. Siemens, Connectivism: A Learning Theory for the Digital Age, in «International Journal of Instructrional Technology and Distance Learning», 2(1) 2005. Disponibile al seguente URL <http://er.dut.ac.za/bitstream/handle/123456789/69/Siemens_2005_Connectivism_A_learning_theory_for_the_digital_age.pdf?sequence=1>
- A. Calvani, Connettivismo: nuovo paradigma o affascinante pot-pourri?, Journal of e-Learning and Knowledge Society, 4(1), 2008, pp.121-125.
- Conferenza dei Rettori delle Università Italiane, MOOCs - MASSIVE OPEN ON-LINE COURSES - Prospettive e Opportunità per l’Università italiana, http://www.crui.it/images/demo/crui_web/pubblicazioni/crui_mooc_2015.pdf
Learning Objectives
Knowledge of categories of online education, with emphasis on MOOCs. Understanding basic differences between MOOCs and conventional online courses. Applying such knowledge and understanding through the participation to a live MOOC about coding. Ability to judge the role of educational context. Communicating in a MOOC vs. conventional educational settings.
Prerequisites
No previous knowledge needed, except some basic math knowledge (primary school level). Fair English knowledge needed (B2).
Teaching Methods
The frontal meetings will be structured in the form of a workshop, as a prominent place for the development and exchange of knowledge. Discussions will be extended in the forum of the Moodle system of the University. Registration and participation in a MOOC in English of your choice.
Further information
The course will be given in English, according the a number of internationalization initiatives fostered by the University of Florence. A small part of the contents will be aivalable in Italian. Students having problem with the English language will receive some support to achieve the final result.
Type of Assessment
Evaluation will take into consideration: results of the continuous monitoring of activities, some of homeworks done, and the final score achieved in the MOOC. The final verification will consists in a discussion of the whole experience in order to assess the attainment of the declared objectives.
Course program
The course lasts 6 weeks, with a meeting in the presence of three hours a week.
Week 1. In presence: introduction to distance education, online education, MOOC (history, exemplary cases); students must choose a MOOC in English related to a topic that is in tune with their professional interests.
All content is available in the institutional Moodle system, in the form of downloadable materials or links to appropriate sites on the Internet. During the week students are invited to study the materials, sign up for MOOC and start activities and, last but not least, share any issues in the forum. Participation in the forum will be tracked and will be an important element in the final assessment.
In the following weeks each student will have to report on their choices and the progress of their work. The issues and ideas that have emerged are discussed and possibly tested in the classroom.
Week 1. In presence: introduction to distance education, online education, MOOC (history, exemplary cases); students must choose a MOOC in English related to a topic that is in tune with their professional interests.
All content is available in the institutional Moodle system, in the form of downloadable materials or links to appropriate sites on the Internet. During the week students are invited to study the materials, sign up for MOOC and start activities and, last but not least, share any issues in the forum. Participation in the forum will be tracked and will be an important element in the final assessment.
In the following weeks each student will have to report on their choices and the progress of their work. The issues and ideas that have emerged are discussed and possibly tested in the classroom.