Eurodidaweb 2012 March

1. Eurodidaweb 2012
From e-learning to Web-learning:
placeless, connected, expansible, flexible,
effective learning
stefano.lariccia@uniroma1.it
12-13-14-15-16 of March 2012
-
Stefano Lariccia – Digilab - Alberto Pigliacelli
Noematics Europaclub
Sapienza Università di Roma

2. 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 class
focuses on discussion based on readings assigned out of class.
– Another objective of this course is to give students hands-on
experience with web 2.0 tools to cope with the complexity of the
cloud based, ubiquitous, new style of knowledge management; with
international practices of web-learning through web technology; with
a critical analysis of what our students are exposed to in their nomadic
usage of the Web.
– Throughout the course of the week, we work on globally-based
projects that leverage the benefits of information and communication
technologies to positively affect many diverse learning community.

3. 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, focusing
especially on new learning methods based on the ubiquitous worldwideweb. This is what we
call web-learning. Much of the class focuses on discussion based on readings assigned out of
class.
– 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, we
work on globally-based projects that leverage the benefits of information and communication
technologies to positively affect many diverse learning community.
• How will be achieved?

4. premises
• How will be achieved?
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 new
information through symbolic representation or abstract
conceptualization – thinking 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.

5. premises
• How will be achieved?
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 driver’s manual about the car’s functioning (Abstract
Conceptualization), 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

6. 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 about
the WorldWideWeb?

7. 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

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

9. 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,

10. 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,

11. Web-learning 2.0 basics: (cont.)
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 overwhelmed
by many bookmarks ...
3. And the right one is ever in the wrong place. Let’s
transform Bookmarks into “placeless tags”: xmarks
will do this work for you

12. Web-learning 2.0 basics: (cont.)
1. Internet is a huge place… and you can loose
your own teaching material …
2. Once again you will need a placeless safe
location to save your didactic presentation ...
3. You’ve got thousands of slideshows
presentation … And the right one is ever in
the wrong place. Let’s transform PowerPoint
into “placeless slide repository”: Slideshare
will do this work for you

13. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you
can loose your own book reference list …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the
wrong place. Let’s transform “Biblioscape”
into a “placeless references repository”:
Citeulike will do this work for you

14. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you
can loose your own Contact List …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the
wrong place. Let’s transform “Outlook” into a
“placeless contact list and calendar”: Plaxo
will do this work for you

15. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you can
loose your own Contact List and Calendar …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the wrong
place. Let’s transform “Outlook” into a “placeless
contact list and calendar”: Google Calendar will do
this work for you as well

16. Web-learning 2.0 basics: (cont.)

17. Web-learning 2.0 basics: (cont.)

18. Web-learning 2.0 basics: (cont.)
• University of Auckland,
• The Auckland University of Technology,

19. Web-learning 2.0 basics: (cont.)

20. Web-learning 2.0 basics: (cont.)

21. Web-learning 2.0 basics: (cont.)

22. Web 2.0 -> Web 3.0

23. Web 2.0 -> Web 3.0

24. Web 2.0 -> Web 3.0

25. Web 2.0 -> Web 3.0

26. Web 2.0 -> Web 3.0

27. Web 2.0 -> Web 3.0

28. Crowdsourcing - Crowdcast

29. Plone CMS – thinking as a PluralOne

30. Plone CMS – thinking as a PluralOne

31. Plone CMS – thinking as a PluralOne

32. Plone as a repository
• IMS Consortium
• IMS vision

33. 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