E-learning for institutional and continuous education in technical-scientific domains
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Transcript of E-learning for institutional and continuous education in technical-scientific domains
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MIC 2008, Rom
a
Tommaso Leo
E-learning for institutional and
continuous education in technical-scientific
domains
UNIVERSITA’ POLITECNICA DELLE MARCHE
Tommaso [email protected]
MIC-2008-Roma
dipartimento di ingegneria informatica, gestionale e dell’automazione
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MIC 2008, Rom
a
Tommaso Leo
1
LIST OF TOPICS
TECHNICAL SCIENTIFIC DOMAIN
COMPLEX SYSTEMS
MATERIAL KNOWLEDGE
CHARACTERS OF THE MATERIAL KNOWLEDGE DOMAIN
RELEVANT PEDAGOGICAL MODELS
DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK
RELEVANT DIDACTIC VARIABLES
DIDACTIC FUNCTIONALITIES REQUIRED TO A LCMS
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MIC 2008, Rom
a
Tommaso Leo
1. TECHNICAL SCIENTIFIC DOMAIN
Engineering, in particular Electronic and Electrical Engineering, Control Engineering, Industrial Engineering.
The key professional activity is aimed at designing and operating man- made systems that can be considered Complex Systems.
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MIC 2008, Rom
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Tommaso Leo
2. COMPLEX SYSTEMS
Attributes Descriptive attributes:
- High number of components/subsystems; - Integration of different technologies- Integration of different methods- Interaction with human beings/living organisms- Operation dependent on the environment and
initial conditions- Complex and articulated design procedures
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MIC 2008, Rom
a
Tommaso Leo
2. COMPLEX SYSTEMS
Attributes
Formal/conceptual attributes
- High level of uncertainty/unpredictability
- Behaviour and experiments are substantially not reproducible
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MIC 2008, Rom
a
Tommaso Leo
3. MATERIAL KNOWLEDGE
Roughly speaking, it is the Knowledge relative to the real operation conditions of engineering complex systems.
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MIC 2008, Rom
a
Tommaso Leo
Attributes
- In general the owners are experts- In general it is implicit, even intuitive- In general it is empirical - To communicate MK is an ill defined
problem-space- To be communicated , MK implies, at least Case-based reasoning Problem-driven reasoning
3. MATERIAL KNOWLEDGE
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MIC 2008, Rom
a
Tommaso Leo
Suggestions
“experiential paths” by means of social interaction between experts, novices and learning resources
3. MATERIAL KNOWLEDGE
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MIC 2008, Rom
a
Tommaso Leo
Criteria to select the expert
- long history of practice with the relevant problems, at least longer than the novice;- capability of autonomous operation in solving the relevant problems
to set up the problem, to select the key elements for the solution,to find the proper coworkers
- recognized high level of competence.
3. MATERIAL KNOWLEDGE
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MIC 2008, Rom
a
Tommaso Leo
4. CARACHTERS OF THE MATERIAL KNOWLEDGE DOMAIN
A practical reference is the environment of a laboratory dealing with Automatic Control Systems, or a Radar settlement for Air Traffic Control.
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MIC 2008, Rom
a
Tommaso Leo
PROGETTO TIGER
Carla FalsettiDavid Fabri
Sulmana Ramazzotti
Tommaso Leo
Cira 2005
UNIVERSITA’ POLITECNICA DELLE MARCHE
Tommaso Leo
www.del.univpm.it/it
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MIC 2008, Rom
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Tommaso Leo
Schema a blocchi7. TELELABORATORIO IMMERSIVO
Tommaso Leo
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MIC 2008, Rom
a
Tommaso Leo
4. CARACHTERS OF THE MATERIAL KNOWLEDGE DOMAIN
didactic resources we think about:
- logical/formal resources,- resources allowing procedural skills learning,- resources preparing to synthesize heterogeneous
competences, even acquired in different lateral contexts and Knowledge domains,
- resources aimed to train for team working and/or team leading of heterogeneous components
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MIC 2008, Rom
a
Tommaso Leo
5. RELEVANT PEDAGOGICAL MODELS
The adoption of number of different pedagogical models/ didactic approaches, properly combined in a suitable mix, is advisable.
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MIC 2008, Rom
a
Tommaso Leo
5. RELEVANT PEDAGOGICAL MODELS
Pedagogical models/didactic approaches
- didactic approaches able to facilitate memory retention, - pedagogical approaches deriving from constructionism,
where reflection is dominant, - constructivism, where experiential dimension is prevalent,- pedagogical approaches where cooperative and collaborative work and social tagging is prevalent.
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MIC 2008, Rom
a
Tommaso Leo
6. DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK
The “ Didactic situation” has to be related to the knowledge domain to be learnt.
In our case we can speak about problem solving for unstructured and ill posed problems, even if the problems are based on solid physics and mathematics ground.
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MIC 2008, Rom
a
Tommaso Leo
6. DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK
Dimensions of the teaching/learning process :
- Topics and contents to be learnt ( “ what” dimension)- Didactic and pedagogical approaches (“ how” dimension)- Contents order and availability at the proper time (“ when”
dimension)- Connections and relationships among and within the three
dimensions above (“ the meanings network”), to attain a comprehensive understanding of the
matter.
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MIC 2008, Rom
a
Tommaso Leo
6. DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK
Characters of dimensions can be organized w.r.t.:
-Learning goals and learning evaluation ( “application” and “ evaluation” level of the Bloom taxonomy).
-Learning goals vs. target users: application level for undergraduate students, evaluation level for second and tertiary level students and continuous education;
-The need of embedding learning within the physical and perceivable world (Immersivity, ability to handle physical artefacts and phenomena).
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MIC 2008, Rom
a
Tommaso Leo
7. RELEVANT DIDACTIC VARIABLES
They are here , meant as
“those allowing a modification in the learners’ behaviour”
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MIC 2008, Rom
a
Tommaso Leo
7. RELEVANT DIDACTIC VARIABLES
In the “what” and “how” dimensions Didactic variables relevant for learning management/organisation -1/2
-a Syllabus i.e. a clear definition of contents and pedagogical modalities, specification of the input competence level, to allow the personalisation of the learning process.
- clear definition and specification of the assessment modalities.
- implementation of “adaptivity” of contents at the system side;
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MIC 2008, Rom
a
Tommaso Leo
7. RELEVANT DIDACTIC VARIABLES
In the “what” and “how” dimensionsDidactic variables relevant for learning management/organisation -2/2
- implementation of “adaptivity” at the learner model side;
- automatic updating of the user profile;
- proposing to the user a specific “learning experience”, coherent with his/her current profile and with the current availability of learning resources (both LO and learning artefacts).
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MIC 2008, Rom
a
Tommaso Leo
7. RELEVANT DIDACTIC VARIABLES
In the “what” and “how” dimensionsDidactic variables relevant for learning support
-availability of learning resources aimed at experiential and collaborative learning.
Depending on the knowledge domain and user target, the proper communication codes have to be defined.
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MIC 2008, Rom
a
Tommaso Leo
7. RELEVANT DIDACTIC VARIABLES
In the “when” and “meanings network” dimensionsDidactic variables relevant for the learning management/organisation
-adaptivity of contents. Adaptivity is here meant as more or less detailed and more or less in depth presentation, according to the current needs of the user.
-Adaptivity of the learning path to the learner needs and attitudes
-E portfolio
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MIC 2008, Rom
a
Tommaso Leo
7. RELEVANT DIDACTIC VARIABLES
In the “when” and “meanings network” dimensionsDidactic variables relevant for learning support
- number of assessment tools, mainly aimed to formative evaluation. In our case, tests, supervised problem-solving like, would be desirable.
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MIC 2008, Rom
a
Tommaso Leo
8. DIDACTIC FUNCTIONALITIES REQUIRED TO A LCMS
Moodle seems particularly oriented to a structured path of learning.
It would be useful to integrate into Moodle, or to add to Moodle some modules implementing the following functionalities
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MIC 2008, Rom
a
Tommaso Leo
8. DIDACTIC FUNCTIONALITIES REQUIRED TO A LCMS
- Experiential and collaborative learning through Immersivity: Web services, allowing immersive telelaboratory experiences, - learning and knowledge development monitoring and evaluation:
-to strengthen the tools already existing with the elaboration and integration of available data ;- adding automatic, or semi-automatic evaluation of the
communicative interactions ;- Would it be advisable to add social network facilities to allow
the environment to manage both formal and informal learning?
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MIC 2008, Rom
a
Tommaso Leo
Credits and Aknowledgements
- Graphic editing: Sulmana Ramazzotti Ph D
-Many tanks are due for discussion and advice to-Prof. Kinshuk-Prof. Nian Shing Chen- My students of the PhD course in e.-learning
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MIC 2008, Rom
a
Tommaso Leo
Thank you