Blended e-learning with Blended e-learning with

Moodle in teacher Moodle in teacher training:training:

the experience the experience of SSIS Umbria of SSIS UmbriaProf.ssaFloriana Falcinelli Prof.ssaFloriana Falcinelli

Università degli Studi di Università degli Studi di Perugia- floriana@unipg.itPerugia- floriana@unipg.it

The teacher : complex The teacher : complex professional outlineprofessional outline

Italian Laws 341 of 1990 and D.M. Italian Laws 341 of 1990 and D.M. 26.5.1998 reveal teachers’ complex 26.5.1998 reveal teachers’ complex professional outlineprofessional outline

ProfessionProfessionalal skill is the outcome of a skill is the outcome of a personal training pathpersonal training path,, which is which is in turn in turn the result of a creative synthesis of the result of a creative synthesis of knowledge, experience and capabilitknowledge, experience and capabilityy, , continuously open to new challenges continuously open to new challenges and fulfilled during each person’s and fulfilled during each person’s lifetime lifetime

Subject groups in teacher training Subject groups in teacher training in the SSIS model (Post-graduate in the SSIS model (Post-graduate

trainingtrainingfor high school teaching for high school teaching

qualification)qualification) Teaching science subject Teaching science subject areaarea

Advanced subject-training Advanced subject-training areaarea

WorkshopWorkshopss Class trainingClass training

The The learninglearning circle circle

experience

Observation and thinking

knowledge

Experimentation

Basic model principlesBasic model principles

Learning is significant when it Learning is significant when it integrates theory with praxisintegrates theory with praxis

Practical experience can be a source Practical experience can be a source of significant learning when is of significant learning when is coupled with constant reflection and coupled with constant reflection and takes place in a group of peers. takes place in a group of peers.

Learning can be especially Learning can be especially remarkable when it takes place remarkable when it takes place within a learning community. within a learning community.

Knowledge in educational Knowledge in educational studiesstudies

PurposesPurposes Listen, observe and understand students and the Listen, observe and understand students and the

context of the school context of the school Develop a relational atmosphere based on Develop a relational atmosphere based on

reciprocal trustreciprocal trust Design flexible learning steps in line with the Design flexible learning steps in line with the set set

purpose and directionspurpose and directions Organise time, space, resources according to Organise time, space, resources according to

learning environmentlearning environment Organise team workOrganise team work Perform permanent education and Perform permanent education and training training

research activities research activities

Disciplinary knowledgeDisciplinary knowledgePurposesPurposes

Assist students to acquire more control Assist students to acquire more control and be more coand be more conncerned about the cerned about the knowledge and experience both in the knowledge and experience both in the specific disciplinary areas and in the specific disciplinary areas and in the integration between the various integration between the various educational areaseducational areas

Knowledge of theories, of the mainKnowledge of theories, of the main conceptual conceptual corecore, of languages, of the , of languages, of the methodological approach of various methodological approach of various disciplinesdisciplines

WorkshopWorkshop It refers to the idea of planning, collectiveness, It refers to the idea of planning, collectiveness,

research methodology, product construction, research methodology, product construction, communication between informal and scientific communication between informal and scientific formal experiences and it is characterised by a formal experiences and it is characterised by a “ working method” that systematically foresees “ working method” that systematically foresees a direct involvement of students in the a direct involvement of students in the activities.activities.

The laboratory activities can consistThe laboratory activities can consist of of: : microteaching, studies of educational microteaching, studies of educational situations, real or imaginary demonstration, situations, real or imaginary demonstration, clinical discussion on critical events, role-clinical discussion on critical events, role-playing, elaboration of curriculum, assessment,playing, elaboration of curriculum, assessment, simulation etc.simulation etc.

Teacher trainingTeacher training Its main function is to encourage a wide and Its main function is to encourage a wide and

articulate reflection on educational, articulate reflection on educational, psychological, sociological, methodological–psychological, sociological, methodological–didactic aspects, and also on organization of didactic aspects, and also on organization of the cultural and educational projects that the cultural and educational projects that currently characterise schooling. Direct currently characterise schooling. Direct experience in school classes can always offer experience in school classes can always offer new ideas to this reflection and the new ideas to this reflection and the necessary moments of real activities (action necessary moments of real activities (action joined with knowledge development) joined with knowledge development)

It allows each student to experiment It allows each student to experiment interaction between practical experience interaction between practical experience and theoretical knowledgeand theoretical knowledge

TheThe e-learning e-learning project of project of SSISSSIS

AActivated within the framework of Special ctivated within the framework of Special Training Courses Training Courses D.M. n.85 of 2005D.M. n.85 of 2005

Time span: Time span: SSeepptembetemberr 2006/ 2006/MayMay 2007 2007 ee--Learning Learning environment of environment of SSIS Umbria SSIS Umbria

http://e-learning.http://e-learning.unipgunipg.it/.it/ssisonlinessisonline

Work and research group Work and research group : Floriana Falcinelli, : Floriana Falcinelli, Chiara Laici ( Dipartimento Scienze Umane Chiara Laici ( Dipartimento Scienze Umane e della Formazione), Emanuela Falcinelli, e della Formazione), Emanuela Falcinelli, Judit Jassò, Alberto Milani ( Dipartimento di Judit Jassò, Alberto Milani ( Dipartimento di Matematica e Informatica)Matematica e Informatica)

General project General project objectivesobjectives

IntegraIntegrate and develop classroom teaching te and develop classroom teaching activities with on-line activities to be activities with on-line activities to be carried out both by single users and by carried out both by single users and by small groups in a cooperative mode.small groups in a cooperative mode.

Enhance active participation of students Enhance active participation of students in knowledge- buildingin knowledge- building

Foster group cooperation processes for Foster group cooperation processes for the design of teaching projectsthe design of teaching projects

Favour communication, discussion and Favour communication, discussion and shared reflection on training experiencesshared reflection on training experiences. .

The TThe Targetarget The 311 participantsThe 311 participants involved were involved were attending the attending the

Special Training Courses organized in 11 areas of Special Training Courses organized in 11 areas of teaching qualification, (Art Academyteaching qualification, (Art Academy, Economics , Economics and Law, Foreigand Law, Foreignn Languages, General Arts, Languages, General Arts, General Sciences, Health Sciences, Sport General Sciences, Health Sciences, Sport Sciences, PhSciences, Phiilosoplosophhy and Hy and Hiistorical Sciences, storical Sciences, Mathematics-Physics- Computer science, Applied Mathematics-Physics- Computer science, Applied Technology, Art History)Technology, Art History)

Course applicants were teachers with various Course applicants were teachers with various experience, working in schools on short-experience, working in schools on short-termterm contracts, and it was therefore necessary to start contracts, and it was therefore necessary to start back from their different experiencesback from their different experiences, in order to , in order to obtain group reflection and interpretation obtain group reflection and interpretation according to new theoretical conceptsaccording to new theoretical concepts..

The e-learning The e-learning environmentenvironment

Common Common AreaArea The e-learning environment has been organized in The e-learning environment has been organized in two course categoriestwo course categories: : Common Area and Common Area and Orientation AreaOrientation Area

The The Common AreaCommon Area hosted the 6 compulsory hosted the 6 compulsory courses concerning courses concerning subjects that allsubjects that all 331111 students students werewere attending attending: (General Didactics, General : (General Didactics, General Pedagogy, AppliedPedagogy, Applied Pedagogy, Cultural Anthropology, Pedagogy, Cultural Anthropology, Sociology ofSociology of education and Psychology of education).education and Psychology of education).

Each course has an Each course has an Information AreaInformation Area ((with teacher with teacher contact information, course program, etc)contact information, course program, etc), , a a Communication AreaCommunication Area ((with with forum forum andand chat chat applicationsapplications), ), and a and a DocumentationDocumentation AreaArea ((with study with study material provided by teachers, suggested material provided by teachers, suggested bibliography and on-line resource listbibliography and on-line resource list).).

The e-learning environmentThe e-learning environmentCommon Common AreaArea

Student Communication CourseStudent Communication Course An extra course named An extra course named ComCommmunicaunicationtion toto

studentstudentss, , was also activated as a welcome was also activated as a welcome service, providing first-help information, service, providing first-help information, official communications and essential official communications and essential documents for teaching activitiesdocuments for teaching activities

The course also provided a technical The course also provided a technical support forum and a student forum support forum and a student forum completely managed by participants, completely managed by participants, available for discussion on issues available for discussion on issues concerning different training paths and concerning different training paths and study programs.study programs.

Orientation Orientation AreaArea It hosts the It hosts the 11 Co11 Courses urses concerning subjectsconcerning subjectsincluded in the organization of the SSIS included in the organization of the SSIS

UmbriaUmbria The The 311 311 students were therefore able to students were therefore able to

register and distribute their applications in register and distribute their applications in the Orientation Area according to their the Orientation Area according to their curriculum orientation, making up courses curriculum orientation, making up courses attended by people sharing a similar attended by people sharing a similar education path, in small classes.education path, in small classes.

This has allowed for experimentation of real This has allowed for experimentation of real cooperative and knowledge-building activities cooperative and knowledge-building activities within on-line learning groups.within on-line learning groups.

Work phasesWork phasesPhasePhase 1 - 1 - SSeepptembtembeer r 2006/2006/FeFebrbruary uary 20072007

Mandatory presence for courses envisaged 4Mandatory presence for courses envisaged 4 classroom meetings (one of general classroom meetings (one of general introduction and threeintroduction and three more with teachers),more with teachers), summing up to 16 hourssumming up to 16 hours

plus 84 hours of plus 84 hours of specific specific onon--lineline activityactivity:: SStudy oftudy of the materials made available by teachersthe materials made available by teachers;; access toaccess to bibliography and web-resources for extensive study;bibliography and web-resources for extensive study; building of a conceptual map ;building of a conceptual map ; creation of a writtencreation of a written work.work.

The conceptual map and the personal work had The conceptual map and the personal work had to be chosen on specific subjects illustrated to be chosen on specific subjects illustrated during the three classroom meetings. during the three classroom meetings. ((relationship between teachers and studentsrelationship between teachers and students; ; classroom dynamicsclassroom dynamics; integra; integrattion ion and diversityand diversity))

MonitorMonitoring of ing of PhPhase 1ase 1 The performing of each activity envisaged The performing of each activity envisaged

a a shared netiquette shared netiquette to be followedto be followed Each activity was assigned a given “time Each activity was assigned a given “time

weight” in minutes/hours, calculated weight” in minutes/hours, calculated according to the estimated commitment according to the estimated commitment required from the user.required from the user.

AttendanceAttendance Monitor Monitoring ing phasephase 1 1

Final Test for Phase Final Test for Phase 11 The test took place in workshop class (with teachers) The test took place in workshop class (with teachers)

using the quiz module application loaded in the e-learning using the quiz module application loaded in the e-learning environmentenvironment

Multiple answer qMultiple answer quiz uiz with questions concerning the 6 with questions concerning the 6 subjects of the Common Areasubjects of the Common Area

Work phasesWork phasesPhasePhase 2 – 2 – MarchMarch 2007/ 2007/MMaay y

20072007 Dedicated to the building of the Dedicated to the building of the

Project WorkProject Work for a total of for a total of 40 hours 40 hours onlineonline, to be completed in small groups , to be completed in small groups in the specific Orientation Course, as in the specific Orientation Course, as the same asthe same as attendance of the range of attendance of the range of specific subjects envisaged for the specific subjects envisaged for the Special Training Courses Special Training Courses

Project Work

A didactic project built in collaboration A didactic project built in collaboration by small groups of participantsby small groups of participants (3/4 (3/4 -- 7) 7) on a subject relevant to their training on a subject relevant to their training activities and coherent with the subject activities and coherent with the subject area which each group belongs to. area which each group belongs to.

Group creation was supervised by Group creation was supervised by Subject tutors, taking advantage of a Subject tutors, taking advantage of a dedicated on-line forum and of the dedicated on-line forum and of the Moodle tools for group creations. Moodle tools for group creations.

Project Work

Each group has a dedicated specific Each group has a dedicated specific working areaworking area equipped with different equipped with different toolstools: : aa forumforum andand aa chatchat application for project application for project

discussion discussion (Asynchronous (Asynchronous and synchronousand synchronous)) aa wikiwiki tool for collaboration in writing of the tool for collaboration in writing of the

project itselfproject itself Each group was invited to operate only Each group was invited to operate only

within its dedicated work space, but all within its dedicated work space, but all groups were kept visible between each groups were kept visible between each otherother

Project Work

All participants had access to All participants had access to supportsupport documents documents for the project for the project workwork:: Project design guideProject design guide netiquette netiquette for thefor the wiki wiki application application

(wikiquette)(wikiquette) Advanced technical manual for Advanced technical manual for

management of the wiki toolmanagement of the wiki tool

TutorTutor role types role types::Coordinating Coordinating TutorTutor

1 Coordinating Tutor involved1 Coordinating Tutor involved System administration functions, System administration functions,

teacher and subject tutor coordination, teacher and subject tutor coordination, training of subject tutors and of training of subject tutors and of orientation supervisors orientation supervisors

Other tasksOther tasks:: tectechnicianhnician, course designer, , course designer, data cdata colleollecctor, tor,

moderator, moderator, group coachgroup coach, , mood scaffoldingmood scaffolding, , oobserverbserver

TutorTutor role types role types : :Subject Subject TutorTutor

11 11 Subject Subject TutorTutors involveds involved Management of specific subject Management of specific subject

courses, Monitoring of activities, courses, Monitoring of activities, (conceptual map, result data, project (conceptual map, result data, project work), creation and management of work), creation and management of project work groups, project work groups,

Other tasksOther tasks:: Learning scaffoldingLearning scaffolding, , moodmood scaffoldingscaffolding, ,

trainertrainer

Project assessmentProject assessment

Assessment activities are specifically Assessment activities are specifically scheduled and requested from scheduled and requested from participants participants

Anonymous On-line assessment Anonymous On-line assessment questionnaire on a scale from one to five questionnaire on a scale from one to five used for data collection used for data collection

Assessment on overall project, with Assessment on overall project, with specific indicators for each of the two specific indicators for each of the two work phaseswork phases

N° 259 N° 259 assessment results obtainedassessment results obtained

First ResultsFirst Results First phase of activitiesFirst phase of activities: : assessed value assessed value modmodee of of

3.1 3.1 on training path structureon training path structure, , of of 3.5 3.5 on course on course support materielsupport materiel, 4.1 , 4.1 on communication on communication resourcesresources,, of of 3.8 3.8 on relationship with tutorson relationship with tutors, , of of 4.1 4.1 on assessment and monitoring toolson assessment and monitoring tools

Second Second phase of activitiesphase of activities : : assessed value assessed value modmodee of of 3.8 3.8 for aspects concerning collaborative work, for aspects concerning collaborative work, and in particular and in particular 3.7 3.7 on the wiki resourceon the wiki resource..

Free user obFree user observaservationstions: : … highly useful for ICT … highly useful for ICT knowledgeknowledge, , interestinginteresting, , stimulating for stimulating for collaboration activities and for the improved collaboration activities and for the improved possibilities of communication, time-possibilities of communication, time-consuming...consuming.... .

Open IssuesOpen Issues Management of technological infrastructure

Relationship with the different professionals involved

Technical support Involvement of teachers in the creation of

material specifically conceived for on-line courses.

Basic training of teachers, tutors and students on the use of the e-learning environment

Promotion of a less transmissive and more issue-raising teaching model

Experimentation of different forms of process assessment (e-portfolio)