OpenEd, week 5, question 3

In the context of open education projects, what does “quality” mean?

Quality is not only measurable through quantity: not through the quantity of objects, or modules, or videos, or courses given/offered by an institution or internet platform (whatever you may mean under this definition).
I tried to access the different sites “watching” at them from two different points of view
a) the one of a casual websurfer, without big experience with e-learning, seeking for some personal improvement
b) the one of a teacher who is usually digging the net for ideas and professional self-improvement.
At the end of my Doppelgänger path, I found that a course (or a platform, or a place) where I can’t get in touch with other persons, collegues, peers, in order to get answers to my questions or to help others get their answers, isn’t of big quality to me.
I think that the presented sites differ in their structure, going from a bottom social level to a top social level, as I saw them some don’t even offer fora or social exchange instruments; but even those (like connections or http://openlearn.open.ac.uk) which stress more this aspects, don’t have an intense social exchange.
Quality is, in my opinion, constituted by/through/thanks to social interaction.
Social interaction can run through informal paths, like skype, emails, sms…. or through formal paths. like dedicate fora or mailing lists.
This is – as I consider it – the vital juice of any community.
Another way of making is through the chance of being able to give personal contribution to a project.
It’s more or less like in a traditional classroom: if pupils can’t do each one their own part “play the role”, and are instead pushed into the static role of mere listeners, they will be as soon as possible demotivated and give their attention to something else.
Quality is for me the capacity to attract and keep “magnetised” attention and motivation.
In this regard I can only agree with emanuela’s post:

at the other side of the network must be people who help, facilitate, guide, value and support the learners. Unfortunatly I didn’t find these quality indicators into the viewed courses

At the end, from teacher to teacher, David: why didn’t you put in the list this resource? –> http://www.oercommons.org

OpenEd, week 5, part 1 (questions 1+2)

see the map

moodle

da: moodle dont’s
Don’t assume that the coolness of Moodle will inspire or motivate your students

Many teachers are amazed and impressed by what Moodle can do. Astonished, even. They simply assume that their students will share their enthusiasm. Well, maybe… But remember that it is good teaching (online or otherwise) that inspires students. Don’t expect Moodle to do the teacher’s job.

Internet-Ministro: 1-0

leggo e invito a leggere questo articolo riferito al sito youschool

OpenEd week 2,3,4 (Part II)

As Settembre 21, 2007 Pubblicato da aggiorni | Didaktik/didattica, LTEver, OpenEd | | Ancora nessun commento.

OpenEd Week 2,3,4

continua la serie di fortunati incontri

riflessioni sull’apprendimento

Un raggio di sole alla fine di un tunnel di dubbi?

Androgogia vs pedagogia
mi ha chiarificato alcuni dubbi che coltivavo da diversi mesi su tutto questo “apprendimento” spontaneo.

forse se son critico ma facendo esperienza con alunni di scuola media talvolta ho l’impressione che si voglia volare troppo in alto.

Mi serve davvero?

L’esperienza di uso di uno strumento didattico, un ambiente di apprendimento come moodle, nasce da due spinte differenti.
La prima ed originale è la curiosità verso i nuovi strumenti (quali che siano) da usare nella e per la didattica.
—
Proseguo questa riflessione dopo un paio di mesi. Ho iniziato il corso sull’openeducation, trovo un forte e utile confronto con colleghi di varia provenienza.
Ci sono quindi elementi nuovi nel mio panorama.
Acquisisco informazioni e mi formo opinioni sul web 2.0, sul social software, sui PLE (ma perchè non chiamarli APA?).
Penso che sfrutterò il mio moodle per provare a lavorare su queste aree:
uso di internet e pc in un quadro pedagogico e didattico (non mettere il carro davanti ai buoi….)
uso del wiki e del glossario
uso del database e del blog
uso del forum e della chat
collaborazione: testi
collaborazione: calcolo
collaborazione: presentazioni
sbucciare patate bollenti: uso di hotpotatoes
sondaggi ad uso didattico
…
per ora è solo una bozza

Ma guarda un po’!!!! …. anzi ascolta…

http://www.languageguide.org/it/

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