eurodidaweb may 10-15 2010 day 2 - europaclub

Web-enhanced teaching and learning environmentS.Lariccia Sapienza Università di Roma – Medialab [email protected]

Education is deeply changing. And becoming more and more universal

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Classroom location and directions

Direction to Sapienza Università di Roma

Direction to Luchino dal Verme

Classroom calendar

Classroom Hour begin Hour end Total Hour

Monday 10 may 2010 LIDS 13.30 18.30 5.00Tuesday 11 May 2010 LIDS 14.00 19.00 5.00

Wednesday 13 May 2010 LIDS 14.00 19.00 5.00Thursday 14 May 2010 LIDS 14.00 19.00 5.00

Friday 15 May 2010 LIDS 14.00 19.00 5.00

Total hour* 25.00.00hour

Oraganized by:

F.C. Europacub Alberto PigliacelliTeachers: Prof.Stefano LaricciaTutors: Nadia Puflea, Enza GarganoClassroom directions:

LIDSUniversità degli Studi La Sapienzap.le A.Moro 5,00185 RomaFacoltà di Scienze UmanisticheLIDS - Laboratorio Informatica Didattica e Scienze Umane

Google Maps address:Direction to Sapienza Università di Roma

DIGILABUniversità degli Studi La SapienzaFacoltà Scienze UmanisticheVia dei Volsci 112,00185 RomaDirection to FSU - Digilab Vetrerie Sciarra - Sapienza

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What we want to learn here? From where we start?

Day 1Day 1 Day 2Day 2 Day 3Day 3 Day 4Day 4 Day 5Day 5

An overview of our path trough web-based learning technologies

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We need to define what the WorldWideWeb is: How the Web changed our way of making and sharing knowledge.



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E-learning : which tools we have and how to choose it and use it




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Next generation learning, Web-enhanced learning or web-learning. How to move forward?



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Next generation Web: the Semantic Web and new constructivist learning


Next generation learning, Web-enhanced learning or web-learning. How to move forward?



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Day 1: Exchanging contextual information

Day 2: How research, education and the WorldWideWeb are increasingly interconnected with each other

Day 3: e-learning: an introduction to LMS Moodle

Day 4: From e-learning to web-enhanced learning

Day 5: Web 2.0, Semantic Web and web-learning

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Objectives and expectations

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Sharing information between participants

A more detailed view on program and calendar

A visit in the new location of the Medialab

Registration and Administrative duty

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Presentation of Sapienza University and Medialab Centre

Day 1: Exchanging contextual information, reception

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Day 1: A more detailed view on the Eurodidaweb programme





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A more detailed view on program and calendar (2)

Lesson 2: An introduction on the Web evolution, 1999-2009

Lesson 3: Web technology for teaching and learning

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Lesson 3: Web technology for teaching and learning

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Internet first (1969) and much more the WorldWideWeb (1989) are changing the way in which the humanity build, archive and share knowlegde.

The WorldWideWeb is born to make knowledge more democratic, accessible, valuable for every human being.

Tim Berners-Lee, the Web inventor, wrote „Weaving the Web“, an highly readble book in which he explain his goals. Now these goals are commons to hundreds of million people: a mass of knowledge workers. The W3C consortium is working to mantain the universality of these protocols.

The science itself is more and more modified by the communication model introduced by the WorldWideWeb: examples are the Human Genome Project; Seti Project; Grid Computing project.

WorldWideWeb is changing the way in which we and our student learn, think, communicate and share knowledge

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Objectives of this first lesson are:

Trace the route of the web evolution, since 1989 to 1999, and since 1999 to 2009; this will give a perspective view and should boost your competence in selecting the next good technology.

Build the basic competence one need to undestand which can be the role of an educator in this evolutionary scenario: teach HTML? Teach XHTML? Teach a programming language? Or teach language and content integration competences?

List the best sources to deep in this matter: webliography, bibliography, repository of digital contents

Practice coupled to the first lesson will be focusing on exercising on HTML editing versus Content Management Editing

Conclusions of the first module will be drawn together.


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According to Peter Baumgartner, we have Three prototypical models of education:

1. To transfer knowledge (Teaching I)In this model the origin of students’ knowledge is based on knowledge possessed by the teacher. Teachers know what students need to learn and it is the teachers’ responsibility to transfer this knowledge into the student’s mind as easily as possible. The transferred knowledge is abstracted knowledge prepared in a special way (the so-called didactical preparation), so that students are able to capture the content not only fast, but also to memorise it on a long term basis. There are some links and relations of this model with behaviourism, a now outdated learning theory.

3 Methodolgies of Knowledge Building and Sharing (Baumgartner)

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2. To acquire, compile, gather knowledge (Teaching II)

This teaching model assumes that learning is an active process, which has to be planned, revised and reflected by the learner. The learner itself is an active entity and it is his/her activity, which supports or even is a necessary condition for the learning process.

In Teaching I the teacher is not interested to control or even observe the actual learning activities undertaken by the learner. What counts are just the results whereas in Teaching II the whole learning process with all its intermediate steps, its difficulties and provisional results are under surveillance by the teacher. In Teaching I learners essentially get the feedback wrong or true whereas in Teaching II teachers try to help to overcome wrong assumptions, wrong learning attitudes and to assist in the reflection process in order to aid the student to build up a consistent mental model of the subject domain. Teaching II has kinship to cognitivism.

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3. To develop, to invent, to construct knowledge (Teaching III)

In the model of Teaching II all problems and tasks are presented by teachers. But if we want to teach students to step onto the shoulders of teachers, to invent new things and to produce and generate new knowledge we have to provide a special learning environment. And it has to be a challenging environment, which is sufficiently complex, uncertain, instable and unique so that old traditional knowledge or solutions do not work anymore.

In the third teaching model, teachers and learners alike have to immerse into a situation where the outcome is not predetermined. They both have to master situations at hand and the differences between teachers and learners maybe are only more experiences and more meta knowledge on how to reflect on complex situations (e.g. how to design local experiments) on the teacher’s side. Teaching III has strong links to constructivism.


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Again According to Peter Baumgartner, we have 5 types of learning usage of the web: Five different educational Types of Content Management Systems (CMSes). Under this pedagogical motivation we have sorted out 5 main types of CMSes.

1. The “Pure” CMS

2. Weblog Content Management Systems

3. Collaborative oriented CMS (C-CMS or Groupware):

4. Content-Community-Collaboration Management Systems (C3MS):

5. Wiki Systems

5 Types of Content Management (Baumgartner)

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According to Peter Baumgartner, we have five different educational Types of Content Management Systems (CMSes).

1. The “Pure” CMS This type is the traditional CMS, which historically was also the first one to appear on the market. It is characterised by a

workflow between different types of authoring rights. Prototypically we discriminate between editor-in-chiefs, (who are overall responsible), co-editors (who are responsible for certain domains e.g. the business editor) and authors (who just write articles but have no rights to publish them on the website without inspection by the editors.) From the administration point of view we may differentiate between a managing editor (who is responsible for categories and scriptable functionality of the CMS) and a graphical editor (who designs the templates).

From our educational point of view these authoring rights can be mapped onto educational functions like teacher, assistant teacher, guest teacher for the content and head master and administrator for the organisational issues. The person to whom the content is directed (the reader) is in our case the learner or student. It should be clear enough at this point that this type of CMS represents, in our notion, the knowledge transfer model of teaching (Teaching I).

Typical examples for this type of CMS are:• Mamboserver: http://www.mamboserver.com/

• OpenCMS: http://www.opencms.org/

• Plone: http://plone.org/

• Typo3: http://typo3.org/

• ZMS: http://www.zms-publishing.com/

5 Types of Content Management (Baumgartner) (cont)

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2. Weblog Content Management Systems “...weblogs are pages consisting of several posts or distinct chunks of information per page, usually arranged in reverse chronology

from the most recent post at the top of the page to the oldest post at the bottom…” [19, p.7] Because of its chronological order weblogs can be used as a discussion-oriented tool for a personal process-related reflection. There are two functions, which are important in an educational context:

• TrackBack: This is a notification mechanism, which allows authors to link their comments to an ongoing discussion over the net.

• Syndication: This is a way where authors can spread their content. It is a special format (RSS = Rich Site Summary or Really Simple Syndication) which other authors can subscribe to. They even can integrate the text from the subscribed source into their own website.

Weblogs can best be understood as discussion-oriented tools, which have the potential to spread the discussion all over the world. With the custom to write short personal comments (“micro contents”) weblogs animate discussion within the weblog, where the comment has originated, but at the same time it supports a kind of meta-cognition in the own weblog and therefore spreads the discussion over the globe. In this sense weblogs are almost a perfect match for Teaching II but can also be used for Teaching I (e.g. as a traditional CMS) or even better for Teaching III. (For their multi-purpose use weblogs are already called Swiss Army Tools, but as we will see there is yet another – better suited – candidate for a multi-purpose tool.)

Examples are:• Blogger: http://www.blogger.com/start

• Manila: http://manila.userland.com/ and Radio http://radio.userland.com/

• Movable Type: http://www.movabletype.org/

• pMachine: http://www.pmachine.com/

• TypePad: http://www.typepad.com/


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3. Collaborative oriented CMS (C-CMS or Groupware): Essential for these systems is the common development and administration of shared resources. Here we can find a kind

of protected interaction of a specified group. There exists no broader audience where these interactions are aimed at. There is also no intention expressively announced for a specific learning goal: The members of this work group learn by doing/ working collaboratively. Even if there could be a differentiated system of authoring rights, the prototypical application treats all members of the workgroup equally.

In our theoretical framework this type of CMS is best suited for Teaching III.

Typical examples under this category are:

• BSCW: http://bscw.fit.fraunhofer.de/ and http://www.bscw.de/

• Convea: http://www.convea.com/

• EGroupware: http://www.egroupware.org/

• IBM Lotus Notes: http://www-306.ibm.com/software/lotus/

• PhpGropupware: http://www.phpgroupware.org/


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5. Wiki Systems Wiki systems reverse the central feature of CMSes – their differentiated systems of authoring rights. The

core principle of Wikis can be expressed with the phrase: Everybody can change everything! Behind this simple approach is hidden – in terms of our theoretical framework – the assumption of an ideal consent oriented communication structure of a Habermasian provenance.

And the interesting thing: Although this idealisation by Habermas was criticised many times by contemporary scholars it works as far as Wikis are concerned! Look for instance at the Wikipedia – a joint enterprise for a web based lexicon.

This common enterprise started January 2001 and collects now already 531 311 English articles. Meanwhile the idea has spread into 93 (!) languages with at least more than hundred articles, and where 22 of them have already more than 10.000 articles and into 8 sister projects (Meta-Wiki, Wiktionary, Wikibooks, Wikiquote and Wikisource). And note: All this work is done voluntarily and for free!


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5. Wiki Systems (cont.) A CMS-Wiki is a group of applications (WikiWebs), which uses a special markup language (WikiWords)

for their publishing system. The interface is extremely simple and this is maybe one of the main reasons for their fast and wide distribution.

Like Groupware Wikis are collaborative-oriented software but they push the notion of collaboration to its limits. Wikis burst the boundaries of a specified group (everybody in the world is free to collaborate) and of a clearly defined right system (everybody can write, add, revise and edit and even delete every article!). Nobody is the owner of the article s/he has started. Under our theoretical framework Wikis are situated in the realm of Teaching III, which is – remember – no purposeful teaching at all. All the different Wiki installations are either based on different programming languages or have distinct features, modifying the original Wiki.

Examples for Wikis are:

• Wiki: http://c2.com/cgi-bin/wiki (the original Wiki)

• Twiki: http://twiki.org/ (for business use)

• Swiki: http://minnow.cc.gatech.edu/swiki (based on the Squeak programming system)

• Zwiki: http://www.zwiki.org/FrontPage (based on Zope)

• JSPWiki: http://www.jspwiki.org/Wiki.jsp (based on Java Server Pages)


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5.1, 5 types of CMS. Conclusions (cont.) There are many tools which can be used as a hammer, but there is only one tool type specialised for a

specialised task e.g. to force nails into walls. Depending on the size of the nails and the material of the walls we are using even a special variety of hammers. In the knowledge loop we have added the most appropriate tool to support the required activity.

Finally, keep in mind that all these schemes are just an approximation as every claim can be always challenged by objective, subjective and societal reason at the same time.

References[1) Baumgartner, P., H. Häfele, et al. (2002). E-Learning Praxishandbuch: Auswahl von Lernplattformen.

Marktübersicht - Funktionen - Fachbegriffe. Innsbruck-Wien, StudienVerlag.

[2] Baumgartner, P., H. Häfele, et al. (2004). Content Management Systeme in e-Education. Auswahl, Potenziale und und Einsatzmöglichkeiten. Innsbruck-Wien, StudienVerlag.

[3] Bausch, P., M. Haughey, et al. (2002). We Blog. Publishing Online with Weblogs. Indiana, Wiley.

[4] Schneider, D. K. (2003). Conception and implementation of rich pedagogical scenarios through

collaborative portal sites: clear focus and fuzzy edges. International Conference on Open and Online Learning (ICOOL), University of Mauritius.


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5.1, 5 types of CMS. To know more (cont.)

Explication of the Weblogs’ TrackBack mechanism: http://www.movabletype.org/trackback/beginners/

How Weblogs’TrackBack works: http://www.cruftbox.com/cruft/docs/trackback.html

RSS 2.0 Specification: http://blogs.law.harvard.edu/tech/rss

How Weblogs’ Syndications works: http://www97.intel.com/scripts-syndication/HowWorks.asp

What is RSS?: http://rss.userland.com/whatIsRSS

Weblog as a kind of Swiss army knife?: http://istpub.berkeley.edu:4201/bcc/Winter2002/feat.weblogging2.html

PostNuke Portal of the department of Educational Technology of the Fernuniversitaet in Hagen: http://bildungstechnologie.net

Wikipedia: http://en.wikipedia.org/wiki/Main_Page


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So no doubt we have to face the introduction of web-based metodology in schools, training and higher education.

It doesn‘t mean that there are no risks in the introduction of technology in our way of life: many teachers could tell you what‘s wrong with an heavy usage of technology in the classroom; many parents could tell you their fear; many scientist tried to proof benefits and damages of such havy dependency.

Nevertheless almost anybody is conceving a future of more and more technology based educaton and training - maybe decreasing some factors and increasing other factors to improve overall efficiency of the educational process -

It is a common assumption that humanity should improve his dependency on technology, moving forward in the direction of cleaner, smarter, unobtrusive techology model and leaving at its back older technology.


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Objectives of the second module are:

Introduce the audience to the concept of CMS - Content Management System and LCMS - Learning Content Management System

Introduce the audience to a classic e-learning System: Moodle.

Let the course participants understand how they can use Moodle in their classroom

Introduce participants in creating and managing a class on Moodle

Practice coupled to the second module will be focusing on exercising on Learning Content Management creation and editing

Conclusions of the second module will be drawn together.

e-learning: is the first attempt – (1995-) to exploit the power of the web within the educational framework

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Objectives of the fourth lesson are:

Introduce the audience to the comparison metrics of CMS - Content Management System and LCMS - Learning Content Management System

Let the course participants understand the adavantage in re-using material; the Learning Objects model

Introduce participants in discovering and using worldwide educational repository

Practice coupled to the fourth lesson will be focusing on discovering resources on the web; keyword: interoperability, reuse

Conclusions of the fourth lesson will be drawn together.

e-learning is evolving: Moodle itself is the result of a long evolutionary chain. Many LMS exists and they should be interoperating

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The Web 2.0 Semantic Web

It allows many authors to easely exchange contens on Blogs, on Social Networks, on specially conceived website.

It generated hundred of millions of self-made communicator.

Teachers and educators are in the game.

Some LCMS framework allows to exploit this

It will make possible to use the whole Web as a huge structured Knowledge Base.

It will change again our way to use the web.

Educational application are on the way.


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Day 1: Exchanging contextual information, reception

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At the end of this first presentation everyone will: Introduce himself/herself and his/her institution

Introduce institution‘s mission and goals

Explain his/her role in the institution.

Explain his/her background knowledge in relation to our class

At the end of the day 1 everybody will register in our portal system - www.eurodidaweb.eu - where he/she will edit his/her profile with basic information: E-Mail

Cell phone number (for emergency SMS!)

Owned skills and competence


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The University of Rome "La Sapienza“ was founded on April 20th, 1303 through an edict ("Bolla") by Pope Boniface the VIIIth.

According to the Academic Ranking of World Universities published by the Institute of Higher Education of Shanghai Jiao Tong University,

Sapienza University of Rome ranks among top 30 european universities and as one of the best Italian Universities, together with the Universities of Milan, Pisa and Bologna...

Sapienza University

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History

La Sapienza was founded in 1303 by Pope Boniface VIII who issued the bull "In supremae praeminentia dignitatis" on 20 April, 1303, as a Studium for …

..ecclesiastical studies more under his control than the universities of Bologna and Padua. The pope established it in order that Rome might become the fruitful mother of science

In 1431, Pope Eugene IV completely reorganized the studium with the bull "In supremae", in which he granted masters and students alike the broadest possible

Sapienza University

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privileges and decreed that the university should include the four Faculties of Law, Medicine, Philosophy and Theology.

He introduced a new tax on wine, in order to raise funds for the university;

the money was used to buy a palace that later hosted the Sant'Ivo alla Sapienza church, "La Sapienza“. (picture)

Sapienza University

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The University is setting up a matrix of distinctly European, and indeed in the opinion of Walter Rüegg is the “European institution par excellence“.

And in fact the only European institution that has managed to maintain its prerogatives and its fundamental social role throughout history.

And no other European institution has spread around the world, while remaining consistent with its stereotype, as the University

Sapienza University

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Medialab Centre

Medialab is starting now as a Centre for New Media

Sapienza University

The University of Rome "La Sapienza" has a very specific birth certificate since it was founded on April 20th, 1303 through an edict ("Bolla") by Pope Boniface the VIIIth.

Laboratory for Informatics Didactics and Science.

LIDS

Institutional mapping

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2: Research on new methods of Web-

learning, especially for Humanities

4: advanced services of communication for

research and science

Medialab is constituted in April 2009 with 4 tasks:

1: digitalization of books owned by Sapienza and Padua University

3: Service of certification and Continous Learning for the national Administration

Medialab Centre Sapienza

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Registration

Please bring your data and documentation to Alberto Pigliacelli.

If you need directions, ask us.

If you don’t want to use the style and size of the fonts as used in this placeholder it is possible to replace it by selecting different options.

Registration and Administrative Duty

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Do You Have Any Questions?

Course Agenda / Summary