Content uploaded by Guglielmo Trentin
Author content
All content in this area was uploaded by Guglielmo Trentin on Jan 16, 2014
Content may be subject to copyright.
A preview of the PDF is not available
Faculty Training for Web-Enhanced Learning
Abstract
The pedagogy of faculty members is usually characterised by spontaneity, developed first as a student and later as a teacher. Teachers, especially those at the higher education level, hardly ever have the opportunity to approach instructional design methodologies. While this limit can be ignored in the case of traditional classroom activities, it cannot be when a teacher chooses to adopt Web-Enhanced Learning (WEL) strategies. This book examines the reasons why faculty members' training in WEL is one of the keys to improving the quality and pedagogical sustainability of ICT use in higher education.
... Due to low cost, private institutions might have become more engaged with on-line presentations. Well trained staffs should also be hired to handle students' online 5 (Repetto;Trentin et al., 2011). These associated staffs need to understand the content modules, and also be properly trained to operate the computer and Internet. ...
... Due to low cost, private institutions might have become more engaged with on-line presentations. Well trained staffs should also be hired to handle students' online 5 (Repetto;Trentin et al., 2011). These associated staffs need to understand the content modules, and also be properly trained to operate the computer and Internet. ...
... Due to low cost, private institutions might have become more engaged with on-line presentations. Well trained staffs should also be hired to handle students' online 5 (Repetto;Trentin et al., 2011). These associated staffs need to understand the content modules, and also be properly trained to operate the computer and Internet. ...
This study focuses on hot, key and top recent trends of e-learning and its developments and the A proper diagram of these eLearning trends is designed for the universities which may keep a sharp look out for the short coming future particularly in higher education. The elements and quality approach of E-Learning are evaluated and Quality Assurance processes are set up. A framework for E-Learning Quality Assurance is designed in order to continue interest and investment in online learning. The results show postgraduate adult students can increase their learning path dramatically in an environment when provided information is only essential information enough to understand a concept; non-ambiguity, clearness and simplicity are the key factors. Predicting future hot trends and having a frame work for QA might be helpful in having successful in E-Learning processes in higher education.
... University teachers without any previous training on online teaching and learning, who have gained experience only on how to design a traditional academic course, were caught unprepared when they had to switch their lectures online. The majority of them tend spontaneously to replicate what they are used to do under normal conditions during their lectures [3], transferring ordinary teaching practices in a dimension that appears immediate and easy to manage. In this sense, some competences developed for face to face lectures could be useful, but should be integrated with further skills needed for technology enhanced learning. ...
... If the number of students is too high, design and delivery of personalised and scalable learning pathways can be supported through the use of adaptive learning systems and of microcredentials [3,12,13] that can be used in an integrated way. The microcredentials give people the opportunity to build lifelong learning paths also during their working career and to personalize their use according to their needs and aspirations. ...
The pandemic emergency has unpredictably disrupted traditional university teaching and learning practices, depriving faculty members of the possibility of accurately planning at whatever level – personal, collegial, institutional - the transition to online learning.Starting from the analysis of the results of a national survey lead by the University of Turin on higher education initiatives and learning practices performed during the current crisis, this contribution is aimed at identifying a set of drivers that, according to a socio-constructivist perspective, could transform and innovate, through blended approaches, academic teaching and learning.Each emerging driver is faced and discussed in the light of the survey results which highlight the attitudes of teachers in the transition from one period to another (normality, emergency, new normality), taking into account also the most prominent literature on online education.Hence each driver can be considered a sort of quality criterion that, integrated with the other ones, can promote more effective and challenging higher education practices, while inspiring new faculty training initiatives.KeywordsHigher educationBlended approachOnline teaching and learning strategies
... This is the issue tackled in this paper by the authors, which are all involved in teaching activities of design methods and tools. In particular, the authors share a similar background and have been involved in courses of Engineering Drawing in the field 2 of industrial engineering in both traditional and online contexts for more than ten years. The main learning objective of an Engineering Drawing course is to provide students with the competence to correctly use the engineering drawing graphical language. ...
... Over the years, the evolution of "remote" teaching has been paralleled to the development of information and communication technologies. While the first "distance" courses were based on technologies such as printing, post and television, nowadays distance learning courses can be used on mobile devices such as laptops, tablets and smartphones even interactively with teachers, databases and forums [1,2]. In the mid-1980s telematic courses were born thanks to teleconferencing technology. ...
In recent years, long distance learning has become more and more popular. Web based technologies, that allow the sharing of information in real time, as well as the development of Learning Management Systems, provide the required technological support to implement long distance courses. However, long distance learning is characterized by a completely different relationship between teacher and student, in respect to the traditional teaching approach. It is then important to understand if this difference can affect the students learning outcomes. In this paper the comparison is presented between the summative assessment of two separated groups of students, attending an engineering drawing course, that is part of the curriculum for the bachelor degree in mechanical engineering. One group attended the course in a traditional form, while the second group attended the course in remote. The aim of the study is to verify if significant differences exist between the two groups of students, in terms of learning outcome. The identification of such differences is the premise to develop appropriated teaching strategies, aimed to overcome possible deficiencies related to the teaching approach.
... It uses a number of technological tools that can be implemented in various circumstances and cannot be compared to face-to-face learning as in its' current state is meant to complement it rather than replace it. [6] In recent years elearning is associated mostly with computer and Internet use for educational purposes. Implementation of elearning programs would have quite an extensive impact on both lecturers and students. ...
E-Learning is the use of electronic media, educational technologies and information and communication technologies in education. We present our experience with eLearning with 4th year medical students during the ophthalmology course. A digital camera was attached with an adapter to one of the slit lamps in the department and students were shown live or prerecorded videos and photos of different ophthalmological conditions. After the course questionnaires were distributed and the test result and satisfaction levels were compared between the elearning group and a control group.
... Over the years, the evolution of "remote" teaching has been paralleled to the development of information and communication technologies. While the first "distance" courses were based on technologies such as printing, post and television, nowadays distance learning courses can be used on mobile devices such as laptops, tablets and smartphones even interactively with teachers, databases and forums [1,2]. In the mid-1980s telematic courses were born thanks to teleconferencing technology. ...
This paper presents the method and tools used, within a distance teaching engineering
drawing course, to support student learning through a model of use of content and
knowledge based on multimedia and interactivity. The learning outcomes of the students
have been measured by means of summative assessment, aimed to encompass
both theoretical and practical competencies. First elements of the comparison with the
summative assessment of a traditional course are also reported.
... In this sense, the design procedure might even be usefully reversed, i.e. first establish the monitoring system for the assessment, then construct the teaching activity in such a way as to favour the collection of the data and information which will feed said system. This is the approach in fact followed in the "Polaris" instructional design methodology (Trentin, 2001), developed within the project of that name for the online training of school teachers, and subsequently refined in Web-Enhanced Learning projects in several Italian universities (Repetto and Trentin, 2011). ...
While the new mobile technologies have fostered the diffusion of synchronous audio-video communication, there is no doubt that asynchronous communication is still the main mode of interacting within online learning groups, particularly the type of text communication used in “formal” training courses which (also) include collaborative strategies.
Bearing all this in mind, the key issues now become: how to achieve the most fruitful combination of the potential tools of Networked Collaborative Learning (NCL) and written online communication? How to channel them towards the achievement of the declared goals of a specific training course? How to organise collaborative interaction so that it is stimulating and at the same time productive of reflection, argumentation and synthesis in the students?
INTODUCTION: The adhesion of the direct obturation to the prepared dentine is widely
discussed in the scientific literature, but the abilities of the hardened laboratory composite to
accomplish a chemical or physical connection to the adhesive system and the dentine is not well
studied.
AIM: To study the surface of two laboratory composite materials, etched by Er:YAG dental
laser.
MATERIAL AND METHODS: Two samples (1 mm/1 mm) of different laboratory
composites and a real indirect obturation were made. The materials were hardened in the technician
laboratory according the producers’ instructions. Half of the surfaces of the samples were treated
by the etching program of LiteTouch dental laser (2940 nm) for 30 s. The surface of the samples
was observed by Scanning Electron Microscope in increasing magnification. The scanograms of
the etched and not etched surfaces were analyzed and compared.
RESULTS: The etched surfaces of all the samples show an increased roughness compared to
the not etched ones in all magnifications. The big magnification shows the cavities in the material
after etching with Er:YAG laser.
CONCLUSION: Er:YAG dental etching of the laboratory composite material can provide
a better opportunity of strengthening the connection between the indirect obturation and the
prepared cavity by increasing the contact surface of the indirect filling and the adhesive system.
e-Learning has become an essential component of the academic strategy at many institutions. As a result, institutions are challenged by the decisions they must make as to where distance education or e-learning fits within their current organizational structure. This chapter will help readers make decisions as to the best approach to establishing an e-learning center “from the ground up.” The topics discussed will illustrate the challenges in creating an e-learning center and offer practical guidance from leaders in the field on how to overcome those challenges. This chapter will cover topics ranging from decisions to establish an e-learning center, assigning roles and services to the center, organizational development, administration and management, and infrastructure and resources. The goal is to provide concrete examples from practitioners that can be applied to numerous institutions.
How much information and/or knowledge flows among the members of a collaborative learning group and between them and the external information/knowledge sources? Which stages of the collaborative process have the highest knowledge and information flows, respectively? These are the questions which the experiment described in this paper seeks to answer.
The experiment involved 66 students from the University of Turin. After attending a couple of lessons on online communities of professionals and doing some basic reading, they were asked to develop, in small sub-groups, an artefact (using a wiki) to summarise what had been learnt.
The students were also asked to make a quantitative and qualitative estimate of the information and knowledge flows which took place in the three different phases of studying, structuring and collaboratively developing the artefact.
The stages with the highest knowledge flow index were found to be the study and structuring stages, while information flows were mainly in the actual writing of the artefact.
The huge spread of network and mobile technology offers new dimensions and spaces for interpersonal interaction. The present-day “always-on” condition erases any clear distinction between physical and digital spaces, introducing a new, so-called “hybrid”, conception of space.
Hybrid spaces are dynamic and characterised by constant connectedness, whereby remote contexts are integrated with the space/time dimensions of the here and now.
The aim of this contribution is to illustrate how these spaces have gained increasing importance in pedagogy, and to examine the risks of an over-simplistic, reductive interpretation of the Bring Your Own Device (BYOD) approach.
Thus there will be a discussion of the pedagogical, teaching and instructional design aspects of an educational process which is destined to develop more and more in hybrid learning spaces, and where the real and virtual blend together, losing their separate connotations.
Examples from university experiences will be presented to illustrate the close interdependence of these aspects.
ResearchGate has not been able to resolve any references for this publication.