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The rôle of IRRE in AEN

The rôle of IRRE in AEN. Training course first year : input phase second year : development of exemplary web-based materials and planning for actual implementation experimentation analyses of the experience . Training course. Bases

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The rôle of IRRE in AEN

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  1. The rôle of IRRE in AEN Training course • first year: input phase • second year : development of exemplary web-based materials and planning for actual implementation • experimentation • analyses of the experience Gloria Bernardi & Anna Fochi - IRRE Toscana

  2. Training course Bases • active involvement of the teachers in all the steps - objective: professional development rather than the product itself • focus on the peculiar needs of adult education and adult secondary schools (social learning) Gloria Bernardi & Anna Fochi - IRRE Toscana

  3. Training course • Choice of a mixed system model (presence/distance) • choice of a III generation ODL model: learning seen as a social process; great relevance to multiple interaction among students / virtual class. Gloria Bernardi & Anna Fochi - IRRE Toscana

  4. Training course Web-based materials • experimental / limited materials, yet useful for future courses • preliminary course: • basic information on e-learning tools (e-mail/attachment, browsing, downloading, forum, chat) • metacognitive analyses: method of studying (personal styles, difficulties…) Gloria Bernardi & Anna Fochi - IRRE Toscana

  5. IRRE/AEN: outcomes • the in-service training course • pilot example of integration: the opening of an ODL centre in Livorno • European Social Funds - development and implementation of ODL courses for formal adult education Gloria Bernardi & Anna Fochi - IRRE Toscana

  6. Gloria Bernardi & Anna Fochi - IRRE Toscana

  7. Gloria Bernardi & Anna Fochi - IRRE Toscana

  8. the training course - conclusions Our goals • to make teachers aware of ODL in our specific context • to train about “communication on line” skills -how to moedrate “caht online”, forum, other interactive activities as important parts of ODL courses • to create an ODL course prototype, to test although limited. Gloria Bernardi & Anna Fochi - IRRE Toscana

  9. The ODL course prototype • The prototype has proved to be a vital step to foster ODL • it has favoured the use and integration of different institutional competencies • it prompted analyses and favoured main choices in ODL methodology oriented to a specific target (adult learners) Gloria Bernardi & Anna Fochi - IRRE Toscana

  10. The ODL course prototype Choices in ODL methodology • development of a network of schools • distribution of specific tasks within the network (interface, contents, assignments...) • relevance of social and co-operative learning • relevance of the use of the Internet rather than of learning platforms • co-operation between a group of technical experts and disciplinary ones Gloria Bernardi & Anna Fochi - IRRE Toscana

  11. Gloria Bernardi & Anna Fochi - IRRE Toscana

  12. The ODL centre • Based on a convention among IRRE Toscana, Provincia Livorno, ITI Galilei • Six rooms (two multimedia lab; an OL room for teachers; an ODL laboratory with videoconferencing equipment; two video and teleconferencing room) • good equipment (project TRIO/Regione Toscana) Gloria Bernardi & Anna Fochi - IRRE Toscana

  13. TRIO • Regione Toscana/Provincia Livorno: focus on ODL for vocational training • the TRIO project: Odl materials (CD, books, web-pages…), ODL courses, an effective tele-learning organization • 15 poles in Tuscany (17 next July) • IP-HDSL line • software: meeting point /multicasting Gloria Bernardi & Anna Fochi - IRRE Toscana

  14. European Social Funds • development and implementation of an ODL course for formal adult education • funds to develop a two-semester course leading to the certificate necessary to attend the last 3 years of an upper secondary technical school. Gloria Bernardi & Anna Fochi - IRRE Toscana

  15. European Social Funds • The idea is to integrate web-based materials (to be developed), the trio tele-learning structure and expertise, and in presence learning. • Web-based materials: the focus will be on the contents and methodology; not on the technical issue, since teachers we’ll co-operate with experts. Gloria Bernardi & Anna Fochi - IRRE Toscana

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