11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 1 The rôle of IRRE in AEN Training course first year: input phase second year : development of.

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Presentation transcript:

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 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

11 may 2001 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)

11 may 2001 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.

11 may 2001 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…)

11 may 2001 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

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 6

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 7

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 8 the training course - conclusions Our goals n to make teachers aware of ODL in our specific context n to train about “communication on line” skills - how to moedrate “caht online”, forum, other interactive activities as important parts of ODL courses n to create an ODL course prototype, to test although limited.

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 9 The ODL course prototype n The prototype has proved to be a vital step to foster ODL n it has favoured the use and integration of different institutional competencies n it prompted analyses and favoured main choices in ODL methodology oriented to a specific target (adult learners)

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 10 The ODL course prototype Choices in ODL methodology n development of a network of schools n distribution of specific tasks within the network (interface, contents, assignments...) n relevance of social and co-operative learning n relevance of the use of the Internet rather than of learning platforms n co-operation between a group of technical experts and disciplinary ones

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 11

11 may 2001 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)

11 may 2001 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

11 may 2001 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.

11 may 2001 Gloria Bernardi & Anna Fochi - IRRE Toscana 15 European Social Funds n The idea is to integrate web-based materials (to be developed), the trio tele-learning structure and expertise, and in presence learning. n 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.