1. C E N T R E D E F O R M A C I Ó Learning with ICT A conversational approach Nick Kearney FORESTUR 16th November 2006

2. C E N T R E D E F O R M A C I Ó2 LEARNING THROUGH ICT “E-LEARNING” Evolved out of distance learning Content focus Self study vision, suits only a few Failure for many, demotivation and isolation Contrast with richness of online communities Transmission paradigm – passive learner

3. C E N T R E D E F O R M A C I Ó3 Conversational learning – Social context Learning as a social process Dewey (1938)- learning takes place in a social context. Garrison and Archer (2000) - Need for education to take into account both the process of indivudual construction of meaning and social acculturation. We could also cite Bandura (1977) – social learning, Lave (1988) - situated learning, Resnick (1991) – social cognition or Rogoff (1991) - social construction of knowledge

4. C E N T R E D E F O R M A C I Ó4 Conversational Learning – Interaction as key Palloff y Pratt (1999) describe interactions between students, teachers and students and the resulting collaboration as a key element in the learning process. Laurillard (2000) emphasises the importance of interaction with others as an integral part of the gradual development of individual comprehension. Interaction with others reveals other perspectives, thus enriching the learner’s emerging comprehension. “

5. C E N T R E D E F O R M A C I Ó5 Conversational Learning – Learning through interaction Kaplún (2000): “only in the act of expression, of externalising and transforming one’s thought into a communicable message, is it shaped, organised and constructed...true understanding of knowledge is only reached when there is a requirement – and an opportunity- to communicate it to others...”

6. C E N T R E D E F O R M A C I Ó6 Conversational Learning - Background Furthermore, it has been observed that the asynchronous nature of online contexts favours support and promotion of interaction, and facilitates learning. Garrison y Anderson (2003): the unique characteristics of online asynchronous communication “have a significant impact on the facilitation of critical thinking and the achievement of higher-level learning outcomes”

7. C E N T R E D E F O R M A C I Ó7 LEARNING THROUGH ICT Fenicia and Ikarus projects Development of a conversational approach that takes into account these considerations Change of focus from learning content to learning activity Activities embedded in conversations Not a revolution but a reorganisation

8. C E N T R E D E F O R M A C I Ó8 FENICIA PROJECT Focus on providing temporal access to learning Target group: Retail workers marketing and management Isolated, each in his her shop, unable to reach class, due to opening times Vocational training, not “natural” students Need for contact and support

9. C E N T R E D E F O R M A C I Ó9 FENICIA PROJECT Development of methodology for these students, based on interaction. Learning conversations, a variety of activities of different types aimed at promoting the active discovery by the students of the different concepts involved in the subject. Instead of giving them the knowledge (passive) we create the conditions in which they construct it actively.

10. C E N T R E D E F O R M A C I Ó10 FENICIA PROJECT Successful project, students felt involved with and part of the group with which they learned. Active participation was highly valued.

11. C E N T R E D E F O R M A C I Ó11 IKARUS PROJECT Further development of the methodology in an e-learning course Collaborative groupwork activities in inter and intra disciplinary groups International (30 countries) Large scale up to 300 students Facilitating geographical access

12. C E N T R E D E F O R M A C I Ó12 IKARUS PROJECT The content debate, the fish or the rod?!! The role of the teacher...from fount of all wisdom to Virgil Teacher knows the field they are exploring (importance of definition of objectives) but allows students to find their own way, giving guidance and support (use of checklists) 6 years 1500 students

13. C E N T R E D E F O R M A C I Ó13 From content to activity From passive to active.... a change of emphasis that makes more appropriate use of the communications capabilities provided by the technology. Learning is about developing autonomy Autonomous participation in the target community, learning should rehearse this

14. C E N T R E D E F O R M A C I Ó14 Key ICT tools The forum, where all the conversation happens The download area, resources repository

15. C E N T R E D E F O R M A C I Ó15 Key elements Activity, anything you can imagine from a reading to a treasure hunt Resource, an article, a glossary, a website, a video, a sound file etc People, when interaction is central, you need to know the other participants

16. C E N T R E D E F O R M A C I Ó16 Key teaching tools Activity description Systematization of teaching/learning activity Facilitates reflection on the work of teaching Definition of learning objectives Facilitates transfer to other contexts Centred on what the students are going to do, and why Easily sequenced

17. C E N T R E D E F O R M A C I Ó17 Key teaching tools Activity Description Template Title Objectives Timing ( duration, student time needed) Procedure (from students point of view) Assessment Resources

18. C E N T R E D E F O R M A C I Ó18 Key teaching tools Activity Guide Template (2) Extra information for the teacher: Teacher time needed Procedure from teacher’s point of view Reference material for the teacher (checklists, etc) Comments and evaluation of the activity for future reference

19. C E N T R E D E F O R M A C I Ó19 Key teaching tools Learning unit (sequence of activities) Title Description Brief description of unit putting it in context Description of learning objectives and sub- objectives Programme Subject area of unit Schedule of the unit General resources Relevant bibliographic and other support and reference material

20. C E N T R E D E F O R M A C I Ó20 Key teaching tools Learning unit (sequence of activities) 2 Activities List of the activities planned in order to achieve the objectives of the unit and estimated schedule (in tabular form)

21. C E N T R E D E F O R M A C I Ó21 Example of sequence Ikarus Pedagogy course Unit 1 General objectives The two poles of debate Exploring student assumptions as they articulate them Looking at different approaches An introductory sequence Using students own words as basis for exploration, a start message. Basically three activities that make up a structured discussion that lead students to the issues they need to be aware of, instead of telling them

22. C E N T R E D E F O R M A C I Ó22 Example of activity Ikarus tools activity General objectives Discover types of tools available Discover variety of activities available Raise awareness of the importance of tenchnological design and its effects on what you can and can’t do online Introduction to collaborative work

23. C E N T R E D E F O R M A C I Ó23 Example of activity Ikarus tools activity A discovery activity (basically a kind of scavenger hunt) Promoting evaluation by students of tools and activities, and explration of the possibilities. Content instead of given is “out there” and in the students reflections about what they have found. Each (individual or group) becomes relative expert on chosen tool, and shares this expertise with others in the larger group, importance of this process of articulation in consolidating what has been learned

24. C E N T R E D E F O R M A C I Ó24 Advantages Student autonomy Participation, commitment of students Teaching process Visibility of learning processes, as they are articulated through conversation, facilitates intervention Flexibility of activity based approach Lends itself to hybrid and distance approaches

25. C E N T R E D E F O R M A C I Ó25 Possibilities in FORESTUR 1.Local Group activities Similiar objectives, similiar processes (comparability) local content. 2.International online activities Students in small international groups compare contrast and comment, feedback to local

26. C E N T R E D E F O R M A C I Ó26 Possibilities in FORESTUR 1.Data collection activity - several groups 2.Inventory activity 3.Design of indicators.... cross compare internationally 4.Field work 5.Reports presentations (national/international) All run/organised by students? Self-paced? Asynchronous gives time to overcome language issues