Transcript Diapositiva 1 - Univirtual.it

UNIVIRTUAL FOR
INSTRUCTIONAL DESIGN
Versione 00 del 29/07/2009
The aims of this short presentation are to…
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… introduce the model of Instructional Design
implemented by Univirtual to maximize the
effectiveness of its online courses;
… show how practical model is applied to our
courses, emphasizing meaning and purpose of the
various steps with reference to the planned
activities;
… underline the phases that characterize an online
working week, to understand its typical structure
and organization.
Main Features
This trademark has the following features:
•Specifical and consequential phases;
•Customized solutions;
With this model is possible to foresee and capture a wide range of
training solutions.
FOUR-LEAF CLOVER TAXONOMY MODEL
Univirtual Taxonomy mixes the theory of social constructivism
Bruner with the fundamental characteristic of distance learning of
third generation (socio-cognitive).
Knowledge become "located" and "distributed" and it is achieved
through cooperation and negotiation of meanings.
The model is integrated and collects the best indications emerging
from previous taxonomies (Bloom, Guilford, R. Gagné, E. Gagné)
paying particular attention to social and group interaction activities
(Bruner). The model is new because proposes as first a taxonomy for
blended training.
It is divided into four stages (Information, Laboratory [interaction],
Check, Customizing (personalization) and 18 training functions.
Four-Leaf clover Taxonomy ®
Margiotta 2006
This first step is characterized by the following training events:
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Introduction of the module/unit's learning goals;
Timing of the online work programme;
Arrangement of a short abstract to introduce module/unit's
contents;
Provision and linkage to specific glossaries in order to promote
acquiring of a specific vocabulary required by the course;
Contextualization of the training path;
Content’s presentation;
WHY IT IS IMPORTANT?
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Because it represents a first important approach to the content
meaning;
Because it outlines the sense of the training path and its
complexity;
Because it gives a clear idea of the route to be followed and of
the practices that characterize the participation.
Course Presentation
What the courseware
aims to achieve
Abstract content of
the module and
specific learning goals
Propaedeutic tools
Learning contents
The laboratory is the second stage of the model, the one
designed to improve social interaction.
This phase must be understood in two ways:
1. as online activities and as a way to perform the personal
knowledge of the course's objects;
2. as a way of social construction of knowledge.
In this phase the follow activities are relevant :
 questions about key concepts;
 specific topics in order to promote discussions;
 case studies;
 improving the problem solving's capacity.
WHY IT IS IMPORTANT?
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It represents an important approach to the social
construction of knowledge;
It allows a personalization of the learning process;
Throughout the laboratory phase, it is possible to promote
an active role in discussions and of course a meaningful
approach to knowledge;
It allows the development of a meta-cognitive dimension of
learning processes.
The example shows a typical online
discussion in the presentation’s
forum.
This represents a very important
area where, starting from team
building, it is possible to promote
the social construction of
knowledge.
This is a typical
example where the
tutor suggests to
the online classroom
a topic of a
discussion on a
specific theme
Evaluation is the third step of the model and it includes three
significant educational functions ranging from the knowledge's
evaluation to the test of the problem solving capacities.
Specifically this phase includes the following actions:
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Knowledge evaluation (Contents of Learning or Declarative
Knowledge);
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Skills assessment (Rules of Problem Solving or Procedural
Knowledge);
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Examination for the capacity of problem solving (transversal
skills)
WHY IT IS IMPORTANT?
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Because through a systemic way of information's collection it can
provide specific answer and compensation procedures;
It allows to set up new scenarios for action;
It makes possible to observe the interaction between all the
elements involved in the courseware and if necessary to correct
them with a customization process or with a new course set-up.
Evaluation activities play a very important role in the
learning experience because they drive students to
reflect in different ways on their own learning.
Usually the evaluation activities of a module are:
-Multiple Choice Questions;
-Short Open Questions;
-Essay Questions or study case
Self evaluation: thanks
to Self-evaluation
students can make
judgments about their
own work and reflect on
their strengths and
weaknesses.
Open questions: open questions’ aim is to understand the
mastery level of the contents.
Essay Questions and Study Case: formative evaluation
focuses on the process, collecting continuous feedback
from participants in order to improve the contents.
Customization is the fourth stage of the model. It is built on
the results collected through the evaluation process.
Teachers have the opportunity to customize the learning of
each student thanks to the following training activities:
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Provision of specific bibliography;
Suggestion of alternative training paths;
Setting up of additional documents and training material.
WHY IT IS IMPORTANT?
The customization is relevant because it allows to move from
a teaching centered approach to one more focused on
learning.
Video presentation: the video presentation
can be used to deepen particular topics. The
integration of different media (audio, images,
written text…) maximizes the learning
opportunities and may be useful to fix some
key concepts.
Readings: The suggestion of further readings
is another way to promote the training's
customization. Recommended readings can be
useful to be used with different levels of
knowledge: to promote the study's deepening
or to bridge the gap detected.
Movie: using film to fix learning's concepts is another
fine example of training's customization
Monday is the week's day when usually students can
download contents to be studied. Each module is
arranged as a file or as learning objects (Scorm).
In the days from Monday to Friday there is the
start up of all the activities, both individual and
laboratory. A wide range of the whole activities
planned required the interaction within group and
tutors inside the online forum.
On Saturday is the day on which activities are
usually delivered. Deliveries will be evaluated at
the end of the module.