MIC 2008, Rom

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Tommaso Leo

E-learning for institutional and

continuous education in technical-scientific

domains

UNIVERSITA’ POLITECNICA DELLE MARCHE

Tommaso Leotommaso.leo@univpm.it

MIC-2008-Roma

dipartimento di ingegneria informatica,

gestionale e dell’automazione

MIC 2008, Rom

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Tommaso Leo

1

LIST OF TOPICS

TECHNICAL SCIENTIFIC DOMAIN

COMPLEX SYSTEMS

MATERIAL KNOWLEDGE

CHARACTERS OF THE MATERIAL KNOWLEDGE DOMAIN

RELEVANT PEDAGOGICAL MODELS

DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK

RELEVANT DIDACTIC VARIABLES

DIDACTIC FUNCTIONALITIES REQUIRED TO A LCMS

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MIC 2008, Rom

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Tommaso Leo

1. TECHNICAL SCIENTIFIC DOMAIN

Engineering, in particular Electronic and Electrical Engineering, Control Engineering, Industrial Engineering.

The key professional activity is aimed at designing and operating man- made systems that can be considered Complex Systems.

MIC 2008, Rom

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Tommaso Leo

2. COMPLEX SYSTEMS

Attributes Descriptive attributes:

- High number of components/subsystems; - Integration of different technologies- Integration of different methods- Interaction with human beings/living organisms- Operation dependent on the environment and

initial conditions- Complex and articulated design procedures

MIC 2008, Rom

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Tommaso Leo

2. COMPLEX SYSTEMS

Attributes

Formal/conceptual attributes

- High level of uncertainty/unpredictability

- Behaviour and experiments are substantially not reproducible

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Tommaso Leo

3. MATERIAL KNOWLEDGE

Roughly speaking, it is the Knowledge relative to the real operation conditions of engineering complex systems.

MIC 2008, Rom

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Tommaso Leo

Attributes

- In general the owners are experts- In general it is implicit, even intuitive- In general it is empirical - To communicate MK is an ill defined

problem-space- To be communicated , MK implies, at least Case-based reasoning Problem-driven reasoning

3. MATERIAL KNOWLEDGE

MIC 2008, Rom

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Tommaso Leo

Suggestions

“experiential paths” by means of social interaction between experts, novices and learning resources

3. MATERIAL KNOWLEDGE

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Tommaso Leo

Criteria to select the expert

- long history of practice with the relevant problems, at least longer than the novice;- capability of autonomous operation in solving the relevant problems

to set up the problem, to select the key elements for the solution,to find the proper coworkers

- recognized high level of competence.

3. MATERIAL KNOWLEDGE

MIC 2008, Rom

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Tommaso Leo

4. CARACHTERS OF THE MATERIAL KNOWLEDGE DOMAIN

A practical reference is the environment of a laboratory dealing with Automatic Control Systems, or a Radar settlement for Air Traffic Control.

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Tommaso Leo

PROGETTO TIGER

Carla FalsettiDavid Fabri

Sulmana Ramazzotti

Tommaso Leo

Cira 2005

UNIVERSITA’ POLITECNICA DELLE MARCHE

Tommaso Leo

www.del.univpm.it/it

MIC 2008, Rom

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Tommaso Leo

Schema a blocchi

7. TELELABORATORIO IMMERSIVO

Tommaso Leo

MIC 2008, Rom

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Tommaso Leo

4. CARACHTERS OF THE MATERIAL KNOWLEDGE DOMAIN

didactic resources we think about:

- logical/formal resources,- resources allowing procedural skills learning,- resources preparing to synthesize heterogeneous

competences, even acquired in different lateral contexts and Knowledge domains,

- resources aimed to train for team working and/or team leading of heterogeneous components

MIC 2008, Rom

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Tommaso Leo

5. RELEVANT PEDAGOGICAL MODELS

The adoption of number of different pedagogical models/ didactic approaches, properly combined in a suitable mix, is advisable.

MIC 2008, Rom

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Tommaso Leo

5. RELEVANT PEDAGOGICAL MODELS

Pedagogical models/didactic approaches

- didactic approaches able to facilitate memory retention, - pedagogical approaches deriving from constructionism,

where reflection is dominant, - constructivism, where experiential dimension is prevalent,- pedagogical approaches where cooperative and collaborative work and social tagging is prevalent.

MIC 2008, Rom

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Tommaso Leo

6. DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK

The “ Didactic situation” has to be related to the knowledge domain to be learnt.

In our case we can speak about problem solving for unstructured and ill posed problems, even if the problems are based on solid physics and mathematics ground.

MIC 2008, Rom

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Tommaso Leo

6. DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK

Dimensions of the teaching/learning process :

- Topics and contents to be learnt ( “ what” dimension)- Didactic and pedagogical approaches (“ how” dimension)- Contents order and availability at the proper time (“ when”

dimension)- Connections and relationships among and within the three

dimensions above (“ the meanings network”), to attain a comprehensive understanding of the

matter.

MIC 2008, Rom

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Tommaso Leo

6. DIDACTIC DIMENSIONS OF TEACHING/LEARNING MK

Characters of dimensions can be organized w.r.t.:

-Learning goals and learning evaluation ( “application” and “ evaluation” level of the Bloom taxonomy).

-Learning goals vs. target users: application level for undergraduate students, evaluation level for second and tertiary level students and continuous education;

-The need of embedding learning within the physical and perceivable world (Immersivity, ability to handle physical artefacts and phenomena).

MIC 2008, Rom

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Tommaso Leo

7. RELEVANT DIDACTIC VARIABLES

They are here , meant as

“those allowing a modification in the learners’ behaviour”

MIC 2008, Rom

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Tommaso Leo

7. RELEVANT DIDACTIC VARIABLES

In the “what” and “how” dimensions Didactic variables relevant for learning management/organisation -1/2

-a Syllabus i.e. a clear definition of contents and pedagogical modalities, specification of the input competence level, to allow the personalisation of the learning process.

- clear definition and specification of the assessment modalities.

- implementation of “adaptivity” of contents at the system side;

MIC 2008, Rom

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Tommaso Leo

7. RELEVANT DIDACTIC VARIABLES

In the “what” and “how” dimensionsDidactic variables relevant for learning management/organisation -2/2

- implementation of “adaptivity” at the learner model side;

- automatic updating of the user profile;

- proposing to the user a specific “learning experience”, coherent with his/her current profile and with the current availability of learning resources (both LO and learning artefacts).

MIC 2008, Rom

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Tommaso Leo

7. RELEVANT DIDACTIC VARIABLES

In the “what” and “how” dimensionsDidactic variables relevant for learning support

-availability of learning resources aimed at experiential and collaborative learning.

Depending on the knowledge domain and user target, the proper communication codes have to be defined.

MIC 2008, Rom

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Tommaso Leo

7. RELEVANT DIDACTIC VARIABLES

In the “when” and “meanings network” dimensionsDidactic variables relevant for the learning management/organisation

-adaptivity of contents. Adaptivity is here meant as more or less detailed and more or less in depth presentation, according to the current needs of the user.

-Adaptivity of the learning path to the learner needs and attitudes

-E portfolio

MIC 2008, Rom

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Tommaso Leo

7. RELEVANT DIDACTIC VARIABLES

In the “when” and “meanings network” dimensionsDidactic variables relevant for learning support

- number of assessment tools, mainly aimed to formative evaluation. In our case, tests, supervised problem-solving like, would be desirable.

MIC 2008, Rom

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Tommaso Leo

8. DIDACTIC FUNCTIONALITIES REQUIRED TO A LCMS

Moodle seems particularly oriented to a structured path of learning.

It would be useful to integrate into Moodle, or to add to Moodle some modules implementing the following functionalities

MIC 2008, Rom

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Tommaso Leo

8. DIDACTIC FUNCTIONALITIES REQUIRED TO A LCMS

- Experiential and collaborative learning through Immersivity: Web services, allowing immersive telelaboratory experiences, - learning and knowledge development monitoring and evaluation:

-to strengthen the tools already existing with the elaboration and integration of available data ;- adding automatic, or semi-automatic evaluation of the

communicative interactions ;- Would it be advisable to add social network facilities to allow

the environment to manage both formal and informal learning?

MIC 2008, Rom

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Tommaso Leo

Credits and Aknowledgements

- Graphic editing: Sulmana Ramazzotti Ph D

-Many tanks are due for discussion and advice to-Prof. Kinshuk-Prof. Nian Shing Chen- My students of the PhD course in e.-learning

MIC 2008, Rom

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Tommaso Leo

Thank you