The frequency of the course will enable students to learn the general characteristics of digital training, in relation to its history and application of the same identifying the educational paradigms (with particular reference to instructional and constructional point of view) that underlie the different types of training in e-learning and focusing on the communicative mediation online understood as support and facilitation in the relational activities. Furthermore it will be designed a personal ePortfolio in the per-spective of Training and Professional Guidance.
By the study of Network Communications the student will be able to achieve the fol-lowing training objectives:
- Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online.
- Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio.
- Making judgements: Recognize the cultural and structural obstacles to the dynam-ics of communication online.
- Communication skills: Focus the size of communicative mediation online under-stood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses.
- Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.
By the study of Network Communications the student will be able to achieve the fol-lowing training objectives:
- Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online.
- Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio.
- Making judgements: Recognize the cultural and structural obstacles to the dynam-ics of communication online.
- Communication skills: Focus the size of communicative mediation online under-stood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses.
- Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.
teacher profile teaching materials
The use of digital technologies in professional practice is now a given that peculiarly characterizes our society. ICTs are very important not only in terms of their instrumental use, but especially in relation to the size of communication and relationships that allow access opening to a space-time dimension completely flexible. The purpose of this course is precisely to provide the theoretical and practical tools to build effective online communication and to make possible the construction of a personal ePortfolio.
Objectives
With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences:
- Learn the general characteristics of digital training, in relation to its history and application of the same;
- Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning;
- Recognize the structural obstacles to the dynamics of communication online;
- Focus the size of communicative mediation online understood as support and facilitation of relational activities;
- Develop knowledge and skills in relation to online tutoring
- Understand and apply the practices of peer-tutoring;
- Analyze situations of training in network implemented in the field by detecting strengths and weaknesses;
- Identify the characteristics that define the processes of group management in an online platform;
- Carrying out online group, aimed at research, study, simulation of professional contexts.
- Use the net to search for documentation.
- Learn the ePortfolio general characteristics;
- Know the specific use of ePortfolio;
- Know and use the Mahara platform for the building of ePortfolio
- Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance
Teaching Structure
Presence and distance (blended).
The course includes a base path performed in the presence and an on-line path that develops specific topics and fields of interest and offers theoretical and operational activities for the application of acquired knowledge:
Basic course: 36 hours of lectures in the presence (6 credits).
On-line path: 18 hours of training on-line (3 credits), to be carried out mainly on the e-learning platform of the Faculty - http: \ \ formonline.uniroma3.it., and on Mahara platform.
The course includes the study of the following texts:
1. Calvani A. ( 2005). Rete, comunità e conoscenza. Erickson. Trento
2. La Rocca C. (2016). Mediazione tutoriale e apprendimento in rete. Monolite. Roma
3. La Rocca C. (2020). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press. http://romatrepress.uniroma3.it/libro/eportfolio-conoscersi-presentarsi-rappresentarsi-narrare-condividere-includere-in-epoca-digitale/
4. La Rocca C. (2015). “ePortfolio: l’uso di ambienti online per favorire l’orientamento in itinere nel percorso universitario”. Giornale Italiano Della Ricerca Educativa, Anno VIII, Vol. 14, pp 157-174, ISSN: 2038-9736, http://ojs.pensamultimedia.it/index.php/sird/issue/view/130
5. La Rocca C., Capobianco R. (2019). ePortfolio: l’utilizzo delle nuove tecnologie per favorire processi di apprendimento autodiretti. Formazione Lavoro Persona. Anno IX, 26, marzo 2019, pp 138-152. ISSN 2039-4039, http://wwwdata.unibg.it/dati/bacheca/434/84731.pdf
On-line path (3 Credits)
The course of study consists of the Unit Study online and Workshop activities available online on the e-learning platform of the Faculty http:\\formonline.uniroma3.it.
1) 3 CREDITS = ePortfolio: construction of a personal Portfolio on the Mahara platform
ATTENTION PLEACE: In the case of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented.
Fruizione: 22910224-1 Comunicazione di rete in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 LA ROCCA CONCETTA
Programme
Description of the TeachingThe use of digital technologies in professional practice is now a given that peculiarly characterizes our society. ICTs are very important not only in terms of their instrumental use, but especially in relation to the size of communication and relationships that allow access opening to a space-time dimension completely flexible. The purpose of this course is precisely to provide the theoretical and practical tools to build effective online communication and to make possible the construction of a personal ePortfolio.
Objectives
With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences:
- Learn the general characteristics of digital training, in relation to its history and application of the same;
- Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning;
- Recognize the structural obstacles to the dynamics of communication online;
- Focus the size of communicative mediation online understood as support and facilitation of relational activities;
- Develop knowledge and skills in relation to online tutoring
- Understand and apply the practices of peer-tutoring;
- Analyze situations of training in network implemented in the field by detecting strengths and weaknesses;
- Identify the characteristics that define the processes of group management in an online platform;
- Carrying out online group, aimed at research, study, simulation of professional contexts.
- Use the net to search for documentation.
- Learn the ePortfolio general characteristics;
- Know the specific use of ePortfolio;
- Know and use the Mahara platform for the building of ePortfolio
- Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance
Teaching Structure
Presence and distance (blended).
The course includes a base path performed in the presence and an on-line path that develops specific topics and fields of interest and offers theoretical and operational activities for the application of acquired knowledge:
Basic course: 36 hours of lectures in the presence (6 credits).
On-line path: 18 hours of training on-line (3 credits), to be carried out mainly on the e-learning platform of the Faculty - http: \ \ formonline.uniroma3.it., and on Mahara platform.
Core Documentation
Theoretical path (6 credits)The course includes the study of the following texts:
1. Calvani A. ( 2005). Rete, comunità e conoscenza. Erickson. Trento
2. La Rocca C. (2016). Mediazione tutoriale e apprendimento in rete. Monolite. Roma
3. La Rocca C. (2020). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press. http://romatrepress.uniroma3.it/libro/eportfolio-conoscersi-presentarsi-rappresentarsi-narrare-condividere-includere-in-epoca-digitale/
4. La Rocca C. (2015). “ePortfolio: l’uso di ambienti online per favorire l’orientamento in itinere nel percorso universitario”. Giornale Italiano Della Ricerca Educativa, Anno VIII, Vol. 14, pp 157-174, ISSN: 2038-9736, http://ojs.pensamultimedia.it/index.php/sird/issue/view/130
5. La Rocca C., Capobianco R. (2019). ePortfolio: l’utilizzo delle nuove tecnologie per favorire processi di apprendimento autodiretti. Formazione Lavoro Persona. Anno IX, 26, marzo 2019, pp 138-152. ISSN 2039-4039, http://wwwdata.unibg.it/dati/bacheca/434/84731.pdf
On-line path (3 Credits)
The course of study consists of the Unit Study online and Workshop activities available online on the e-learning platform of the Faculty http:\\formonline.uniroma3.it.
1) 3 CREDITS = ePortfolio: construction of a personal Portfolio on the Mahara platform
ATTENTION PLEACE: In the case of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented.
Type of delivery of the course
Presence and distance (blended). ATTENTION PLEACE: In the case of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented.Attendance
Frequency is not compulsoryType of evaluation
An oral interview is scheduled at the end of the course in which the student will have to present the laboratory activities performed in the manner described in the program. ATTENTION PLEACE: In the case of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented.