La valeur ajoutéee de l’enseignement à distance, 20/09/2013.
Conférence finale de restitution. Childhood Links. Mairie du XVIIIème arrondissement. 1, place Jules Joffrin. PARIS. FRANCE.
Difference Between Search & Browse Methods in Odoo 17
La valeur ajoutéee de l’enseignement à distance
1. :: Liens d’enfance (Childhood Links) ::
The added value of distance learning
Moodle tool, system of pairs
Giuliana Guazzaroni
Paris Meeting
20th September 2013
DII – Department of Information Engineering – Università Politecnica
delle Marche
2. Distance and blended learning
Profile of trainees
Training sessions
MOODLE environment
Feedback on system of pairs
Recommendation for a correct implementation
Post evaluation
List of topics
3. Blended Learning
Blended education integrates online with traditional face-to-
face class activities in a planned and pedagogically valuable
manner
BlendededucationHybrid
learningFlipping theclassroom
4.
5. Profile of trainees
18 trainees, professional figures that operate within
problematic families, where relations between children and
parents require the mediation and support of experts.
6. Training sessions
The training program is focused on the transfer of the
method using Moodle environment for the management of
the online activities.
7. Training of trainees (pilot)
It is conceived as a blended mode training
Two face-to-face lessons alternating
with online activities
8. 1° Face-to-face lesson
self introduction of trainers and trainees;
presentation of the methodological aspects;
simulation of interview;
access to the online platform Moodle;
presentation and discussion of homework.
9. Online Activities – Work in pairs
Self evaluation of the assignment by using the rubric
Feedback by the tutor
10. Rubric
At the end of the work, the trainee can access a self-
assessment grid (Rubric);
Here it is asked to self evaluate using different levels of
competences (not acquired, in course of acquisition,
acquired, expert).
12. Example of Online activity
"Choose a case study and try to use the method's first step
role/technique to interview a colleague"
“Using the same case, try to use the method's second step
role to interview the same colleague"
Trainees evaluate their own work by using the rubric
The work is followed and supervised by the tutors
13. Example – Homework case study – 1 step
method
Rubric for self evaluation
14. Example – Homework case study – 1 step
method
Feedback by the tutor
Student’s Homework
15. 2° Face-to-face lesson
discussion of the online homework;
presentation of the methodological aspects;
presentation of the example;
refinement of use of TRIADES with a case study;
Homework presentation.
16. Second homework session – Pair work
"Using the same case, try to use the method's third step role
to interview a collegue" – work in pairs;
"Using the same case, try to use the method's fourth step
role to interview a collegue" – work in pairs;
Using the interview, build a new project in Triades.
Trainees evaluate their own work by using the rubric.
The work is followed and supervised by the tutors.
17. Final lesson
Relevant aspects of the training program are summarized;
A post – questionnaire is delivered for the final evaluation of
the training program.
18. MOODLE environment – Conditional Activities
A positive point is the organization of the online activities as
conditional activities
This means that each trainee needs to complete the previous
activity in order to access to the next activity.
20. ..notes
During the work in pairs the trainees applied the all the steps
to a case study they were working at in their daily practice
It is a key point to acquire the methodological aspects of the
method and to restructure their previous knowledge about
the educational process.
A further feedback has been gathered by the self-evaluation
of the learning process for each step of the method. This
assessment has been analyzed by trainers.
▫ Several participants have highlighted the lack of time in face-to-
face lessons..
21. Feedback on the system of pairs
Students are working according to deadlines;
A key point is to organize pairs during the first face to face
lesson;
Participants revealed lack of familiarity with some online
communication tools;
They complained lack of time for pair-work;
In some cases, they would like to have more time to simulate
interviews in the presence of trainers.
22. Recommendation for a correct
implementation
The pilot is running according to the designed model, it seems
adequate for a class of psychologists and educators.
For a correct implementation of the training course, it is
crucial to clearly explain and share all objectives and activities
in the first face to face lesson.
It is also very important for students to access the online
environment and for trainers to shows how the online course
is organized.
A timely, precise and formative assessment of the online
homework is required.
23. Post evaluation
Most of the trainees have improved their educative practice
during the learning;
Most of them have declared the method has influenced their
daily practice.