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Web4maths - Open content video for Mathematics

General information
.Level (age of students) HE Students of the last year of high school
.Discipline / subject / course Mathematics
.Number of participants 150 students and 8 teachers
.Category of the tool Open content video
.Tool / resource Politecnico di Milano platform (beep, http://beep.polimi.it ) and opencourseware
.Country Italy
.Language of the tool or resource Italian
.Time plan start date 01-03-2013
.Time plan finish date 30-06-2013
.Did you use an example scenario from the initial phase of the eLene2learn project as an inspiration? Yes
.If you have used an example scenario from the initial phase of the eLene2learn project as an inspiration please identify the name of the scenario Social bookmarking to select and share useful content and resources
.Scenario link LINK
Specific information about given case
.Aim To support students to pass the Mathematics' barrier and finally have access to universities
.Objectives To develop a sense of community in terms of peer, to learn to take a critical look at online resources, to provide an orientation into Mathematics at university level, to develop referencing skills, to build confidence, to support communication skills in expressing own opinion in synthetic and clear way
.Learning to learning (L2L) competences to be achieved self-regulation, self-assessment, communication (reading and writing), collaboration motivation and confidence
.Proposed activities The experimentation starts from direct involvement of some HE and university teachers that are going to look for on line video and resources on Mathematics.
They are going to enrich them with their own personal evaluation very focused on students' point of view: what they really need? Which kind of information they should have in order to select the more useful content?
All these resources will be integrated in Politecnico di Milano platform in order to be available and usable also by university students.
HE teachers will integrate them in face-to-face didactics, experimenting 2 ways of integration:
- using videos for presenting new contents to students
- asking students to prepare a short lesson for the whole class using evaluated videos
.Pedagogical approach taken Teachers involved will be supported in different ways:
- direct involvement in training meetings before the experimentation starting
- technical support offered by Politecnico platform
- availability of continuously contact, through mail or phone, with METID staff
.Methods of evaluation Activity will be evaluated
1) An on-line questionnaire will be sent to all students and teachers enrolled to the platform in the middle of the experimentation to evaluate their experience in terms of tools, relations, collaboration and collect their suggestions about further services/tools
2) Interviews with some teachers who take active part to experimentation for reflecting on their experience
.Ethical statement Participants will be fully informed about the elene2learn project and the use of the data for the project and for the improvement and development of the Facebook group and website. Participants will be fully informed that engagement is the activities is not compulsory. Participants will be fully informed that data collected through the questionnaires will used to inform the project and will be anonymised. Participants will be fully informed that the results of the evaluation will be shared with them.
.Case study link LINK
Evaluation of the outcomes and impact for learners (summaries of feedback)
(with particular attention paid to the initial aims and objectives of the implementation plan and the key competencies developed)
.Summary of student feedback - Usage (max 200 words) The experimentation has been conducted mostly in groups: students are asked to prepare a sort of "lesson" of mathematics, using open videos, to be presented to their classmates and to the teacher. The activity takes an average of 4 hours in class. Then, depending on the quality of final result or of the level of students preparation on the argument, students meets after school hours.
Usually the activity is introduced by the teacher, who presents the argument and shows them interesting material already selected and evaluated, to be used as starting point
All students confirm that they re-used material produced later on, at home, for individual studying.
.Summary of student feedback - Benefits (max 200 words) In general, almost all students, had a very positive experience. Most of them agreed that the experience was really interesting (48%),involving (48%) and totally innovative (59%). The percentages are a little bit lower referring to it as effective and stimulating (44% and 47%).
This experience had a real positive effect, in particular, on their confidence on the argument treated, on their capability to work collaboratively for producing a common output, on their creativity and confidence to present a content to a public.
They really appreciated the format proposed; the use of video has been effective. They also liked the opportunity to integrate didactical tools and approaches that are different from the "classical" lesson typology, where, usually, the student adopts a passive attitude and where the level of technology integration is low or absent. Moreover they liked the use of videos that can be viewed wherever and as many time as needed. They considered a great added value the teacher`s evaluation on the online contents as it helps them very much in judging the huge quantity of materials available on internet.
.Summary of student feedback - Development of competencies (max 200 words) self-regulation
self-assessment
self-management
thinking, problem-solving and decision making
ability to handle obstacles and change
being creative
communication (reading and writing)
collaboration
motivation and confidence
.Summary of student feedback - Supporting transition (max 200 words) This experimentation had a very good impact on collaborative competencies, as students are forced in organizing their job dividing activities among them. Moreover it helped to improve communication skills, both among peers, for organizing the project work, than for presenting to a public a specific concept/content.
Students also put the attention on the enhancement of their creativity, in particular in presenting a content, and on the ability to handle obstacles and to change their approach to study in order to integrate the new tools and modalities. They admitted that they were forced to revise how they prepared their study: it required more effort, but it had been more effective in particular because they had to understand very well the argument for being able to present it.
.Summary of student feedback - Challenges or barriers (max 200 words) They feel, as main challenge, to overcome their shyness and lack of confidence to talk in public public in "professional" way. They were afraid that they might not have been clear enough in the exposition. Some of them also signal the difficulty in designing and developing the presentation, as contents and their connections are not already defined (as usually happen in a traditional lesson). In this case, in fact, teachers give just an initial idea and then, students, have to assemble all pieces in and understandable way.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) The majority of students contacted suggest the integration of collaborative tools to support the work group activity. It is quite interesting that none of them think that the effort required for this experimentation was excessive. Respect the normal activity at school this approach is absolutely more demanding from student side but, at the end, the satisfaction perceived, the possibility to interact with classmates and the improvement in comprehension of the argument, balances positively the investment done.
.Summary of tutor observation - Usage (max 200 words) The experimentation has a positive impact on the motivation of students and on their learning capabilities. One teacher enriches the experience asking her pupils, when looking for new video resources, to impersonate different kind of users with different needs and then work on their comparison putting into evidence changes. For example, a group has to think as a student who wants to go deeper in an argument, another as a student that approaches for the first time the content, etc…
.Summary of tutor observation - Benefits (max 200 words) The general impression is very positive. They express the good results; in terms of involvement and motivation this experience was able to instil in students. Moreover it has the potentiality to act on the pro-activity of students who feel more stimulated in suggesting new didactical proposals.
.Summary of tutor observation - Development of competencies (max 200 words) self-regulation
self-assessment
self-management
thinking, problem-solving and decision making
ability to handle obstacles and change
being creative
communication (reading and writing)
collaboration
motivation and confidence
.Summary of tutor feedback - Supporting transition (max 200 words) It works on self-confidence, on the improvement of communication skills and on talking in proper way to a public. It has a stronger impact on collaborative abilities.
.Summary of tutor observation - Challenges or barriers (max 200 words) New and less structured activities could be, by themselves, a challenge because require a different approach (that means more time), far from the traditional one already consolidated. This is the reason why it becomes difficult to integrate whatever "experimentation" in the strict and prefixed didactical timetable.
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) They suggest offering, as ideas, more open resources' links. On the other hand, it is suggested to integrate other social collaborative tools for students.
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) - Video format: it has been really appreciated by students
- Teacher evaluation on open content resources as example of critical thinking
- Group activity: the interaction among classmates has been the main strength, working also on motivation and confidence
- The use of open contents for preparing a lesson to be presented to classmates. It works very well on improving personal knowledge on the argument and also on self-confidence and communication skills.
.What would be done differently? (max 250 words) We would integrate a social network, like Facebook, for collaborating and publishing other contents, even if, with a tool like this, it would be quite impossible organize and make them searchable.
.Recommendations for other practitioners who may consider using this approach (max 250 words) This experimentation suffers of the low level (respect the European rate) of digitalisation in schools, both in terms of technology and of teacher confidence. For using this approach in Italy, we recommend that the teacher has a minimum of familiarity with internet and online tools in order to be able to set up the first part of the activity and follow the development.
The advantage is that, in this experience, teachers are free to adopt different approaches of videos and open contents use on the basis of their teaching style and their students learning preferences.
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