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Didactic Model (Draft 1)
Italy
by Politecnico di Torino
E2 WP6
Executive summary
The document analyses the various forms of an e-Learning didactic model and
methods. Then, the paper describes the phases of design/planning of the econtent of a module of training.
The contents development for e-training is one of the main problems which
affect the e-learning research. The multiplicity of e-didactic typologies (standalone e-learning, assisted e-learning, e-cooperative learning, blended learning,
info-learning, small-learning) and the specificity of the related didactic
methodologies build the development of contents supporting the traininglearning process very articulated, defining the need to customize specific
planning and development models for the E2 LOs contents and presentation,
and specific professional skills necessary for this development.
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Tables of Contents
Introduction.........................................................................................................4
A theoretical topic of Didactic Model: a brief summary from the literature.........4
The Didactic Strategies.......................................................................................6
The designing of the e-Content of a Module........................................................7
Model, Methods and Didactic Strategies.............................................................8
References & Bibliography................................................................................10
Annex 1.............................................................................................................11
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Introduction
Taking into account the model, method and strategy that should drive the
development of the Learning Objects (LOs) we can thus begin from the initial
suggestions that emerged in the kick-off meeting, which consider the training
environment as expressed in the image below.
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individual experiences are both the starting and, at the same time, arrival point
of training experience. The problem is to enrich them, structure them, open
them to novelties through an action of awareness directed to the subject that
make him conscious of his limits and of his resources.
In this direction is surely possible to use the new tools towards experiences
that dont aim to isolate the subject in the self-referential world of his feelings,
but aim to stimulate the subject towards an ability to see, feel and express that
is at the same time more original and creative and more able to understand the
feelings of other people. Belongs to this scenery the use of hardware and
software that can fully exploit the ability of individual to extend the aesthetic
dimension: the applications of computer that can be used as perceptive
prosthesis, the programs to create sounds and images, the endless possibilities
of virtual reality, the places of
simulation in and out of game contexts.
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subject tries to face a problem that traditionally is not taken into account in the
traditional training environment, but all along is considered fundamental for
educative research: the importance of motivational and emotional aspects in
the determination of effectiveness (in terms of quality and quantity) of the
learning path. This kind of LO tries to activate abilities that arent easily
measurable with objectifying procedures, because are scarcely predefined and
strongly linked to the field of individuality. The didactic modalities that are
considered more important are those of cultural animations: strategies that
encourage the student to make reflections that go beyond the level of objective
competences and professional abilities to arrive to the level of personal
meaning of that particular knowledge for the learning subject. These
reflections form a group of determined competences that anticipates and goes
with the learning process in all its forms.
As we have seen, these three typologies of LO come from different
interpretations of learning and as a consequence have different educational
objectives. Inside a challenging didactic model the problem to face is not
decide which is the best typology in absolute, but define in
the most accurate way the specificity of the individual typology in order to plan
the realities of
course in which are integrated the LOs of the three types according to
proportions and differed successions that take account of other possible
criterions:
disciplinary specificities of learning object
stated purposes of the course of study
age and competences of participants
features of the context.
Underlying idea of the problematic model is that is not possible to have a good
training quality in experiences that of course dont have any LO of one of the
three typologies.
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Annex 1
Here we give a short description of each Method in order to introduce a kind of
glossary of didactic methodologies:
Frontal Lecture
This is the so-called professorial where an educator illustrates the concepts
and knowledge. Obviously this explanation can happen by using
communicative and relational dynamics and methodologies that can more or
less reinforce the didactic feature of the lecture itself. But at any rate the
Frontal Lecture represents a direct communication of the contents of the
knowledge to be transferred.
Autonomous Learning
This is an autonomous process, performed by the Learner, to acquire
knowledge. It is study at home and it consists of an action of the Learner
that, by using the didactic materials at his disposal or found autonomously (in a
library, in a bookshop, on the internet etc.), acquires the knowledge which is
the object of the learning process.
Exercising
This is an activity that usually follows a face-to face Lecture and integrates the
Autonomous Learning of the Learner through the application. Often the
Exercising activity immediately follows an activity of Autonomous Learning.
Sometimes, it follows an activity of Autonomous Learning and of Applicative
Exercising, a new face-to face Lecture representing a kind of reinforcement of
what has been previously explained and then learned and applied by the
Learner.
Case Study
The Case Study is a real problem (usually wide-ranging and complex) chosen
in the field of the subject/s of study and through which a solution is also found
(both real and applied as well). The Case Study is used to allow the Learner to
analyse deeply and with the help of the Trainer, the solution found for a
complex problem by using the tools that the Learner is learning.
Simulation/Dramatizing
Simulation is one of the most interesting methods to foster active learning.
Many types of simulation for learning exist: the Role Games, Decision-making
Games, Virtual Laboratories. In all these cases, what is used is a technological
environment, usually computer-based, but not only, where a certain operative
context is simulated (in the case of the informatics the simulation can, through
the use of virtual reality, even have sophisticated effects). Furthermore, some
Special Laboratories can represent environments, where complex processes or
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events are simulated. In these contexts the Learner can work by using the tools
that the environment offers. Obviously there are also simulations occurring
without the use of technology. Dramatizing is a particular kind of simulation in
which the Learners find themselves in an operative context where they are
asked to play a role, a function etc. Dramatizing is essentially the acting of
real events.
Research/ Guided Discovery
This is the usual methodology used, especially, in any kind of laboratory (also
virtual ones). The research-guided discovery moves from the statement of an
objective to be reached and some rules to be applied in order to achieve it, by
using the resources given by the Trainer. Obviously, the research process is
completely free, but supported by the Trainer (in some contexts with the
collaboration of a Tutor), who supports the choices, suggests in case of
uncertainty, corrects the mistakes of the process etc.
Visit on site
This is a classic method characteristic of active didactics. We can have
several types of visits addressed to different kinds of Didactic Objectives, but
they all have the purpose of putting the Learners in contact with one or more
real situations and contexts in the field of the subjects of study in order to help
them find in the real contexts what they have already learned in captivity.
Reading Daily Newspapers and Reviews
The informative method is a didactic method widely used in the contexts of
the so-called non-formal and informal information, but it is increasingly
being used also in the field of formal3 education. Its purpose is to promote
the contextualization of theories, models, laws, rules etc...in real situations but
also to increase the amount of information related to one or more subjects of
study.
Navigation on Internet
Navigation on Internet can be used for two different objectives: informative
objectives and research objectives. In the first case it is a new modality of
application of the previous method (Reading of Daily Newspapers and
Reviews), whereas in the second case it represents a method of constructing
reading characteristic of active didactics and formal education.
Cooperative Learning
Cooperative Learning is a methodology applied when the Educator wants to set
the Learner up in a cooperative learning context. The method has its own
application rules that range from the modalities of making groups to the
methodologies of management and observation of the work. The method
promotes the accomplishment of the Educational Objectives either of a
cognitive or of a behavioural and relational kind. Cooperative Learning is based
on providing one or more groups with a Problem or a Case Study or a Problem
of Research/Guided Discovery or, also, a Role or Decision-making Game. The
groups have to deal with the problem and solve it.
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Problem Solving
The methodology of Problem Solving, one of the most interesting
methodologies of Teaching-Learning, is used when it is required that the
Learner doesnt learn a series of concepts in a passive way, but through a
structured path moving from the origins, within himself, of a need for
knowledge. Problem Solving Methodology starts with the statement of one or
more problems when the Learner does not have the knowledge necessary for
their solution (it is precisely this knowledge which is the object of learning). The
attempt at finding a solution and the possibility of failure, stimulate in the
Learner the need for learning how to solve the problem. This prepares the
ground for the subsequent Frontal Lecture (called Systematization) that
provides him with the tools needed to solve problem and consolidates the
learning process.
Problem Posing
This method consists of asking the Learners to define solvable problems in a
determinate context with a specific acquired knowledge. It has been observed
that these kinds of activities strongly consolidate what has been learned since
it leads the Learners to reason, we could say, on the contrary, by using the
knowledge not as something to be acquired but as something to reason
about.
Training-on-the-Job
This Method is applied by placing the Learner in a real operative (working)
context, where he has to operate by applying what he has learned during the
processes of Formal Education. This method is also defined Stage.
Check
The Check is applied both during a Teaching-Learning Path and at its
conclusion; it can have many shapes (Interviews, Essays, Open Problems,
Tests, etc..).
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