The “open source” perspective in planning eLearningmaterials

Pierfranco Ravotto

ITSOS “Marie Curie”in Cernusco sul Naviglio pierfranco.ravotto@tes.mi.it http://www.tes.mi.it/pfr

Abstract

There are several models of online learning. Some, following the traditional distance learningmode, focus on learning materials more than on relational contexts. Some others, on thecontrary, are more based on learner-teacher and learner-learner relationships. This model looksmore like face-to-face learning and it may represent its natural empowerment. Also in this case it is necessary to provide learning materials purposely planned and developed.Recent researches on the production of learning materials recommend to develop LearningObjects that are accessible, adaptable, durable, re-usable, sharable and transferable.Such LOs – according to the author - are instruments also suitable to be used in a relation-based eLearning model and with constructivistic methodologies. Schools and teachers willing towiden up their learning offers by providing their trainees with eLearning activities need to beequipped with a rich collection of Learning Objects from which they could get the learningmaterials needed.It is just the lack of such a collection that currently prevents a significant spread of onlinelearning in schools. The OpenSource/Free software model suggests a possible solution: schoolsand teachers could co-operate placing the Learning Objects developed at the others’ disposal sothat the collection will be likely to boost and develop: “people improve it, people adapt it, peoplefix bugs”.Our attempt to tread this path is represented by our collection of Free LOs called “OpenDida” and accessible at the addresswww.tes.mi.it/opendidaweb.

The aim of the present contribution is topropose schools and teachers to co-operateproducing

Free Learning Object

s in the viewof integrating face-to-face learning witheLearning.Such an aim bases itself on two stronglybelieved points that I’ll try to motivate:

•

online learning is not a field of interest only forthose who have been involved in distance learning,

•

Learning Objects are essential not only to deliverlearning contents in a sequential way, as it happensin courses aiming to the acquisition of a well-defined and focussed set of knowledge/competencies. On the contrary they arenecessary also where the learning focus is on thedevelopment of critical thought, communicationand problem solving skills.

1. A premises: learning is a social activity

Socrates addressed the passers-by inAthens squares in order to make theirknowledge emerge, in a maieutic way.Aristotle discussed with his pupils strollingalong the road,

Peripatos

, around the templeof Apollo.Medieval masters, in their workshops,taught their apprentices mainly throughexamples and the assignment of tasksincreasingly more and more complex.In any case, learning always occurs in arelational context, where the relations bothwith the teacher and the group of peers arecentral.Such a concept is clear to any teacherwhatever methodology he/she employs -

lessons, guided activities, problem solving –and whatever learning content he/she isdelivering – may be maths, or philosophy,law or a sport activity.

2. Online learning between distancelearning and face-to-face learning

traditional distance learning

thedidactic materials have been designed, asmuch as possible, not only to deliverlearning contents, but also to perform thosefunctions that are usually carried out by theteacher in a face-to-face learningenvironment: to support motivation andcheck trainees’ learning progress. Hence itappears that learning materials play acentral role and require to be strictlystructured, complete and self-consistent.Nevertheless, also traditional distancelearning has always tried to establishcontacts between the trainee and theteacher by mail and/or telephone. Alsoperiodical meetings are organised in order toprovide a more significant relationship withthe tutor and the peer group. The development of the Internet hasprovided a new, bi-directionalcommunication tool that overcomes timeand space barriers. The ones who areinvolved in distance learning haveimmediately made the most of it: e-mailing,chatting, videochatting are suitable toguarantee relationships between the traineeand the tutor and to allow the traineesthemselves to benefit the support and thefeedback provided by the group.By

distance learning of thirdgeneration

one generally means anupgrading of traditional distance learningwhere the Internet provides communicationopportunities hugely superior to the past.But the

Internet

is not only atechnological priceless tool.

“… the net is a social place that we, thehuman beings, have voluntary createdstarting from our own passions in order toshow the others how the world appears toeach other's eyes …In the web there areonly passions, words and the presence of the others in an inextricable jumble of relations continuously changing.”

[Weinberger - 1]. The Internet is, for its own nature, a socialenvironment. Thus it is, for its own sake, apotential learning environment like an

agorà

in Socrates’ Athens, the tree-lined pathwhere the Peripatetics discuss, a medievalworkshop, like those buildings withclassrooms, libraries and laboratories whereface-to-face learning is usually carried out. Thus, we can say that online learning, insome ways, looks more like face-to-facelearning where the relationship betweenlearner and teacher and between learnersand learners is central rather than todistance learning where the main role isplayed by the learning materials. Just for this reason online learning canbecome a natural, almost spontaneous,

extension of face-to-face learning

.Online learning can be meant as anenrichment of face-to-face learning as itallows to extend human relations beyond

•

school scheduled time,

•

school premises,

•

the limits of the group of schoolmates, as morecontributions from other teachers and learners areavailable on line,

•

the time and space limits that narrow down thepossibilities of providing tailored learning paths.

This is the reason why ITSOS “MarieCurie”, the school where I teach, isinterested in the themes that are going to bedealt with in this Seminar. As an uppersecondary school addressing 14-18 agedstudents, we are studying andexperimenting the integration of onlinelearning and traditional face-to-face learning(and work-based learning).

3. Four online learning models

The term online learning is often usedreferring to experiences that are verydifferent from one another.We have identified – in a pilot projectnamed

SOLE

developed under the EuropeanProgramme Leonardo da Vinci(www.tes.mi.it/sole) - four different models. Two of them refer to individual activities,and another two deal with group activities.

3.1Self-learning

The trainee is alone with the learningmaterials. Tutorship can be foreseen, but it isgenerally limited to guidance aspectsconcerning the definition of the course andthe use of ICTs.Learners are “alone” in their learning path asthere is no peer group they can establishrelations with and from whom they canreceive support. Actual learning occurs onlythanks to learning materials.

Learning materials

obviously need to be“complete” and “self-consistent” as they arerequired to perform several functions:

•

to deliver content (possibly in an interactive/ dialogue form),

•

to provide and support motivation,

•

to foresee and provide feedback .

The main advantage of such anenvironment is a reduced requirement fortrainers/teachers/tutors. But at the sametime the lack of this support is a limitingfactor. This kind of online learning is the same asthe traditional study of a book: for somelearners it could be sufficient and may besuitable for simple topics. Under certaincircumstances there may be no alternatives.

3.2Supported self-learning

The learner is provided with onlinematerials and individual tutorial support thatprovides answers to questions, correction of exercises, feedback, assignment of newtasks, further explanations, … The increased tutor presence in thelearning path, reduces the need to developcomplete and self-consistent

learningmaterials

, as they are not required toperform the functions that , in this scenario,are performed by the tutor him/herself.It is equivalent to a one-to-onerelationship, that is a learner-teacherrelationship. There are two limitations:

•

high costs, unless the relationship with the tutor isoccasional (leaving the achievement of resultsmainly to self-learning activities),

•

the absence of any communication with the peergroup, namely those with whom the learner shareshis/her learning path.

Supported self-learning can be particularlysuitable for online adult learning, where it isimportant to provide tailored paths and thetutor intervenes as a counsellor, above all, inthe definition of the learning path.

3.3Virtual Class

The learner is not alone in this activity. Hebelongs to a group, a virtual classroom thatis provided with online learning materialsand tutorial support.