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Executive summaryThe document analyses the various forms of an e-Learning didactic
model and methods. Then, the paper describes the phases of design/planning of the
e-content 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 (stand-alone 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
training-learning 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.

Tables of Contents # TOC \o "1-3" #Introduction # PAGEREF _Toc208915022 \h ##4#A
theoretical topic of Didactic Model: a brief summary from the literature #
PAGEREF _Toc208915023 \h ##4#The Didactic Strategies # PAGEREF _Toc208915024 \h
##6#The designing of the e-Content of a Module # PAGEREF _Toc208915025 \h ##7#
Model, Methods and Didactic Strategies # PAGEREF _Toc208915026 \h ##8#References
& Bibliography # PAGEREF _Toc208915027 \h ##10#Annex 1 # PAGEREF
_Toc208915028 \h ##11##

In this direction is surely possible to use the new tools towards experiences that don � t aim to isolate the subject in the self-referential world of his feelings. methods. can surely risk not taking account of meta-cognitive competences. The technological problem is planning and using a didactic which makes use of computer applications in a critical way avoiding the decline that result from a simple use of the machine that make the machine to work alone.In the fanta-cognitive perspective the trainee can build original processes of understanding/review and discover not only new or different cultural objects. A theoretical topic of Didactic Model: a brief summary from the literatureIn a didactic model three possible directions of education coexist: the mono-cognitive. His attention is predominantly directed to the product. generalisation and transferability of cultural objects. the process of learning and the subject of learning situated in a learning context such as vocational training. which cannot be encyclopaedic knowledge and must be fully updated in line with the evolution of the argument chosen for the LOs and the target (as specified below. 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. The problem is to enrich them. the fanta-cognitive direction characterizes a training experience centred on the subject. between individual and material. leads the future trainees to deal with existing knowledge. All the new electronic tools have these valences to a great extent because are tools of mediation between individual and knowledge. at the same time. but aim to stimulate the subject towards an ability to see. So individual experiences are both the starting and. or our target group(s).Introduction Taking into account the model. techniques) allowing conceptualisation. in order to assume. the quality of didactic mediation that must assure to every student the effective possibility to have access to knowledge and must be able to use teaching individualization strategies able to motivate. In other words. in this document). it is made of notions and abilities that are necessary for the individual to manage specific problems. because of the huge quantity of ready for use knowledge of the net that risks to make the meta-cognitive competences seeming useless. They can be set up thanks to the valorisation of subjectivity. with particular attention to the process. The meta-cognitive perspective aims at providing trainees with the � scientific thinking � methods. it intends to enhance in a systematic way the use of direct investigation tools (attitudes. open them to novelties through an action of awareness directed to the subject that make him conscious of his limits and of his resources. the didactic direction centred on mono-cognition. New electronic tools allowing you to obtain information so easily.The didactic direction that tries to assure the achievement of meta-cognitive competences interprets essentially education as a critical construction of culture of the individual student and the group. arrival point of training experience.#The trainee. respect times and styles of individual and differentiate in the various situations and for various and differentiate publishing company (according to their interests and needs). but also new or different approaches to them. if you don � t guide it. which consider the training environment as expressed in the image below. The process is the organization of conscious and transferable learning tools. experimentation and assessment. The problems that have to face are on the one hand the quality of the knowledge suggested. on the other hand. on the use of his experiences as starting point and tool to rearrange originally knowledge and ways to use them in daily life. formulation of hypotheses. These possibilities consist in the object of learning. formalise and solve problems through observation.Finally.In specific. the meta- cognitive and fanta-cognitive perspective:The mono-cognitive perspective interprets the intellectual education as cultural literacy. cultural and social realities which work on the base of rules that the more you know and dominate them the more useful are. is placed in a milieu in which it is important to consider the different possibilities of learning that are available to the subject. feel and express that is at the same time more original and creative and more able to understand the feelings of . structure them. intending to assure everybody the skills necessary to organise content. to know the words meaning and to manage the investigation tools in different disciplines.

methods. Its most rigorous implementation modality is surely that of � Mastery Learning � . methodologies and techniques of e- Authoring we are introducing have a general value. but obviously it is necessary to affect specific specializations regarding a different application of the e-Learning to the training. the places of simulation in and out of game contexts.The typology of LO centred on the process of learning gives importance to the logics of a constructive approach of learning. when the e- Content of a Module must be created. these three typologies of LO come from different interpretations of learning and as a consequence have different educational objectives. first of all. The origin of the proposed model is represented by the opportunity to define three main typologies of LOs that. 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.features of the context. 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:.The designing of the e-Content of a ModuleAfter the theoretical advices.The Didactic StrategiesThe didactic model for the developing of E2 Learning Objects implies the issue of integrating the presence of different didactic strategies. (2) the process of learning. design them and plan their development. Inside a challenging didactic model the problem to face is not decide which is the best typology in absolute. are centred on: (1) the object of learning . His educational objective is of informative-reproductive kind because it hopes to give to the E2 trainees units of knowledge (beyond their specific nature: can be simple or complex professional competences or abilities.. The reference model in a conventional educational environment is that of didactic Unity. transferability of produced knowledge and of modalities that have been used to produce them. The models.. that grants the highest level of individualization. the endless possibilities of virtual reality. It goes from the meta-cognitive perspective of the development of ability. formalizing and solving a problem). the E2 partners must.The typology of LO centred on motivations and � emotions � of the learning subject tries to face a problem that traditionally is not taken into account in the traditional training environment. 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. because are scarcely predefined and strongly linked to the field of individuality. In other words they encourage in a systematic way the use of tools of direct research (attitudes.other people.This design entails not only . This kind of LO tries to activate abilities that aren � t easily measurable with objectifying procedures.) that have to be learnt and reproduced in a certain way in respect to the given suggestion.Underlying idea of the problematic model is that is not possible to have a good training quality in experiences that of course don � t have any LO of one of the three typologies. techniques) that open to the possibility of conceptualisation.The typology of LO centred on the object of learning belongs to the logics of the so called � descending career � . This is worth in general for the e-Didactis that must be specialized in the different disciplinary context.disciplinary specificities of learning object . to the continuous activation of the ways of the so-called � scientific thought � : that are ways of construction of knowledge that use specific methodologies of research (or critical forms of taking. according to the model presented previously. These reflections form a group of determined competences that anticipates and goes with the learning process in all its forms. 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. His planning results from specific contents of discipline (or from the field of knowledge) that is object of learning. (3) the subject of learning.stated purposes of the course of study . generalization.age and competences of participants . the programs to create sounds and images.As we have seen.

design of the Tests Typology. news and teaching materials). The internal structure of each unit will be designed following a three-step model: introduction (where a virtual tutor presents the topic and aims of the unit). Autonomous Learning. we have to decide what is the best method to use for the E2 LOs. is not the only possible definition of a Didactic Strategy. information and support (bulletin- board.definition of the In-Depths Typology. based upon a combination of self-study materials (didactic units).definition of the multimedial contributes forms. Model. We can also add a further � Method � defined Check (intermediate and final). Case Study. But they also promote the acquisition of skills and competences relating to communication and relationships.attention to the fundamental content.(2) Design of the Textual Content. Tests and Deepings (Documents.definition of the test form Phase 2 includes the following activities:. Here are some examples of Didactic Strategy (for each we indicate one possible sequence of Didactic Methods):#References & Bibliography . contextually either the Cognitive Objectives of the lowest level on the taxonomic scale. Problem Posing. sharing tools (forum. and.blended. Cooperative Learning. Here are the main ones: Frontal Lecture.definition of the time production. In fact. Didactic Strategies defined as follows:A Didactic Strategy is the integration of several didactic methods within an Educational Action or one part of it. as already mentioned. generally. including virtual classroom activities. Exercising. Hypermedia and Web Site). (3) Publisher Design of the Documental In-Depths).publishing design of the Documental In-Depths. self-assessment (tests and exercises). the integration of Didactic Methods can be achieved in a number of different ways and this integration can concern either the development of a part of the Didactic Action or can be used as a unitary strategy for the entire training path. but also an essential intermediate check (we have provided a glossary in the attachments of the document). that we can consider to be a � didactic method � since it represents the necessary conclusion of any Path of Teaching-Learning.definition of the module time-length.definition of the Technical Format of the Documental In-Depths.The phases of design/planning of the e-Content of a Module are. the technical aspects of the operational realisation of the Content and their organisation to guarantee a correct e-Editing of the same.Each of these methods has its own peculiarities and promotes a certain modality of learning. with prompt feedback). in addition to the instruments provided for completely online training.planning of the module in chapters and chapters in paragraphs. Reading of Daily Newspapers and Reviews. topical and communicative aspects. such as analysis and evaluation. Definition of the documental fonts. Glossaries.protection Criteria of the CopyrightThe didactic model developed for the project may include the use of a blend of assisted self-study and collaborative learning. Internet Navigation. presentation (audio-video presentation enriched with interactive activities and links to additional material. Problem Solving. chat).design of the Textual Contents. Methods and Didactic StrategiesA Didactic Method represents the � shape � of carrying out of any moment of the process of Learning. In addition to Didactic Methods we have. but we think that it is more appropriate in order to avoid the confusion between � strategy � and � methodology � . practice (allowing users to assess their own progress. Research/Guided Discovery. The Didactic Methods allow us to reach. definition of the link techniques to Web Site and other Hypermedial ContentsPhase 3 involves the following activities:. as well as to promote an active role for learners through a process of peer teaching and information exchange or through consultation with experts in each specific field.Obviously. planning of Production of the Multimedial Contributes. the following: (1) Structural design of the Module. and glossaries). or those of a higher level. such as knowledge and understanding. Multimedia Content. Training on the Job. but � how � it is learned. moreover. but also. in the training process it is important not only � what � is learned.Two different delivery models may be adopted:completely online.There are several Didactic Methods. regulatory material. Visit on site.Phase 1 includes the following activities:. Finally. The course content could be structured in progressive modules.definition of the in-depths publishing forms. in order to provide users with as much flexibility and autonomy as possible in organizing their learning activities. Simulation/Dramatizing.

formal � and � informal � information. But at any rate the Frontal Lecture represents a direct communication of the contents of the knowledge to be transferred. to acquire knowledge. but supported by the Trainer (in some contexts with the collaboration of a Tutor).Reading Daily Newspapers and ReviewsThe � informative � method is a didactic method widely used in the contexts of the so-called � non. We can have several types of visits addressed to different kinds of Didactic Objectives.Navigation on InternetNavigation on Internet can be used for two different objectives: � informative � objectives and � research � objectives. Obviously. a function etc. it follows an activity of Autonomous Learning and of Applicative Exercising.Autonomous LearningThis is an autonomous process. usually computer-based. the research process is completely free. some Special Laboratories can represent environments. It is � study at home � and it consists of an action of the Learner that.Annex 1Here we give a short description of each Method in order to introduce a kind of � glossary � of didactic methodologies:Frontal LectureThis is the so-called � professorial � where an educator illustrates the concepts and knowledge. Decision-making Games. the solution found for a complex problem by using the tools that the Learner is learning. by using the didactic materials at his disposal or found autonomously (in a library. Research/ Guided DiscoveryThis is the usual methodology used. by using the resources given by the Trainer. acquires the knowledge which is the object of the learning process. rules etc. Often the Exercising activity immediately follows an activity of Autonomous Learning. Many types of simulation for learning exist: the Role Games. In all these cases. The Case Study is used to allow the Learner to analyse deeply and with the help of the Trainer. Obviously there are also simulations occurring without the use of technology. models. 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.). Simulation/DramatizingSimulation is one of the most interesting methods to foster active learning. in any kind of laboratory (also virtual ones). through the use of virtual reality. corrects the mistakes of the process etc. Dramatizing is essentially the � acting � of real events. who supports the choices. Virtual Laboratories.. where a certain operative context is simulated (in the case of the informatics the simulation can. Sometimes. even have sophisticated effects).Case StudyThe 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). in a bookshop. 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. laws.in real situations but also to increase the amount of information related to one or more subjects of study. 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.. The method has its own application rules that range from the modalities of making groups to the .Visit on siteThis is a classic method characteristic of � active didactics � . on the internet etc. what is used is a technological environment. performed by the Learner. suggests in case of uncertainty. where complex processes or events are simulated. but it is increasingly being used also in the field of � formal � 3 education. Furthermore. 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 � . Its purpose is to promote the contextualization of theories. but not only.ExercisingThis is an activity that usually follows a face-to face Lecture and integrates the Autonomous Learning of the Learner through the application. 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. In these contexts the Learner can work by using the tools that the environment offers. 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. especially. Cooperative LearningCooperative Learning is a methodology applied when the Educator wants to set the Learner up in a cooperative learning context.

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. Open Problems.Problem Posing This method consists of asking the Learners to define solvable problems in a determinate context with a specific acquired knowledge. by using the knowledge not as something � to be acquired � but as something to reason about. The groups have to deal with the problem and solve it. one of the most interesting methodologies of Teaching-Learning.Problem SolvingThe methodology of Problem Solving.methodologies of management and observation of the work.CheckThe Check is applied both during a Teaching-Learning Path and at its conclusion.001E2 � Digital education for Enhanced Editorial products � WP6: Develops training contents for publishing in the digital environmentDidactic Model (Draft 1)Italy by Politecnico di Torino E2 WP6 ################################################################################### ################################################################################### ################################################################################# #######0### � ### � ### � ### � ### � ### � ### � ### � ### � #### ##.#h#Zg##h � # � #5# � CJ #OJ##QJ##\# � ^J##aJ #mH #sH ## .517964-LLP-2011-IT-LEONARDO-LMPAgreement .#h#Zg##h � !8#5# � CJ #OJ##QJ##\# � ^J##aJ #mH #sH ##2#h#Zg##h � 1 � #6# � CJ##OJ##PJ##QJ##]# � ^J##aJ##nH##tH###. where he has to operate by applying what he has learned during the processes of Formal Education.######## PAGE #7#E2 . � on the contrary � . also. 2011 � 5069 /001 . ##5 ##x ## � ##� ##� ## � ##� ## � ### ### ##I ## � � � ŭ � { l ]lNlN]Nl]lN]N]lN]Nl]l]####h#Zg##h � H � #PJ##^J##mH #sH ####h#Zg##h � 1 � #PJ##^J##mH #sH ####h#Zg##h � !8#PJ##^J##mH #sH ##. Essays. a Role or Decision-making Game. The method promotes the accomplishment of the Educational Objectives either of a cognitive or of a behavioural and relational kind. stimulate in the Learner the need for learning how to solve the problem.. The attempt at finding a solution and the possibility of failure. etc. but through a structured path moving from the origins. 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).). is used when it is required that the Learner doesn � t learn a series of concepts in a passive way. This method is also defined � Stage � . we could say. it can have many � shapes � (Interviews. of a � need for knowledge � . Tests. within himself. 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. It has been observed that these kinds of activities strongly consolidate what has been learned since it leads the Learners to reason.Training-on-the-Job This Method is applied by placing the Learner in a real operative (working) context.

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