By Ismael Peña-López (@ictlogist), 08 June 2012
Main categories: Education & e-Learning
Other tags: amable_corcuera, antoni_carreras_casanovas, edudrettic, helena_nadal_sanchez, nuria_belloso_martin
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Communications session on Planning teaching through ICTs. Chairs: Patricia Escribano, School of Law and Political Science, UOC
Teaching methodologies to stimulate the interest in a subject with the help of ICTs
Antoni Carreras Casanovas, Universitat Rovira i Virgili.
This is an experience with undergrad (Labour Law, Journalism) students of Constitutional Law, that has been running for 4 years.
There is a mix of theory and practice. The practical part requires writing collaboratively an essay/dossier and presenting it in public, normally taped in video. Another practice consists in online debates on current issues that appear in the news. Last, a final test is performed on the topics that have appeared in each online debate.
Results: the assessment of the experience has been valued by the students with 8/10 for all the experiences (presentations, debates, news). The final marks have also increased in circa 15%.
More information
A proposal for teaching Law Philosophy with technology: interdependence knowledge-learning in thinking skills
Nuria Belloso Martín & Helena Nadal Sánchez, Universidad de Burgos.
We support the idea that ICTs should be used to enrich the traditional lecture, instead of substitute it. The problem of the traditional lecture is that the knowledge that is transmitted cannot be examined, the student cannot have a bound with that knowledge. Thus, the goal of this experience is to enhance participation.
During the first part of the lecture, the lecture is done as usual but a document is handled to the student with references and further reading. Then, a second document is handled with assignments that the student has to complete — normally assignments that require some browsing on the Internet.
Methodology and electronic resources to design and develop a subject in the area of Financial and Tributary Law in offline and online mode
Amable Corcuera Torres, Universidad de Burgos.
Use of Moodle not to make a difference between students that choose to attend classes and students that choose not to or just cannot attend classes.
Traditional lectures are also taped on video and then uploaded to the University repository, and linked from the class space on Moodle.
More information
Discussion
Ismael Peña-López: where is the line that separates engagement and overwhelming the student with workload? Antoni Carreras: a first thing to take into account is that the topics have to be attractive and useful to the student. Having the news as a source of topics is usually a good idea to find out attractive and interesting topics. On the other hand, what the students have to do is just keep with the pace of the schedule. Assignments always deal with the most recent lecture, so that they are about reinforcing, with a little bit of effort, what has just been covered in the class. So, it is not a lot of burden, but what the student should otherwise do to review and study the latest lesson of the subject.
Q: should the use of ICTs be fostered on an cost-savings basis? Corcuera, Nadal: of course knowledge should be open and free, but the use of ICTs should be pedagogy-led and not economy-led.
Q: does taping conditions in any sense the way the lecture is imparted? Amable Corcuera: no, it does not.
Q: how does the syllabus change or is adapted to a different way of assessing the students? Antoni Carreras: there is no problem in adapting the syllabus to the new platforms or whatever.
3rd Conference on Law Education and Information and Communication Technologies (2012)
By Ismael Peña-López (@ictlogist), 26 April 2004
Main categories: Education & e-Learning, ICT4D
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See if I can make a list of things that MIT is carrying out in the field of “sharing his knowledge” and “applicable to e-learning for development”. Some copy-paste from institutional sites, some comments by myself, some by Octeto:
Intellectual Commons
MIT makes materials freely available to strengthen overall university commons.
- Commiting to integrating educational-technology deeply into on-campus education
- Creating major, shared campus-wide educational resources
It includes OKI, OCW, DSpace and .LRN
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Open Knowledge Iniciative (OKI)
It is a collaboration among leading universities and specification and standards organizations to support innovative learning technology in higher education.
The result is an open and extensible architecture that specifies how the components of an educational software environment communicate with each other and with other enterprise systems. OKI provides a modular development platform for building both traditional and innovative applications while leveraging existing and future infrastructure technologies.
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OpenCourseWare (OCW)
Is a large-scale, Web-based initiative to provide free, worldwide access to educational materials for virtually all MIT courses.
OCW is not a course or distance learning, but it is courseware.
Rather than substitute for the experience of being a student at the Institute, OCW will provide students, faculty, and other interested parties throughout the world free and valuable educational materials.
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DSpace
A durable electronic archive for 10,000 MIT research papers and other publications per year. DSpace is a groundbreaking digital library system to capture, store, index, preserve, and redistribute the intellectual output of a university’s research faculty in digital formats.
Developed jointly by MIT Libraries and Hewlett-Packard (HP), DSpace is now freely available to research institutions world-wide as an open source system that can be customized and extended.
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.LRN
Is open source software and a development kit for supporting innovation in collaborative education and learning and research communities. Originally developed at MIT as part of the Intellectual Commons, .LRN is now backed by a worldwide consortium of educational institutions, non-profit organizations, industry partners, and open source developers. .LRN capabilities include course management, online communities, learning management, and content management applications.
In other words:
- A fully open source eLearning platform
- A portal framework and integrated application suite to support course management and online communities
- A set of best practices in online learning shared in the form of source code
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Caddie.NET
It serves as the hub application for information exchange. It provides online news, event and course information, along with interactive discussion forums and students contact information. In a nutshell, everything needed to maintain and run the fast-growing course site.
As I understand it: .LRN manages the course learning environment (contents, interaction, etc.) and Caddie.NET manages the course site or information environment (information, news, etc.)
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