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ISTITUTO PROF.LE F. ORIOLI VITERBO ITALY E-LEA
RNING Luigi Valente Elena Agnesotti Angelo
Fabrizi Cinzia Pace Marcella Porretti C O
M E N I U S Porto - 20/24 April 2005
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INTRODUCTION
In consideration of the deep and continuous
changes in the age of Information Technology, the
University of Tuscia in Viterbo and some
Secondary High schools in the Province, agreed to
join in a project in order to update teaching
methodologies, information technology
infrastructures and to foster growth in skills.
In the year 2000 the first E-learning project
started some Secondary High Schools decided
to experiment with this new way of teaching and
learning. The results achieved were so
encouraging that since then pilot projects and
training courses for teachers have followed one
another.
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ISTITUTO F. ORIOLI VITERBO ITALY
E-LEARNING Experimental
didactics
In order to discover effective strategies to cope
with serious school issues such as multiple
failures, low school attendance rates, drop-outs,
poor motivation, lack of interest, we thought
that E-learning could be an alternative teaching
methodology for flexible learning.
As a matter of fact, e-learning offers the
possibility to design and manage in a
co-ordinated and centralised manner, a system of
ongoing training connected to the skills
management and integrated with a knowledge
management system.
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The Platform

• Technically there is a platform where both
  students and teachers can operate, study and
  work. The teachers involved in the project work
  in teams of the same subject and prepare a set of
  complete lessons with exercises and tests.
• Homepage www.e-learningschool.org
• Modules where the students find the materials
  for each subject. They do self-correction
  exercises
• Each module is divided into two sections
• The multimedia lesson for the students
  self-learning stage
• Students achievement tests
• Announcements - The students receive suggestions
  and advice from tutors and teachers.
• Forum (newsgroup)
• Anyone can take part in a discussion on a
  chosen topic expressing his/her own
• ideas, sending and receiving e-mails
• Chat a specialist (a teacher) in a subject
  offers his competence to the students at arranged
  times and dates. The teacher answers written
  questions creating a very close interactivity as
  in a traditional lesson. The students can chat
  under the control of a supervisor (the teacher).
• Web conference

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Aims of the project

• Students in-depth self study of on-line subjects
• Interest on the part of the students for a new
  more stimulating method of learning.
• Acquisition of a collaborative learning attitude,
  using other peoples knowledge and competences (
  e.g. classmates, tutors)
• A safe use of didactic technologies for
  e-learning
• Choice of students own learning pace
• Choice of students own learning paths
• Testing the validity / effectiveness of
  e-learning for students with disabilities
• Sharing acquired knowledge
• Designing modules usable on-line
• Developing a reusable learning methodology
• Portfolio where all the exercises and activities
  carried out by each student are collected

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ACTIONS DIRECTED TOWARDS
q IN-DEPTH STUDY teaching subjects in a
different way compared to the usual morning
lesson q CATCHING UP overcoming learning
difficulties q TOPIC EXPANSION (in-depth
analysis of challenging topics) q
INTER-DISCIPLINARY ACTIVITIES WITHIN THE SAME
CLASS q SELF-LEARNING (ability to access
data-bank for continuous training)
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A NEW EDUCATIONAL PACT
1. Learning through co-operation 2. Attracting
instead of forcing 3. Passing from the
possession of to the sharing of
knowledge 4. Produce knowledge not just data or
information 5. Integration of theory and
practice. 6. Learning by doing and learn how to
learn. 7. Getting tired but not bored.

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WHO IS INVOLVED IN THIS EXPERIENCE OF E-LEARNING?

• We started last year with 3 classes and 3
  teachers.
• In this current year there are
• Teachers About 30 (out of eighty)
• Students About 400
  
• Classes 20 classes 1st
• 2nd year
• 3rd

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• ADMINISTRATOR
• - responsible for the
  whole platform
• - supervises on every
  activity

• TEACHERS
• - They prepare
  excercises /lessons
• - The teacher can check
  all the data related to courses
  and statistics - number of
  accesses
• - time of access
• - which subject has been
  accessed
• - exercise results done with
  self-correction
• - achievement test (can be done
  only once)

• TUTORS (interface between the School and the
  students)
• -They give technical support to the students
• -They are the link
  between the students and the Class Council

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WHAT ? Subjects involved in the
project
Maths Italian History French English Science Econo
mics Law Professional drawing Graphic
Design History of Art Computer Science Economics
and Tourism Team for teaching disabled
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TYPES OF ACTIVITIES AND EXERCISES

• There are a variety of exercises depending on the
  subjects and topics
• True/False
• Cloze test
• Multiple choice
• Matching
• Reports (some with different material on the
  same topic).
• The students are provided with reading material
  as assignments. (3rd year)

ITALIAN grammar and spelling
exercises In the 1st classes it
has been used to improve language
skills for foreign students. SUBJECTS T
here are some compulsory subjects Maths Italian
Languages (French / English)
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WHEN ?
AT WHAT TIME IN THE FORMATIVE PROCESS DO WE
USE E-LEARNING? In the
afternoon to replace curricular lessons aimed
at in-depth study (two afternoons with two
lessons each). The students are motivated
because they do not have to attend school in the
afternoon (80 of the students are
commuters). We do not suggest an alternative
but a complement of the traditional
classroom. The most effective pattern is
classroom e-lesson blended learning
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MONITORING ACTIVITIES

• Starting module End module
• Who owns a computer? feedback questionnaire
  
• Who is computer friendly?
  - interest
  generated
• 
  
  -weak points
• 
  
  - strong points
• 
  
  -suggestions

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EVALUATION
There is a Final Test done at school on-line

• Tutors
• They give the results to the Class Councils.
• The Class Councils decide how to evaluate
  classwork done by the students in the
  final term evaluation (at the end of the school
  year)

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COMMENTS

• 80 of the students had a computer and access
  to the internet.
• 10 of the students had no computer but had
  access to the internet in some other way
  (from friends houses, etc.)

• 10 of the students had no computer at all
• they could come to school to use the
  computers whenever they wanted and for as long
  as they liked. They only needed to download and
  print the materials and return home.
• For this small group of students it has
  been difficult to achieve results.

• Last year 2 modules were used for catching up
  done during the summer
• ? So parents did not have to pay for private
  lessons

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