La valeur ajoutéee de l’enseignement à distance, 20/09/2013. Conférence finale de restitution. Childhood Links. Mairie du XVIIIème arrondissement. 1, place Jules Joffrin. PARIS. FRANCE.

1. :: Liens d’enfance (Childhood Links) ::
The added value of distance learning
Moodle tool, system of pairs
Giuliana Guazzaroni
Paris Meeting
20th September 2013
DII – Department of Information Engineering – Università Politecnica
delle Marche

2.  Distance and blended learning
 Profile of trainees
 Training sessions
 MOODLE environment
 Feedback on system of pairs
 Recommendation for a correct implementation
 Post evaluation
List of topics

3. Blended Learning
 Blended education integrates online with traditional face-to-
face class activities in a planned and pedagogically valuable
manner
BlendededucationHybrid
learningFlipping theclassroom

5. Profile of trainees
 18 trainees, professional figures that operate within
problematic families, where relations between children and
parents require the mediation and support of experts.

6. Training sessions
 The training program is focused on the transfer of the
method using Moodle environment for the management of
the online activities.

7. Training of trainees (pilot)
It is conceived as a blended mode training
Two face-to-face lessons alternating
with online activities

8. 1° Face-to-face lesson
 self introduction of trainers and trainees;
 presentation of the methodological aspects;
 simulation of interview;
 access to the online platform Moodle;
 presentation and discussion of homework.

9. Online Activities – Work in pairs
 Self evaluation of the assignment by using the rubric
 Feedback by the tutor

10. Rubric
 At the end of the work, the trainee can access a self-
assessment grid (Rubric);
 Here it is asked to self evaluate using different levels of
competences (not acquired, in course of acquisition,
acquired, expert).

11. Rubric for
self evaluation
Example – Pair activity
Analysis of the trainee’s study case
Trainee’s study case

12. Example of Online activity
 "Choose a case study and try to use the method's first step
role/technique to interview a colleague"
 “Using the same case, try to use the method's second step
role to interview the same colleague"
 Trainees evaluate their own work by using the rubric
 The work is followed and supervised by the tutors

13. Example – Homework case study – 1 step
method
Rubric for self evaluation

14. Example – Homework case study – 1 step
method
Feedback by the tutor
Student’s Homework

15. 2° Face-to-face lesson
 discussion of the online homework;
 presentation of the methodological aspects;
 presentation of the example;
 refinement of use of TRIADES with a case study;
 Homework presentation.

16. Second homework session – Pair work
 "Using the same case, try to use the method's third step role
to interview a collegue" – work in pairs;
 "Using the same case, try to use the method's fourth step
role to interview a collegue" – work in pairs;
 Using the interview, build a new project in Triades.
 Trainees evaluate their own work by using the rubric.
 The work is followed and supervised by the tutors.

17. Final lesson
 Relevant aspects of the training program are summarized;
 A post – questionnaire is delivered for the final evaluation of
the training program.

18. MOODLE environment – Conditional Activities
 A positive point is the organization of the online activities as
conditional activities
 This means that each trainee needs to complete the previous
activity in order to access to the next activity.

19. MOODLE environment – conditional activities

20. ..notes
 During the work in pairs the trainees applied the all the steps
to a case study they were working at in their daily practice
 It is a key point to acquire the methodological aspects of the
method and to restructure their previous knowledge about
the educational process.
 A further feedback has been gathered by the self-evaluation
of the learning process for each step of the method. This
assessment has been analyzed by trainers.
▫ Several participants have highlighted the lack of time in face-to-
face lessons..

21. Feedback on the system of pairs
 Students are working according to deadlines;
 A key point is to organize pairs during the first face to face
lesson;
 Participants revealed lack of familiarity with some online
communication tools;
 They complained lack of time for pair-work;
 In some cases, they would like to have more time to simulate
interviews in the presence of trainers.

22. Recommendation for a correct
implementation
 The pilot is running according to the designed model, it seems
adequate for a class of psychologists and educators.
 For a correct implementation of the training course, it is
crucial to clearly explain and share all objectives and activities
in the first face to face lesson.
 It is also very important for students to access the online
environment and for trainers to shows how the online course
is organized.
 A timely, precise and formative assessment of the online
homework is required.

23. Post evaluation
 Most of the trainees have improved their educative practice
during the learning;
 Most of them have declared the method has influenced their
daily practice.