Guglielmo Trentin

Computer mediated communication and online teacher training in environmental education

This paper describes how certain aspects of on-line education can benefit teacher training in Environmental Education (EE) subjects. On-line education differs from first and second-generation Distance Education systems in that participants glean new knowledge from interaction with one another, and this factor offers enormous potential in EE. In fact, EE aims include the development of problem solving, decision-making and teamwork skills. MEDEA, an on-line teacher training course on a methodological approach to design and realise EE projects in Italy, is presented as a case study. This paper describes both the structure of the course and how it was carried out. The results and the lessons learned are discussed.

On-line/on-site education: the EDIT course for the educational use of telematics

Abstract The applications of network technology to pre-service and in-service teacher training are wide in scope but may nevertheless be grouped into two broad categories: the network as a source of assistance (or self-help) for teachers during the classroom transfer of knowledge which they have gained on an on-site training course; and the network as an environment where the training process actually takes place. This article describes the study of a mixed on-site/on-line approach adopted for a training course called EDIT (EDucating with Internet and Telematics); the topic of the course itself was the use of the Internet to support teaching. The distinguishing feature of the approach used is the alternation between complementary on-site training and on-line activities.

How to transform a dire educational need into a wonderful opportunity for innovation and teachers'professional development

The body of individual experiences deriving from sometimes “dire” educational needs, such as those of students unable to attend normal education regularly (if at all), provides the school and research worlds with useful specific material for reflection and for testing new forms of teaching. A prime example is hospital and/or home teaching, that is to say an “open” type of teaching which disregards the usual physical boundaries and time limitations of the classroom, while at the same time guaranteeing the social and communicative dimensions that all classes need to have. It is in this sense that “dire” educational experiences can be considered a potential crucible for innovation in teaching and teachers’ professional development. In arguing this point, we begin with some considerations on the current relationship between technology and pedagogy. We then examine how the numerous individual experiences of hospital and home teachers might be leveraged for generating innovation that can be extended to the mainstream school system.

The WISE project and support for socialeducational inclusion

Some learners are temporarily or permanently hindered from participating normally in school, university or professional education and training due to physical or health disabilities that are either congenital or have been acquired through traumas or degenerative diseases. So can network and mobile technologies offer new opportunities for proper social/educational inclusion in these cases? This is the issue that guided research and development in WISE (Wiring Individualised Special Education), a project funded by Italy’s Ministry of Education, University and Research (MIUR) from 2009 to 2012. The main aim of WISE was to develop a support system for the education and special training of so-called homebound subjects, i.e. those who for physical or health reasons are confined to their homes or other closed environments such as hospitals or temporary homes. The essential components of the WISE support system are tools for sharing knowledge and good practices in Homebound Special Education (HBSE); the assisted planning of educational interventions directed at a special user base, and training of social/education workers. The project was coordinated by the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR) and involved six Research Units (RU) from Italian university centres of excellence specialized in research on the educational use of network technologies. This paper presents the main features of the project, together with research results and prototype development.

Graphical representation of the informal knowledge and problem-based learning

Discussion of conceptual use of information technology in its representation of content in the educational field. It examines in particular the use of concept maps and Petri nets.

Wikis in the organization and evaluation of c-learning

Description of a methodological approach aimed at promoting the process of monitoring and evaluating the collaborative learning process based on co-writing in a wiki. The reference context and research developed in the course Network Technology & Human Resources Development (HRD & NT) from the School of Political Science University of Turin.

Technology Enhanced Learning and university teaching: different approaches and reasons for their choice

Un’analisi su come si orientano i docenti universitari nella scelta di Technology Enhanced Learning (TEL). Vengono inoltro proposte alcuni suggerimenti utili su come orientarsi. La discussione prende in esame una serie di iniziative presso l’Universita’ di Torino tese a convogliare competenze metodologiche, tecnologiche e risorse economiche a favore sia di quei docenti gia’ attivi nell’uso didattico delle TEL sia della diffusione culturale e di competenze fra coloro invece che non avevano ancora mai avuto occasione di cimentarsi nel loro uso.

Networked collaborative learning and university teaching: the returns on education

Analisi dei fattori e delle motivazioni che possono spingere un docente ad adottare strategie di insegnamento tese a favorire l’apprendimento collaborativo in rete nella didattica universitaria.

Blended presence / distance learning

Presentation of the trial of a mixed approach presence / distance refresher course conducted under the EDIT (Educating with the Internet and Telematics) on the use of network resources to support teaching in schools. After a first reflection on the various uses of telematics to support upgrading and training of teachers, describes the course EDIT and results achieved.

Online training of teachers: The POLARIS experience

Reflections on various issues related to distance education, with particular reference to the Polaris project.