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di Lorenza Venturi
19 Dicembre 2003
Questo articolo, inviatoci da A. Basiel, affronta il problema di un linguaggio comune per l'e-learning e propone una tecnica di ricerca ed un set di strumenti on line per facilitare la comunicazione tra le parti coinvolte nell'utilizzo e nello sviluppo di un ambiente virtuale di apprendimento, Virtual Learning Environment (VLE), come amministratori, tecnici, 'tecnologi dell'apprendimento', accademici, formatori, tutor, pedagogisti, coordinatori di progetto e, ovviamente, allievi. La ricerca condotta da Basiel intende contribuire alla definizione di "buone prassi" per la progettazione e la creazione di VLEs finalizzati ad un tipo di apprendimento efficace, che consenta il perseguimento di risultati duraturi. L'autore sollecita i lettori a prendere visione del modello proposto, ad utilizzarlo e intervenire nella discussione.
Di Basiel si veda anche l'intervento alla conferenza organizzata da Indire a Smau "X-learning? Scenari di formazione integrata oltre l'e-learning".
There are many stakeholders involved in the process of planning, developing, implementing and maintaining a virtual learning environment (VLE). They may be administrators, technicians, learning technologists, academics, trainers, tutors, pedagogists, project managers, policy makers and (don’t forget) the learner.
How can we get such a multi-disciplinary group of players to form a common starting point or language?
I propose an adaptation of Checkland’s (1999) soft systems methodology (SSM) to a VLE context. Global Rich Pictures (GRIP) is a research technique and software toolkit that generates a graphical representation of the VLE stakeholder’s perspectives (Basiel A 2000). It factors in their organisational role as well as cultural issues, which is important if there are cohorts of learners from around the world.
How is this is done? By getting the VLE participants to use the online PowerPoint software toolkit to produce an ‘overview’ of the VLE system from their perspective, collaborative perspectives are presented. Next, the GRIPs are critically compared. Comments are posted on the VLE bulletin board for review and comment. The VLE moderator may facilitate this process. An example of GRIP may be explored at: http://www.iclml.mdx.ac.uk/research/#Global. Finally, a ranking of the VLE components should be prioritised. Additionally, a self review survey is built into the toolkit design for formative evaluation.
SSM is used in this context for understanding / structuring a problem domain. In this case, the ‘global perspectives’ of those involved in putting our university courses online (via WebCT). Some key components to this process are to: identify steps to go from A to B and then measure / determine organisational changes and attitudes. Global Rich pictures aims to mediate an understanding of what the problem situation consists of. The method developed, as part of this research, is to investigate:
1. process- set of activities in the VLE
2. techniques – ways of doing it supported by online tools
In summary, this article provides a research technique and online toolkit to help facilitate communication between VLE stakeholders. Through the use of this research we hope to establish ‘good practice’ for VLE design and create a VLE to support deep learning. Members of the e-learning research community are encouraged to download the GRIP toolkit and read the online multimedia induction materials. Please contact me [pros@mdx.ac.uk] so we can post your case study samples on the website and generate virtual discussions.
Per una traduzione dell'articolo si veda Traduttori automatici gratuiti di Silvia Panzavolta.
Reference:
Basiel, A. 2000 – “Web-based Learning Environments: The Transitional Autonomy Model (TAM)”, HTC’2000 (Human-centred Technology Conference), University of Sussex – England
Checkland, P. 1999 “Soft Systems Methodology in Action” John Wiley & Sons inc. USA ISBN: 0471 986054
Web: http://www.iclml.mdx.ac.uk/research/#Global
di Anthony ‘Skip’ Basiel, Middlesex University, Londra (UK) [pros@mdx.ac.uk]
editing a cura di Lorenza Venturi, redazione webzine [l.venturi@indire.it]
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