The paper explores the opportunities offered by the integration of OERs design and development in blended learning models. The approach proposed is based on the concept that OERs co-creation process can be itself part of a leaning path that allow learners to drive and design their own learning. In the context of blended learning, combining online digital media as well as the traditional classroom methods, situational affordances are distributed across a network of learning objects (smart) storing a variety of digital contents. Learning takes place when learners collaboratively and creatively generate new contents connections developing new knowledge artefacts. This process activates serf regulated, personalized, collaborative, reflective and situational learning strategies as learners construct knowledge against peer' understandings; negotiating meanings anchored to real word scenarios. The reflection proposed moves from the experience conducted in the framework of the European funded project EULALIA “Enhancing University Language courses with an App powered by game-based Learning and tangible user Interfaces Digital Creativity Enhanced in Teacher education”.
Develop OERs for technology enhanced learning / Mazzucato, A.; Kic-Drgas, J.. - 3025:(2021). (Intervento presentato al convegno 2nd Workshop on Technology Enhanced Learning Environments for Blended Education - The Italian E-Learning Conference, teleXbe 2021 tenutosi a ita nel 2021).
Develop OERs for technology enhanced learning
Mazzucato A.;
2021
Abstract
The paper explores the opportunities offered by the integration of OERs design and development in blended learning models. The approach proposed is based on the concept that OERs co-creation process can be itself part of a leaning path that allow learners to drive and design their own learning. In the context of blended learning, combining online digital media as well as the traditional classroom methods, situational affordances are distributed across a network of learning objects (smart) storing a variety of digital contents. Learning takes place when learners collaboratively and creatively generate new contents connections developing new knowledge artefacts. This process activates serf regulated, personalized, collaborative, reflective and situational learning strategies as learners construct knowledge against peer' understandings; negotiating meanings anchored to real word scenarios. The reflection proposed moves from the experience conducted in the framework of the European funded project EULALIA “Enhancing University Language courses with an App powered by game-based Learning and tangible user Interfaces Digital Creativity Enhanced in Teacher education”.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
