About this paper

Appears in:
Pages: 4423-4433
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.2075

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

PARTICIPATORY EVALUATION TO OUTLINE GUIDELINES FOR AN E-LEARNING MODEL INTO UNIVERSITY COURSES. THE CASE OF “FLIPPED CLASSROOM X MOOCS” PROJECT

S. Patera

University of Salento (ITALY)
This paper belongs to a final scientific dissemination activity of the research project “Edoc@Work 3.0 - Education and work on the cloud”, funded by M.I.U.R. and U.E. on the topic: “Smart Cities and Communities and Social Innovation”. Within the project Edoc@Work 3.0, it had been managed an experimental university model called “Flipped classroom x MOOCs” aimed at the definition of Guidelines for planning a following e-learning model into the University of Salento in the South of Italy. “Flipped classroom x MOOCs” had involved some university courses at the University of Salento starting with participatory planning activities oriented to teachers/students and focused on how to plan/develop/evaluate an experimental model of Flipped classroom per MOOCs in their courses. After the experimentation of the model of “Flipped classroom MOOCs”, for the purpose of the project, a participatory evaluation activity had provided a report containing useful information to write the Guidelines for planning a e-learning model into the University of Salento. The participatory evaluation activity joined together: the objectives of the University through the project, the international standards through the recommendations of the main meta-analyses and the needs of the teachers and students involved into the experimental university model of “Flipped Classroom x MOOCs” through the results of a Swot-r procedure.

In the framework of Fourth Generation Evaluation and Empowerment Evaluation, evaluation as a learning process, is a means to achieve a more effective evaluation but can be seen as an end if it promotes collective learning process making more inclusive and democratic the knowledge - decision - action processes.

From this point of view, evaluation had both enhanced organizational learning process and improved a shared culture for educational planning/evaluation in the University useful to deal with the complexity of the educational challenges of the contemporary world. The evaluation, therefore, assumes a knowledge-value as it’s oriented to understand the experience achieved from the point of view of the actors who took part into the project. In addition, the evaluation assumes a formative-value as reflective activity, not just on the achievement as compared to the strategies used by the actors to reach them.
@InProceedings{PATERA2016PAR,
author = {Patera, S.},
title = {PARTICIPATORY EVALUATION TO OUTLINE GUIDELINES FOR AN E-LEARNING MODEL INTO UNIVERSITY COURSES. THE CASE OF “FLIPPED CLASSROOM X MOOCS” PROJECT},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.2075},
url = {http://dx.doi.org/10.21125/edulearn.2016.2075},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {4423-4433}}
TY - CONF
AU - S. Patera
TI - PARTICIPATORY EVALUATION TO OUTLINE GUIDELINES FOR AN E-LEARNING MODEL INTO UNIVERSITY COURSES. THE CASE OF “FLIPPED CLASSROOM X MOOCS” PROJECT
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.2075
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 4423
EP - 4433
ER -
S. Patera (2016) PARTICIPATORY EVALUATION TO OUTLINE GUIDELINES FOR AN E-LEARNING MODEL INTO UNIVERSITY COURSES. THE CASE OF “FLIPPED CLASSROOM X MOOCS” PROJECT, EDULEARN16 Proceedings, pp. 4423-4433.
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