État de publication: Publiée (2011 ,2 Juin )
Nom de la revue: QWERTY : Rivista interdisciplinare di tecnologia cultura e formazione
Intervalle de pages: 263-273
Résumé: In recent years, university online courses progressively increased. Different training approaches and theoretical models have been developed: in particular the focus is on the socio-cultural constructivist approach, that considers knowledge as something dynamic, developed within a community, and on a theoretical model, called Knowledge Building Community (Bereiter, 2002; Scardamalia, 2002, 2003). The need arises, just to meet this new demand, that teachers and tutors increasingly broaden the ability to design courses online. This is indeed a complex task, as it must be able to integrate into a unified framework needs and expectations of participants and the available resources. This contribution will consider the design of an online course starting from a practical experience held at the University of Valle d’Aosta. Therefore different stages and different operations will be described to design the course: setting goals, definition of units and material preparation, organization of the database and of the “views” in the Knowledge Forum, preparation of the “face to face meetings”, definition of the students’ roles and of metacognitive reflection. Such moments lead to the definition of a precise and detailed training agreement between teachers, tutors and students that will enable them to form a research community that builds knowledge, starting from a problem related to the issues under study and initiating a process of investigation.