Long Dong Silver Movie

I Draw? Learn? LIM



Sometimes a old post can re-create thoughts and insights. The pretext was the SCORM, its meaning in the light of learning, cost-benefit analysis.
I, with my usual spirit of ecumenism, I argued that the SCORM does not do anything, that does not help us at all in determining what a person has learned, it's just an additional cost (in the development of the already useless - to me - Learning Object).
More specifically argued that the tracking is made possible by a scormizzare LO did not give any useful information to determine whether a person and what he learned.
Obviously, my ideas behind these there was and there is a whole idea of \u200b\u200bwhat learning is and what it makes sense to hope for that to occur.
That post had already generated then a series of comments by Antonio Fini and Gigi Cogo, comments bounced on Facebook.
Massimiliano Ferrari has dusted off that old post from February BEGINNING sostenedo the validity of teaching and SCORM tracking; counterargument Lorenz Toniolo close to my position (to short). Ferrari has also written on his blog with the tasty title Blog Wars

In that post I commented that I sostenedo tracing has the same sense of "presence" of a student in the classroom: the fact that a person is present in court is simply saying that in there and not elsewhere, which is five hours sitting on a chair and that, well that goes, "listen" who is talking, and often it is just watching the air numb. The presence in the classroom not tells us nothing about what the person has learned (should be clarified what it means to "learn").

Ditto for tracing. In fact, here the trick is even easier and easier. You can click eating a sandwich or watching TV, you can click on a person ... complacent.
will say that there are always evaluation tests.

But what measure the classical multiple choice test, a drag-and-drop to completion?
Very little. Unless some form of storage.

should therefore be measured on the idea that we are all learning (which does not coincide with the teaching because the teaching non consegue necessariamente l’apprendimento).

Si dovrebbe, anche, esplicitare le ragioni per cui facciamo formazione: formiamo per la memorizzazione e la ripetizione (in tanta scuola si fa esattamente così)?
Io preferirei formare per la comprensione, per l’ “apprendimento autentico”.
Non mi interessa sapere, soprattutto nella formazione degli adulti, cosa una persona ha imparato al termine di un corso ma cosa, una volta tornata al lavoro, saprà fare con le cose che imparato.
Si potrebbe introdurre anche il concetto di “valutazione autentica”, ma il discorso si farebbe lungo. Magari riprendo al cosa in un nuovo post.

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