1,720,993 research outputs found
Classe sociale e istruzione formale: Una lettura attraverso le tecnologie
No full textNel 2020, in Italia, durante la pandemia di Covid-19, l'esistenza di due realtà è diventata abbastanza evidente: una in cui la formazione a distanza è stata sviluppata al massimo delle sue potenzialità; un'altra, in cui gli studenti sono stati lasciati ai loro desideri e dove non è stato nemmeno possibile garantire loro la possibilità di seguire video lezioni in modo sincrono. Lo scopo principale di questo lavoro è quello di creare un profilo dell'attuale situazione tecnologica della didattica italiana con l'aiuto di indagini e rapporti internazionali, studi scientifici e dati di rapporti nazionali. Dopo aver valutato gli effetti della tecnologia didattica sull'apprendimento, viene presentato un tentativo di indagare le cause del cambiamento tecnologico e culturale, cercando possibili risposte negli scritti di Aldo Visalberghi. In conclusione, viene proposto un confronto tra formazione a distanza e formazione tradizionale per comprendere meglio cosa è successo all'istruzione italiana durante la pandemia.In 2020, in Italy, during the Covid-19 pandemic, the existence of two reali-ties became quite evident: one in which distance learning has been developed to its fullest potential; another, in which students were left to their own desti-ny and where it was not even possible to guarantee them the possibility of following video lessons synchronously. The main aim of this paper is to create a profile of the current technological situation of Italian didactics with the help of international surveys and reports, scientific studies and national reports data. After assessing the effects of educational technology on learning, it is presented an attempt to investigate the causes of technological and cultural change, looking for possible answers in the writings of Aldo Visalberghi. In conclusion, a comparison between distance learning and traditional education is proposed to better understand what happened to Italian education during the pandemic
Measuring a Critical Impact on Technology in Education: A Tool for OERs Evaluation
No full textThis paper describes how giving students the tools to carry out an evaluative analysis of the resource they are accessing can enable them develop their analytical and critical thinking skills. It can also help them to gain insight into the importance of 'learning to learn'. These students also gain the ability to characterise the impact of OERs on Higher education teaching and learning. The main scope of the present research project is that students could independently evaluate the quality of online digital resources both as learners and future educators. Doing so it is possible to overcome “brief term instrumental characteristics” of tools and promote long term evaluation processes (Vertecchi, 2012). This proposal concerns an area of research into distance learning which has not been explored in this way previously. The study does not explore the quality of learning in online environments. Rather, it investigates how students should approach the online resources at their disposal, facilitating their critical and reflective skills and adopting a model for analysis
Intelligenza Artificiale e Educazione: le percezioni degli studenti del Dipartimento di Scienze dell’Educazione dell’Università Roma Tre sul concetto di Intelligenza Artificiale
Full text linkL’uso di metodologie di Intelligenza Artificiale (IA) basate sull’apprendimento automatico e il deep learning è ormai sempre più presente in tutti gli aspetti della nostra vita quotidiana, compresa la sfera dell’educazione. Il mondo dell’istruzione, di qualsivoglia livello, deve confrontarsi con il ruolo predominante che l’Intelligenza Artificiale ricopre nel mondo moderno. Già dall’aprile del 2018, la Commissione Europea ha pubblicato una strategia di sviluppo di un’IA antropocentrica e tramite l’aggiornamento del Piano d’azione per l’istruzione digitale 2021-2027 essa ha posto l’accento sulla necessità di elaborare orientamenti etici sull’IA e l’utilizzo dei dati nell’insegnamento e nell’apprendimento. Conoscere e comprendere i principi delle tecnologie ad alta densità di dati e le relative implicazioni educative, sociali ed etiche, rappresentano un nuovo dominio in cui è necessario aumentare il patrimonio comune di conoscenza. In questo contributo presentiamo i risultati iniziali di una indagine esplorativa condotta sugli studenti del Dipartimento di Scienze della Formazione dell’Università Roma Tre come primo passo per affrontare la domanda “Cosa pensano i futuri educatori dell’impiego dell’Intelligenza Artificiale in educazione?”. L’indagine presentata in questo articolo è uno studio esplorativo finalizzato a raccogliere le opinioni e atteggiamenti degli studenti sul concetto stesso di Intelligenza Artificiale, utili a verificare se esista, ed eventualmente in che misura, una coscienza condivisa di che cosa sia e quali siano i potenziali benefici e i rischi dell’uso dell’IA nel mondo dell’educazione.The use of Artificial Intelligence (AI) methodologies based on machine learning and deep learning is now present in all aspects of our daily lives, including our education. The world of education, at any level, has to consider the predominant role that AI plays in the modern world. In April 2018, the European Commission published a strategy for the development of anthropocentric AI, and the update of the Digital Education Action Plan 2021-2027 emphasized the need to develop ethical guidelines on AI and the use of big data in teaching and learning. Knowing and understanding the principles of data-intensive technologies and their educational, social and ethical implications represent a new domain in which is necessary to increase the common heritage of knowledge. In this contribution we present the initial results of an exploratory survey conducted among the students of the Department of Educational Sciences at Roma Tre University as a first step to address the question "What do future educators think about the use of Artificial Intelligence in education?”. The survey presented in this article is an exploratory study aimed at gathering students' opinions and beliefs on the very concept of Artificial Intelligence, useful to verify if there is, and possibly to what extent, a shared awareness of what it is and what are the potential benefits and risks of its use in education
Deep learning approach for predicting university dropout: A case study at roma tre university
Full text linkBased on current trends in graduation rates, 39% of today young adults on average across OECD countries are expected to complete tertiary-type A (university level) education during their lifetime. In 2017, an average of 10.6% of young people (aged 1824) in the EU-28 were early leavers from education and training. Therefore the level of dropout in the scenery of European education is one of the major issue to be faced in a near future. The main aim of the research is to predict, as early as possible, which student will dropout in the Higher Education (HE) context. The accurate knowledge of this information would allow one to effectively carry out targeted actions in order to limit the incidence of the phenomenon. The recent breakthrough on Neural Networks with the use of Convolutional Neural Networks (CNN) architectures has become disruptive in AI. By stacking together tens or hundreds of convolutional neural layers, a “deep” network structure is obtained, which has been proved very effective in producing high accuracy models. In this research the administrative data of about 6000 students enrolled from 2009 in the Department of Education at Roma Tre University had been used to train a Convolutional Neural Network based. Then, the trained network provides a predictive model that predicts whether the student will dropout. Furthermore, we compared the results obtained using deep learning models to the ones using Bayesian networks. The accuracy of the obtained deep learning models ranged from 67.1% for the first-year students up to 94.3% for the third-year students
Educational Robotics for Special Needs Students: Teachers’ Perspectives on Pre-service Training
No full textSince the introduction of LOGO by Seymour Papert in 1980 and the constructivist theories, after the teaching machines of Skinner, technology, robots and robotics activities have been viewed as effective educational tools. Multiple studies have demonstrated that robotics is a valuable device for special education students too. The present study is part of a particularly novel and challenging trend of research that intends to fill a knowledge gap regarding the perspectives and concerns of learning support teachers on educational robotics. Particularly by questioning teachers who have not received training in the use of educational robotics. In this exploratory study, 125 Italian pre-service learning support teachers were surveyed at the end or during their course specialization to determine their awareness and comprehension of educational robotics usage with students with special needs. The survey reveals that support teachers are not adequately trained to use educational robotics and that they are generally unfamiliar with it and they rarely employ it
Verba et Acta. Un esperimento per promuovere l'evoluzione delle compe-tenze linguistiche degli studenti degli istituti professionali
No full textINTRODUZIONE
No full textThe main objective of the project described in this book is that of identifying effective tools for on line distance learning. It can be set in two of the research lines carried out at the Department for Educational Design: innovation, design and teaching and learning methodologies; models and procedures of online distance learning. It refers about an experience carried out at Roma Tre University – Faculty of education, where the use of podcasting was analysed through quantitative and qualitative instruments of research
SOcial and Cultural IntegrAtion with PersonaLIZEd Interfaces (SOCIALIZE)
No full textThis is the first edition of the SOcial and Cultural IntegrAtion with PersonaLIZEd Interfaces (SOCIALIZE) workshop. The main goal is to bring together all those interested in the development of interactive techniques that may contribute to foster the social and cultural inclusion of a broad range of users. More specifically, we intend to attract research that takes into account the interaction peculiarities typical of different realities, with a focus on disadvantaged and at-risk categories (e.g., refugees and migrants) and vulnerable groups (e.g., children, elderly, autistic and disabled people). Among others, we are also interested in human-robot interaction techniques aimed at the development of social robots, that is, autonomous robots that interact with people by engaging in social-affective behaviors, abilities, and rules related to their collaborative role
INTRODUZIONE
No full textThe main objective of the project described in this book is that of identifying effective tools for on line distance learning. It can be set in two of the research lines carried out at the Department for Educational Design: innovation, design and teaching and learning methodologies; models and procedures of online distance learning. It refers about an experience carried out at Roma Tre University – Faculty of education, where the use of podcasting was analysed through quantitative and qualitative instruments of research
- …
