1,720,993 research outputs found
Becoming at the Borders: the Role of Positioning in Boundary-Crossing between University and Workplaces
Get PDFBoundaries-crossing from university to workplaces is one of the most meaningful crisis for the professional development of the young people. Students need to develop cultural tools to solve their inner conflicts typical of this phase. In this study, the Dialogical Self Theory is used, inspired by Bakhtin, to define cross-boundaries in terms of identity positions development. The Trialogical Learning Approach is applied to design collaborative activities implemented during the course, aimed at building professional objects, designed together with some companies. During the course, students are required to build and maintain e-portfolios, which we consider as the place where cross-boundaries of I-positions can be observed. One case is selected as representative of the trajectories toward the so-called trialogical position that has a professional nature and takes into account the objects built. The results show an expansion of the student identity position repertoire, including future, professional and collective positions. Furthermore, the object designed with the company is perceived as a boundary-object that supports the shift from present to future positions and from university to professional communities
How to use assessment data collected through writing activities to identify participants’ critical thinking levels
Get PDFThe present paper aims at presenting the Critical Thinking (CT) Skills assessment results in teachers participating in the Erasmus+ KA203 CRITHINKEDU summit (Critical Thinking Across the European Higher Education Curricula), organised in Leuven in June 2019. Within the summit, a workshop was organized to promote in participants’ CT skills knowledge, especially in terms of CT assessment methods through open-ended questions. Based on our theoretical assumptions, description and interpretation activities of written text promote skills such as Analysis, Argumentation, Inference and Critical evaluation, which can also be defined in terms of improvement of language skills. Teachers participating in the workshop were assessed through a test composed by literary text paraphrase and commentary exercises; a prototype for the automatic assessment of CT in open-ended answers was used to evaluate the open-answers. Also three human raters evaluated the answers’ texts. The goal of the present research was to verify the assessment method reliability and to collect some data useful for the implementation of the automatic prototype
Blended Learning and Teaching in Higher Education: An International Perspective
Get PDFBlended learning is not a new topic for educational research in Higher Education (HE) [...
Participants' expectations and learning needs in an online professional development initiative concerning “Emergency Remote Education” during the 2020 COVID-19 lockdown
Get PDFDurante il lockdown dovuto alla pandemia di COVID-19, diverse iniziative online sono state organizzate al fine di fornire agli insegnanti e agli educatori le competenze necessarie per affrontare la transizione all'insegnamento a distanza. La partecipazione a questo tipo di iniziative, destinate allo sviluppo professionale, può essere considerata come una strategia di apprendimento tramite auto-regolazione (Self-regulation), grazie alla quale gli utenti hanno la possibilità di ridurre un gap di competenze percepito. In questo lavoro, esploriamo e descriviamo le aspettative e i bisogni di apprendimento percepiti da un gruppo di partecipanti volontari alla serie di webinar riguardante la "Didattica di emergenza da remoto", realizzata dall'European Distance E-learning Network (EDEN). I dati raccolti attraverso un breve questionario, compilato da 607 partecipanti, mostrano che più del 50% degli intervistati ha autovalutato il proprio livello di competenza come alto. I risultati forniscono spunti interessanti circa la progettazione di percorsi di sviluppo professionale online aperti a diversi target di fruitori.During the lockdown due to the COVID-19 pandemic, several online initiatives have been enacted to provide teachers and educators with the skills needed to face the transition to online learning and teaching. Voluntary attendance of these kinds of initiatives for continuous professional development can be considered as a self-directed learning strategy enabling users to reduce a perceived skill gap. In this work, we explore and describe the expectations and the perceived learning needs of a group of participants who voluntarily decided to attend a webinar series concerning “Emergency Remote Education”, carried out by the European Distance E-learning Network (EDEN). The data collected through a short questionnaire, filled in by 607 participants, show that more than 50% of the respondents self-assessed their level of expertise as high. The results may provide insights into how to design online continuous professional development initiatives which are open to different targets
Professional development of in-training museum educators: An experience of curriculum improvement in time of a pandemic
Get PDFThe present paper aims to illustrate the reorganization of two post-graduate courses, "Museum Education. Theoretical aspects" and "Advanced Studies in Museum Education" promoted by CDM (Center for Museum Studies) - Dept. of Education at Roma Tre University, carried out during the Covid-19 pandemic, and to analyze the education strategies adopted in terms of museum professionals development to face the Covid-19 museum and universities 2020 Italian lockdown. The results emerging from the quantitative evaluation of the module "Museum and Social Networks", taking into consideration the activities and digital tools proposed, show the efficacy of the courses reorganization, in terms of transverse and professional skills development in university students, critical thinking and collaboration in particular. Moreover, the data analysis give useful indications in term of university online lectures, laboratory activities and practices in e-learning mode, evaluation tools and methodologies aimed at solliciting professional development of in-training museum educators in university learning context
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Advanced Visual Interfaces for Augmented Video
No full textThe growing use of online videos across a wide range of applications, including education and training, demands new approaches to enhance their utility and the user experience, and to minimise or overcome their limitations. In addition, these new approaches must consider the needs of users with different requirements, abilities, and usage contexts. Advances in human-computer interaction, immersive video, artificial intelligence and adaptive systems can be effectively exploited to this aim, opening up exciting opportunities for enhancing the video medium. The purpose of this workshop is to bring together experts in the fields above and from popular application domains in order to provide a forum for discussing the current state-of-the-art and requirements for specific application domains, in addition to proposing experimental and theoretical approaches
L'accettazione del tablet a scuola: uno studio in un gruppo di docenti della scuola secondaria di secondo grado.
No full textIl presente studio mira ad esplorare il punto di vista degli insegnanti rispetto all’introduzione del tablet nel nostro contesto scolastico, in quanto primi fautori di una possibile rivoluzione digitale nelle scuole
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
