1,721,095 research outputs found
Le emergenze promuovono anche reazioni positive : l’indagine SIRD sulla didattica a distanza durante il lockdown = Emergencies also promote positive reactions : the SIRD survey on distance learning during the lockdown
No full textIntroduzione alla presentazione SIRD dei risultati nazionali della ricerca SIRD sulla Didattica a distanza in emergenza durante il lockdown in Itali
Sperimentare la valutazione tra pari in contesto universitario: uno studio pilota con futuri insegnati in formazione.
No full textLa valutazione tra pari, in qualsiasi forma essa sia espressa, coinvolge gli studenti nello sviluppo del proprio apprendimento, non solo dal punto di vista accademico ma anche cognitivo ed emotivo (Vickerman, 2009). Il presente contributo intende illustrare i primi risultati di uno studio pilota condotto in ambito universitario atto ad indagare il processo di peer-assessment tra studenti, ed in particolare tra futuri insegnanti in formazione, al fine di analizzare quanto questi processi possano sostenerli nello sviluppo di competenze trasversali ed in particolare esaminare l’utilità della peer review in termini di autoriflessione e autovalutazione sui compiti svolti. L’esperienza è stata condotta in seno al laboratorio curricolare dell’insegnamento di Docimologia della Facoltà di Scienze della Formazione Primaria presso l’Università di Modena e Reggio Emilia e ha visto la partecipazione di 46 studenti iscritti al quarto anno. Gli allievi sono stati chiamati, durante i primi due incontri, a lavorare in coppia alla realizzazione di un compito autentico e alla relativa rubrica di valutazione. Il terzo appuntamento è stato dedicato alla peer review e alla discussion sui feedback ricevuti dai colleghi. Vengono descritte le attività didattiche, gli strumenti di apprendimento e valutazione, e la piattaforma impiegata per effettuare le reviews e scambiare feedback.Peer assessment, in any form it is expressed, involves students in their learning development, not only academically but also cognitively and emotionally (Vickerman, 2009). The present contribution aims to illustrate the first results of a pilot activity carried out in a university context to investigate the peer-assessment process among students in teacher training. The goal is to analyse the effectiveness of these processes in supporting them in the development of transversal skills and particularly to examine the usefulness of peer review in terms of self-reflection and self-assessment on the tasks performed. The experience was undertaken within the workshop of educational measurement at the Faculty of Primary Education - University of Modena and Reggio Emilia and 46 students enrolled in the fourth academic year attended. During the first two lessons, the students were asked to work in pairs on the realization of an authentic task and the relative evaluation rubric. to realize an authentic task and the related evaluation rubric. The focus of the third meeting was on the peer review of the works and the related discussion on the feedback given by colleagues. Educational activities, learning and assessment tools, and the online platform to review and share feedback are described
Imparare a imparare tra metodi e soft skills. Un’indagine su pratiche didattiche
Full text linkL’imparare a imparare è un’iper-competenza che attiva e comprende diverse dimensioni del processo di apprendimento (Stringher, 2021). Diversi filoni di ricerca che hanno definito e operazionalizzato il costrutto riconoscono all’imparare a imparare l’essere inclusivo di dimensioni cognitive e metacognitive e di dimensioni affettive e sociali dell’apprendimento (Caena, Stringher, 2020; Ajello, Torti, 2019; Hoskins, Frediksson, 2008). Lo stato dell’arte assicura una certa varietà di strumenti per la valutazione della competenza e un nutrito filone di ricerca sulle concezioni dei docenti sull’imparare a imparare (Stringher, 2021; Weaytens, Lens, Vandenberghe, 2002), mentre risulta carente una messa a fuoco di attività e pratiche didattiche. Il presente contributo presenta i primi esiti di un sondaggio finalizzato a indagare alcuni progetti e pratiche didattiche ritenuti dai docenti centrati sull’Imparare a Imparare. Sulla scorta dei principali framework della letteratura, è stato predisposto un protocollo di intervista per rilevare analiticamente i percorsi didattici e in particolare i tratti favorevoli al potenziamento di rilevanti skills, e sottoposto a 16 insegnanti auto-selezionati (Scipione, 2021). I risultati confermano, anche sul piano delle pratiche, la presenza sia di una visione ristretta che di una allargata della competenza imparare a imparare (Hounsell, 1979) e una pluralità di interpretazioni del concetto di ‘metodo’.Learning to learn is a hyper-competence that activates and includes several dimensions of the learning process (Stringher, 2021). Sev- eral strands of research defined and operationalized the construct and they recognize Learning to Learn as being inclusive of cogni- tive and metacognitive dimensions and affective and social dimen- sions of learning (Caena, Stringher, 2020; Ajello, Torti, 2019; Hoskins, Frediksson, 2008). The state of the art ensures a variety of tools for assessing competence and a substantial body of research on teachers’ conceptions of learning to learn (Stringher, 2021; Weaytens, Lens, Vandenberghe, 2002). Instead, there seems to be a lack of studies focus on teaching activities and practices. This paper presents the initial outcomes of a survey designed to inves- tigate teaching projects and practices centered on Learning to Learn and submitted to 16 self-selected teachers. Based on the lit- erature, an interview protocol was designed to detect analytically the teaching paths and in particular the enhancement of relevant skills (Scipione, 2021). The results confirm, also on the level of practices, the presence of both a narrow and an expanded view of the learning-to-learn competence (Hounsell, 1979) and a plurality of interpretations of the concept of method
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Una progettazione integrata dalle tecnologie nel percorso di apprendimento della letto-scrittura. A design for the learning path of reading and writing integrated by technologies
No full textThe preparation of structured initiation path to reading-writing, the organization of activities and contents according to the student’s expertise represent a modern reinterpretation of the aspects
referred to the Ferrière’s point 19. This contribution is part of the Alphabet140 program, developed by SapIE association, aimed at encouraging the learning of reading and writing through a systematically organized process of cognitive enhancement, based on the exercise of phonological awareness. The goal of this work is to present the added value deriving from a learning and training design integrated by technologies. The obtained results confirm the effectiveness of this path undertaken by following a progressive and rigorous approach
Linee portanti di un progetto di educazione alla pace e alla mondialità. Cornerstones of a Project of Education for Peace and Global Citizenship
No full textTra partecipazione e autoregolazione dell’apprendimento. Alla ricerca di un’unità di analisi per la promozione della scuola democratica. Between Participation and Self-regulated Learning. In Search of a Unit of Analysis for the Promotion of Democratic Education
No full textL’istruzione democratica è un processo di continuo superamento degli ostacoli all’apprendimento, anziché un modello ideale. Questo contributo presenta una riflessione metodologica, che riguarda l’unità di analisi pertinente per lo studio delle condizioni contestuali che impattano sull’apprendimento. Facendo riferimento all’etnometodologia, si ritiene che la “struttura della partecipazione” nei contesti educativi costituisca l’insieme delle condizioni situazionali che configurano le opportunità di apprendimento auto-regolativo di allieve e allievi. L’elaborazione di un focus osservativo aperto consente sia il riconoscimento dei vincoli allo sviluppo del pensiero auto-regolativo, sia la condivisione di prospettive con le insegnanti e le educatrici, allo scopo di elaborare progetti di cambiamento. Come caso di studio, ci si riferirà al materiale etnografico di un percorso formativo in un sistema di doposcuola, condotto dal 2016 al 2018
Variations on the Author
Full text link“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
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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