1,721,337 research outputs found
Digital storytelling: social dynamics and participation paths
No full textInteractive technology environments are a resource for both students and teachers. Through these interactive contexts, learning acquires complexity as it is not only the result of individual cognitive processes, but also of interactive and communicational dynamics that exceed the centrality of the process of transferring content.
The research focuses on the participatory dynamics generated by the use of digital storytelling within two primary school class groups (40 students in total) in Bari, with particular attention to the participation paths created within the learning community. Using a qualitative version of the Social Network Analysis we intend to investigate the interactive dynamics of the two groups and then compare the results. The results are expected to show how meaningful learning takes place through social and cultural dynamics (Wenger, 1998), influenced by the context in which knowledge is built
Harms reporting in randomized controlled trials of interventions aimed at modifying microbiota
No full textThe unregulated freedom to link the results of a trial done with a specific formulation to a new, different one sold under the same brand name is a further confounding factor. Without consideration of current regulatory and commercial loopholes, assessing harms will be difficult for researchers, physicians, and patients. More stringent regulations mandating full disclosure of the probiotic microorganisms at the strain level (and not just at the species level) and of the origin of the product and manufacturing changes are a prerequisite for proper safety and efficacy reporting
Educare con i media, educare ai media. Una riflessione sulle pratiche di insegnamento e apprendimento
No full textIn this paper we intend to reflect about new media in educational contexts. Through a review of the literature and the empirical evidences, and also presenting the results of a research conducted inside a Secondary School, we’ll analyse the changes that occur in teaching and learning practices
The culture of sustainability in schools: old and new pedagogical paradigms
No full textPedagogical sustainability has become a challenge that has involved not only the institutions of the various governments of the European states and the whole civilized world but also all the aware citizens who are able to offer an effective and concrete contribution through direct personal and social intervention. responsible. The pedagogical world continues to question itself on this theme, highlighting how the term sustainability is indissoluble from human development and social responsibility; it must be understood as a horizon, a multidisciplinary perspective. Even at an institutional level, schools of all levels and levels must and want to intervene. In this paper we want to rethink, also through the analysis of Italian and European documents, the way of making school and training future citizens through pedagogical reflection about sustainability. This reflection was also the basis of an action research organized within the Course in Primary Education Science, Department of Science of Education, Psychology and Communication of the University of Bari “A. Moro”.La sostenibilità pedagogica è diventata una sfida che ha coinvolto non solo le Istituzioni dei vari Governi degli Stati Europei e di tutto il mondo civile ma anche tutti i cittadini consapevoli in grado di poter offrire un contributo fattivo e concreto attraverso un intervento personale, sociale diretto e responsabile. Il mondo pedagogico continua ad interrogarsi su questo tema evidenziando come il termine sostenibilità, è indisgiungibile da sviluppo umano e responsabilità sociale; esso deve essere inteso come orizzonte, prospettiva multidisciplinare. Anche a livello istituzionale la scuola, di ogni ordine e grado, deve e vuole intervenire.
Il presente contributo intende ripensare, anche attraverso l’analisi dei documenti nazionali ed europei, il modo di fare scuola e formare i futuri cittadini del mondo attraverso la riflessione pedagogica attorno al tema della sostenibilità. Questa riflessione è stata, inoltre, il tema fondante di un progetto di ricerca-azione avviato presso il Corso di Laurea in Scienze della Formazione Primaria del Dipartimento di Scienze della Formazione, Psicologia, Comunicazione presso l’Università degli Studi di Bari “Aldo Moro”
Ripensare gli spazi: l’educazione all’aperto come proposta per il benessere e il miglioramento dell’apprendimento degli alunni
Full text linkNegli ultimi anni sono state svolte numerose esperienze didattiche accomunate
dall’idea che gli spazi aperti siano luoghi in grado di supportare l’apprendimento dei bambini, apportando vantaggi che si riflettono sul loro benessere psicofisico e sociale (Farné & Agostini, 2014). In questa prospettiva, si inserisce l’Outdoor Education (OE), che prevede percorsi da realizzare in ambienti naturali, in cui le esperienze possiedono un carattere pratico e coinvolgono gli studenti a livello sensoriale e corporeo (Malone & Waite, 2016). L’attuale sfida è quella di integrare l’OE nella pratica didattica, estendendo il concetto di aula ad altri ambienti open space, utilizzabili sia per momenti di studio sia per quelli di incontro e riflessione personale (Ceciliani, 2019b). Diviene così necessario riflettere sulla qualità degli ambienti educativi e avvalersi di spazi in cui i discenti siano i diretti costruttori e responsabili dei luoghi che abitano (Mortari, 2008).A variety of open space educational experiences have been carried out in recent years. The underlying idea is that natural environment and open spaces can support children’ learning and bring benefits affecting their psychological and social well- being (Farné & Agostini, 2014). In this perspective, Outdoor Education provides paths to be implemented in natural environments, in which the experiences have a practical character and involve students at a sensory and bodily level (Malone & Waite, 2016). The current challenge is to integrate outdoor education in teaching practice, extending the concept of the classroom to other open space environments, usable both for moments of study and for those of meeting and personal reflection (Ceciliani, 2019b). It becomes, thus, necessary to reflect on the quality of educational environments and make use of spaces in which learners are the direct builders and managers of the places they inhabit (Mortari, 2008)
Short-Term Efficacy and Safety of Non-Ablative Laser Treatment Alone or with Estriol or Moisturizers in Postmenopausal Women with Vulvovaginal Atrophy
No full textBackground: Among treatments for vulvo-vaginal atrophy (VVA), there is a new kind of energy-based device, the non-ablative CO2 laser. Aim: This study aimed to assess the efficacy and safety of the non-ablative CO2 laser in menopausal women with VVA as a monotherapy or in association with vaginal estriol or moisturizer. Methods: Seventy-five women with VVA received laser treatment (Laser group), laser plus estriol gel (Laser+E) or laser plus moisturizers (Laser+M). The study protocol consisted of 3 monthly laser sessions (t0, t1, t2) and a gynecological examination at baseline and 1 month after last laser treatment (t3). Objective measures included VHI (Vaginal Health Index) and VuHI (Vulvar Health Index); subjective symptoms of VVA (Dryness, Burning, Itching, Dysuria) evaluated via visual analog scales, sexual function evaluated by FSFI (Female Sexual Function Index), FSDS (Female Sexual Distress Score) and MENQOL (Mopause-specific Quality Of Life). Adverse events and discomfort encountered during the procedure were also assessed. Outcomes: Primary outcomes were the evaluation of VHI and VuHI and secondary outcomes were changes in VVA symptoms (VAS), sexual function (MENQOL, FSFI, FSDS) and discomfort during the procedure. Results: Seventy-five women (25 in Laser, 25 in Laser+E and 25 in Laser+M group) completed the study. At t3, mean VHI, VuHI, dryness, burning and itching VAS scores improved significantly with no differences between the groups. The lubrication domain of FSFI improved significantly only in the Laser+M group, while the pain domain improved significantly in all women with no differences between the groups. FSFI and FSDS overall scores and MENQOL sexual domain improved in all women with no significant difference between the groups. The mean score of the pain during the procedure was low at t0 and did not change throughout the study. Clinical implications: This study extends knowledge concerning the effectiveness of a new non-ablative CO2 laser in post-menopausal women with VVA. Strengths & limitations: This is one of the first studies on this kind of laser and is the first to compare the effectiveness of laser treatment alone or in combination with vaginal estriol or moisturizers. Parameters of VVA and sexual function were evaluated using validated tools. Study limitations include short follow-up time, the limited number of participants and the absence of a sham-controlled group. Conclusion: Non-ablative CO2 laser seems to be an effective treatment for VVA in menopausal women. Our preliminary data shows that it can be effective as monotherapy or with adjuvant treatments. Alvisi S, Lami A, Baldassarre M, et al. Short-Term Efficacy and Safety of Non-Ablative Laser Treatment Alone or with Estriol or Moisturizers in Postmenopausal Women with Vulvovaginal Atrophy. J Sex Med 2022;19:761–770
ICT in Higher Education and Lifelong Learning. SIREM 2013 Conference Proceedings, November 14th-15th, Bari (Italy). Bari: Progedit.
No full textThe present proceeding collects twenty-seven papers exposed during the scientific meeting SIREM 2013 “ICT in Higher Education” held on November 14th and 15th, 2013 in Bari, Italy. There are another ten full papers presented at the conference that were collected within the Volume VI, no. 1, June 2014 of REM - Research on Education and Media Journal.
The conference engaged in an interesting interdisciplinary debate about the role of technology in higher education and lifelong learning, presenting an accurate analysis on new strategies for instructional design, innovative teaching approaches methods, and effective assessment systems.
The conference also enabled SIREM scholars to collect the state of the art of the Italian scientific research and the best teaching experiences on the following topics:
! Technologies in higher education
! Digital skills and lifelong learning
! Technological innovation and vocational training
! Digital literacy and adult education
! Technologies for lifelong learning
! Innovative methods and techniques for e-learning
! Models and assessment tools of e-learning
! Mobile learning environments (M-learning) for adult education
! Social learning and lifelong learning.
The conference has been a very important scientific event to establish a dialogue among scholars from several Italian universities. During the conference, they met to examine and discuss emerging issues in the educational field, presenting different but complementary points of view and studies, aiming to map an evolving scene.
This proceeding is divided into three main sections, representing three categories in which contributions were organized during the conference:
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Full Paper: contributions referred to results of an original research work.
Short Communication: information about research projects not fully completed.
Experience: innovative educational experiences.
All contributions collected here represent an important record of the interesting ongoing research courses and live cultural debate around educational technology and media education in the national scientific context. In addition, many of the researches presented here demonstrate how collaboration and openness to international environments can bring significant benefits in terms of intercultural development, in order to weave paths with
unprecedented and innovative thinking.
Diana Laurillard, a scholar from the Institute of Education in London, participated in the conference with her keynote presentation “Teaching as a design Science: investigating the integration of technology with pedagogy” and with this contribution opened the space for international research and reflection about innovative strategies in learning design.
The annual conference organized by SIREM represents a fruitful discussion about new frontiers on media research in the national and international scene with a significant openness to innovative lines and research horizons
Documenting at school: the research training "Scritture Bambine" between transmedia storytelling and mapping
No full textThe project, in cooperation between the Faculty of Educational Sciences, Psychology & Communication, University of Bari and Ufficio Scolastico Regionale della Puglia (USR, Regional School Office), involved seven Primary and Secondary schools located in Bari and its district as well as Institute Karibu, Panzi (Congo) in a collaborative research& training project aiming at experimenting autobiographical activities for intercultural training practices in primary and secondary school. Starting from an analysis of the different stages that made up the final project, this paper is meant to offer some considerations on the relations between narrative processes and transmedia education documentation. In particular, the core focus is on the driving role played by the development of technologies in fostering new narrative media, with particular emphasis on storytelling activities. At the end of this article a series of devices used to “provide documentary evidence of laboratory activities” carried out by the research project DidaSco within the research itinerary adopted by schools which have joined the project will be showed. These new devices combine writing skills (words, images) with the potential offered by transmedia. Each medium has its own potential and peculiarities which may be used in educational settings appropriately. Nowadays, a new “universe” of writing can be created; the common thread can be developed in different - though coherent - ways on different media, thus creating a new “archetype for communication”
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