1,721,014 research outputs found
Ambienti digitali e valutazione degli apprendimenti. La co-progettazione di un e-portfolio all’interno del Living Lab ScuolAperta
Get PDFLa percezione degli studenti nella valutazione dei corsi universitari erogati in modalità blended
Get PDFThe spread of blended academic courses generates two needs: on the one hand, to make more explicit what we mean exactly by “mixed teaching”, and on the other, to develop a suitable framework guiding the complex evaluation process of this innovative university teaching mode. Students’ perception has always been one of the most important features to consider whenever teaching is evaluated. The aim of this contribution is to describe methods and results of an investigation carried out with a sample of students enrolled in the four courses that the University of Modena and Reggio Emilia (UNIMORE) delivers in blended mode
Le azioni di monitoraggio sul progetto “Didattica per competenze” di UNIMORE
Get PDFIl contributo presenta le azioni e i risultati del monitoraggio condotto sulle percezioni degli attori coinvolti nel progetto triennale “Didattica per competenze”, attivato presso l’Università di Modena e Reggio Emilia (UNIMORE) per gli anni accademici 2016-2019 allo scopo di sviluppare negli studenti le competenze di problem solving e team working. Il progetto, che prevedeva la sperimentazione di metodologie di didattica attiva su un certo numero di insegnamenti delle aree economico-sociale, sanitaria e scientifica, ha coinvolto un gran numero di docenti, studenti e tutor. Lo scopo del monitoraggio, basato sull’uso di questionari e focus group, è stato quello di rilevare le percezioni di questi attori nei confronti della sperimentazione didattica, in particolare della metodologia didattica adottata: il Team Based Learning. Nel contributo vengono presentati gli strumenti, le azioni e i risultati del monitoraggio con l’obiettivo, nel breve termine, di mettere in evidenza punti di forza e punti di debolezza del progetto e, in prospettiva, di definire le caratteristiche di una buona pratica didattica da poter assumere come riferimento per una futura generalizzazione a livello di ateneo
Predictive Model Selection for Completion Rate in Massive Open Online Courses
No full textIn this paper we introduce an approach for selecting a linear model to estimate, in a predictive way, the completion rate of massive open online courses (MOOCs). Data are derived from LMS analytics and nominal surveys. The sample comprises 722 observations (users) carried out in seven courses on EduOpen, the Italian MOOCs platform. We used 24 independent variables (predictors), categorised into four groups (User Profile, User Engagement, User Behaviour, Course Profile). As response variables we examined both the course completion status and the completion rate of the learning activities. A first analysis concerned the correlation between the predictors within each group and between the different groups, as well as that between all the dependent variables and the two response variables.
The linear regression analysis was conducted by means of a stepwise approach for model selection using the asymptotic information criterion (AIC). For each of the response variables we estimated predictive models using the different groups of predictors both separately and in combination.
The models were validated using the usual statistical tests.
The main results suggest a high degree of dependence of course completion and completion rate on variables measuring the user’s behavioural profile in the course and a weak degree of dependence on the user’s profile, motivation and course pattern.
In addition, residual analysis indicates the potential occurrence of interaction effects among variables and non-linear dynamics
Professionalità emergenti nella società digitale: l’innovation designer
Get PDFTechnological progress asks for pace that put in crisis the traditional university system. The new challenge of university courses is to be able to prepare professionals with specific competences in line with the evolution of the labour market. Digital transformation sets up rules to establish new professions and digital skills. Since new technologies are skewing toward new industries principles characteristics, then the universities have to adaptto determining new teaching and learning system.
Soft skills become essential for the current labour market. It is important to teach and develop these kind of skills and more specifically relational, communicative, and team work skills. In order to be in line with digital revolution, it is necessary to rethink of training models and to promote new research and education paths through the design of new learning environments.
This article deals with the definition of new professional figure that works in business and education contexts, the Innovation Designer. The University of Foggia is the promoter of this innovation at national and international job placement scenario thanks to the collaboration with Samsung and through promoting advanced training courses increasing new opportunities in line with labour market needs
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
Innovazione della didattica universitaria. Didattica per competenze a Unimore
Get PDFNel triennio 2016-2018 l’Università degli Studi di Modena e Reggio Emilia ha attivato il progetto “Progettare la didattica per competenze - Competency based learning and teaching (CBLT)” con l’obiettivo di indagare attraverso metodi sperimentali il legame esistente fra sviluppo di competenze trasversali nel contesto universitario e uso di metodologie di didattica attiva. Attraverso la misurazione delle soft skills (in particolare problem solving e team working) per 973 studenti coinvolti in una sperimentazione didattica in 16 insegnamenti sono state rilevate le variazioni nei punteggi totalizzati dagli studenti nelle prove in ingresso e in uscita e confrontate con i punteggi del gruppo di controllo (236 studenti). Pur se moderate, per entrambi i gruppi sono presenti variazioni che risultano più elevate per il gruppo sperimentale. Esse sono correlate negativamente ai punteggi del pre-test e più evidenti per la competenza del problem solving
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
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