1,720,987 research outputs found
Orchestrazione strumentale per l'inserimento di "Aule Virtuali" a scuola
No full textThis paper identifies usage scenarios of a web platform called "Virtual Classrooms" and analyses students' perception of the technology to understand whether and how this perception changes during platform testing. To do this, we draw on the concept of "Instrumental Orchestration", which has only been deployed in mathematics education to date, to understand whether the concept is analytically useful when applied to other school subjects. The participants are three teachers of three different subjects with different levels of expertise with the web platform, and their classes (55 students in total). Data was generated through (i) a self-observation instrument for teachers and (ii) a questionnaire for students, administered at the beginning and the end of the platform testing. Four "Instrumental Orchestration" scenarios, two of which are already identified in literature, are evident from the mix analysis, as well as minor variations in technology perception. Limitations and implications of this study are also discussed
Il Progetto Orienta.
No full textL’orientamento nella scelta del percorso formativo o del tipo di professione che si intende svolgere si configura come una delle questioni più delicate per gli studenti impegnati nel proprio percorso di studio e si costituisce quindi come una dimensione rilevante nell’azione educativa della scuola di oggi. Tali scelte infatti risultano particolarmente impegnative se si considera la complessità del quadro entro cui esse si collocano: pluralità dell’offerta formativa disponibile, sia per quanto riguarda la scuola superiore che l’università, mondo del lavoro in costante cambiamento, necessità di coniugare i propri personali interessi con le possibilità realmente percorribili.
È nell’ipotesi di incontro tra prospettiva costruttivista sociale e uso delle nuove tecnologie che si fonda il progetto Orienta, che tenta di aprire una pista ancora poco percorsa nelle prassi di orientamento e che viene presentato in questo articolo. Il Progetto si basa sull’idea di orientamento come educazione alle scelte e prevede uno sviluppo in quattro direzioni: conoscenza di se stessi, acquisizione di capacità decisionali, conoscenza del mondo formativo, conoscenza del mondo del lavoro.
La presente esperienza mostra come la pratica dell’orientamento scolastico possa essere ripensata all’interno di una prospettiva costruttivista sociale rendendo l’ambiente scolastico una comunità orientante. Questo comporta il non concentrare l’azione di orientamento nell’unico momento del passaggio verso un livello scolastico successivo, attraverso una prospettiva focalizzata sull’analisi delle caratteristiche del singolo studente, ma modificare in senso orientante le pratiche diffuse nella quotidianità scolastica. Il progetto Orienta, ispirato da tale prospettiva teorica ha cercato di utilizzare in questo senso la risorsa delle nuove tecnologie, che hanno consentito di mettere in contatto in una dinamica di ricerca congiunta studenti di diversi livelli scolari. Un ambiente tecnologico così strutturato supporta diversi stili comunicativi: molti-a-molti, uno-a-uno e uno-a-molti, mutando profondamente le dinamiche dell’interazione educativa e interpersonale, con il risultato che l’azione pedagogica si centra sul gruppo all’interno del quale il docente assume il ruolo di facilitatore di un processo di ricerca e di regolatore della discussione: un’azione educativa che sostiene e promuove la costruzione del Sé e facilita la strutturazione di percorsi personali, obiettivo fondamentale di un processo di orientamento efficace
Activating Teachers’ Epistemic Agency to implement Knowledge Building in classroom: a case analysis of the “Classi in rete” project
No full textIn this study we examined whether a training oriented to activate Epistemic Agency (Scardamalia, 2002) of teachers can allow them to take the Knowledge Building (KB) perspective and to realise the appropriation of the use of the Knowledge Forum (KF) environment. During the project “Classi in rete”, promoted by INDIRE, 22 teachers from primary and lower secondary Abruzzi small schools participated in an online discussion in KF, focused on problems in implementing the KB model. Data has been analyzed through content analysis of the KF notes and using analytics tools of KF. Results showed the teachers’ assumption of KB perspective by the prevalent exploratory nature of the problems identified, by the focus both on technological and teaching aspects and by the work to find different solutions about a particular challenging problem. The appropriation of KF is shown by the increase, during the training, of reading and writing activity and by the correlations among reading, writing, and improving notes activity. Implications for teachers’ training are discussed
Role taking and knowledge building in a blended university course
No full textRole taking is an established approach for promoting social cognition. Playing a specific role within a group could lead students to exercise collective cognitive responsibility for collaborative knowledge building. Two studies explored the relationship of role taking to participation in a blended university course. Students participated in the same knowledge-building activity over three consecutive, five-week modules and enacted four roles designed in alignment with knowledge building pedagogy (Scardamalia and Bereiter 2010). In Study 1, 59 students were distributed into groups with two conditions: students who took a role in Module 2 and students who did not take a role, using Module 1 and 3 as pre and post tests. Results showed no differences in participation in Module 1, higher levels of writing and reading for role takers in Module 2, and this pattern was sustained in Module 3. Students with the Synthesizer role were the most active in terms of writing and the second most active for reading; students with the Social Tutor role were the most active for reading. In Study 2, 143 students were divided into groups with two conditions: students who took a role in Module 1 and students who did not take a role. Content analysis revealed that role takers tended to vary their contributions more than non-role takers by proposing more problems, synthesizing the discourse, reflecting on the process and organization of activity. They also assumed appropriate responsibilities for their role: the Skeptic prioritizes questioning of content, the Synthesizer emphasizes synthesizing of content, and the Social Tutor privileges maintaining of relationships. Implications of designing role taking to foster knowledge building in university blended courses are discusse
Laboratorio di cooperazione e apprendimento in rete
No full textDescrizione dell’esperienza svolta nel contesto del “Laboratorio di cooperazione e apprendimento in rete”, Corso di Laurea in Scienze della formazione primaria dell'Universita' di Macerata
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
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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