1,720,962 research outputs found
I processi di Assicurazione della Qualità: Le competenze dei docenti universitari
Get PDFLa trasformazione dei processi di governance dell'Università, quale agenzia formativa per eccellenza, comporta una ridefinizione delle competenze, conoscenze e abilità in possesso dei docenti coinvolti in nuove pratiche riflessive, insieme all'adozione di un atteggiamento critico nei confronti della loro stessa didattica. Tali mutamenti hanno spronato la comunità di ricerca a interrogarsi sui processi di formazione dei docenti universitari, al fine di promuovere lo sviluppo di una didattica che risponda alle esigenze di eccellenza richieste dalle politiche educative europee.
Il presente lavoro di ricerca fornisce una ricostruzione del percorso normativo in Italia riguardante i processi di valutazione universitaria a partire dagli anni'90 fino ai giorni nostri, indagando l'impatto sulla didattica, che è stata significativamente influenzata a seguito dei nuovi modelli organizzativi proposti o imposti negli Atenei.
A seguito del processo di Bologna, l'istruzione è stata promossa come fattore di crescita
sociale all'interno di un'Europa che aspira a basarsi sempre più sulla conoscenza e sulla
competitività mondiale e che appare, oggi, impegnata a sviluppare l'economia e
l'occupazione incentivando e valorizzando la formazione nelle sue diverse modalità e nei suoi molteplici attori educativi, con il coinvolgimento delle istituzioni e delle comunità accademiche. L'Università di Foggia ha promosso negli anni diverse iniziative in tale direzione; in questa sede si presenta in particolare l'esperienza del corso di formazione (erogato dal Centro di Apprendimento Permanente recentemente attivato) volto a garantire la qualità dei percorsi formativi e, pertanto, rivolto a tutti i docenti neoassunti. L'obiettivo dell'iniziativa formativa è individuare le strategie adottabili finalizzate alla promozione e acquisizione delle competenze didattiche dei docenti universitaria, in linea con le indicazioni per l'assicurazione della qualità del sistema italiano AVA2.Transforming the governane processes of the University, the training government organization for excellence, implicates the reassessment of expertise, knowledge and qualifications of teachers engaged in novel think-over practices, along with the acquisition of a criticai attitude towards their own didactic approaches. The aforementioned changes encouraged the research community to question about the training processes designed for university teachers in order to promote the development of a didactic methodology to meet the demands of excellence required by the European education policies.
This manuscript aims to providing to re-enact the Italian regulatory pathway in regard to the university evaluation processes starting from the 1990s to the present day; we emphasize the impact on the didactic approach, which has been significantly influenced by the new organizational models proposed or imposed by Universities.
Foliowing the Bologna process, education has been promoted as an element of social growth in the contest of the European community that aspires to rely more and more on world knowledge and competitiveness, and which today appears to be committed to developing economy and employment by encouraging and enhancing training in various ways and by the employment of multiple educational actors, with the involvement of academic institutions and communities. Over the years the University of Foggia sponsored numerous initiatives in this direction. Herein, we describe a specific training course (established by the recently activated Permanent Learning Center) that aims to guaranteeing the quality of the training courses
and therefore designated for all newly promoted teachers (2016-2017). The objective of the aforesaid training initiative is to develop and deepen the didactic proficiencies in line with the quality assurance guidelines of the Italian AVA2 system
Alternanza Scuola-Lavoro: l’esperienza di apprendimento attraverso la progettazione di contenuti e-learning
No full textL’alternanza Scuola-Lavoro è una delle più significative esperienze formative innovative
introdotta dalla legge 107 del 2015 (La Buona Scuola). L’obiettivo è quello di determinare
pratiche formative in grado di sviluppare processi di apprendimento attivi ed ancorati al
contesto di appartenenza, cercando di superare la nota antinomia tra i saperi trasmes-
si/appresi e il momento/spazio di applicazione degli stessi saperi. Il Laboratorio ERID
dell’Università di Foggia ha realizzato nell’a.a. 2016/17 12 percorsi di Alternanza Scuola-
Lavoro per un totale di 283 allievi. Il percorso in “Progettazione dei contenuti e-learning”
ha della durata di 50 h ed è stato replicato per 12 classi di scuola superiore. Si è adottata
la metodologia denominata “Learning by Design” (Kalantzis & Cope, 2004, 2005; Yelland
et al., 2008). Tale pratica assegna alle agenzie formative il compito di rivedere i processi
di insegnamento-apprendimento sulla base delle mutate esperienze della vita quotidiana
– prima fra tutte, l’uso delle nuove tecnologie della comunicazione. Il contributo mira a il-
lustrare le fasi del percorso di apprendimento mediato dalle nuove tecnologie, finalizzato
all’acquisizione delle competenze necessarie all’Instructional Designer, figura emergente
nel mondo del lavoro
Quality Assurance Processes
No full textTransforming the governance processes of the University, the training government organization for
excellence, implicates the reassessment of expertise, knowledge and qualifications of teachers engaged in
novel think-over practices, along with the acquisition of a critical attitude towards their own didactic
approaches. The aforementioned changes encouraged the research community to question about the
training processes designed for university teachers in order to promote the development of a didactic
methodology to meet the demands of excellence required by the European education policies.
This manuscript aims to providing to re-enact the Italian regulatory pathway in regard to the university
evaluation processes starting from the 1990s to the present day; we emphasize the impact on the didactic
approach, which has been significantly influenced by the new organizational models proposed or imposed by
Universities.
Following the Bologna process, education has been promoted as an element of social growth in the contest
of the European community that aspires to rely more and more on world knowledge and competitiveness,
and which today appears to be committed to developing economy and employment by encouraging and
enhancing training in various ways and by the employment of multiple educational actors, with the
involvement of academic institutions and communities. Over the years the University of Foggia sponsored
numerous initiatives in this direction. Herein, we describe a specific training course (established by the
recently activated Permanent Learning Center) that aims to guaranteeing the quality of the training courses
and therefore designated for all newly promoted teachers (2016-2017). The objective of the aforesaid
training initiative is to develop and deepen the didactic proficiencies in line with the quality assurance
guidelines of the Italian AVA2 system
Teacher’s digital culture: the horizon of Italian participants in a TFA course
No full textThis paper focuses on the way Italian participants in a TFA course about Special Educational Needs shape their digital culture. The research was inspired to the Finnish Opeka project and was realized in November 2017 at the University of Foggia (IT). A 55 Likert-items questionnaire was administered by google module and several analyses were run through SPSS. Namely, a Principal Component Analysis was run by looking for four components structuring the participants’ digital culture, according to literature. Then, the factors reliability and their correlation were calculated. Third, the differences among the four groups of participants composing the sample (Kindergarten, Primary school, Middle school, Secondary school) were analysed through MANOVA. Results show that the four factors differ from those proposed by literature, since they are shaped by a focus on rules and the support of the school community. All the factors have a high level of reliability and are correlated with one another, by characterizing a digital culture functioning as a system of reciprocally influencing components. Then, there are differences among groups especially on two factors, since participants get higher scores as the school levels go from the kindergarten to the secondary school
Alternanza scuola lavoro e sviluppo delle competenze digitali tra percezione di pratiche d'uso degli studenti e saperi formali
Get PDFIl Laboratorio ERID dell’Università di Foggia ha realizzato nell’a.a. 2017/18 un percorso di Alternanza Scuola-Lavoro de-nominato “Progettazione dei contenuti e-learning”. Tale percor-so, della durata di 50 ore, ha avuto l’obiettivo di formare gli stu-denti all’uso consapevole delle nuove tecnologie della comunica-zione a supporto dell’apprendimento dei saperi. Esso è stato re-plicato per sette classi di scuola secondaria di secondo grado, coinvolgendo complessivamente 164 allievi di Foggia e provincia. In termini di ricerca, l’obiettivo è stato quello di rilevare la perce-zione degli studenti rispetto al digitale e le loro pratiche di utilizzo delle ICT, oltre che l’impatto percepito dell’esperienza di alter-nanza sulle loro competenze digitali. Pertanto, al termine di cia-scun percorso di ASL, è stato somministrato agli studenti un que-stionario analizzato attraverso statistiche descrittive
Underequipped skilled educators. The case of Southern Italian high school teachers for students with special educational needs
No full textHow is digital culture at school shaped? How do teachers perceive the use of ICT in education and, more specifically, in the teaching activities they arrange? This paper describes a research inspired to Opeka. This is a Finnish project realized by the University of Tampere since 2004 and aimed at grasping the teachers’ perception on ICT in education through a 106-items questionnaire. By this first research, it emerged that four different factors (Leadership and Management, Time and Motivation, Resources and Access to Resources, Confidence and Competence) compose the teachers’ digital culture. We translated the questionnaire from Finnish to Italian and administered it to the participants in the TFA program at the University of Foggia (IT). We then run Principal Component Analysis, and two Independent t-test and Manova test to grasp the differences of the factors in relation to some demographics. Results show that, in the Italian sample, the factors imply components about both rules and contribution of the educational community in the mediated learning activities. Several significant differences emerged in relation to demographics on the different factors. However, probably these differences can be culturally mediated
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
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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