1,721,036 research outputs found
Editorial. Focus on ICT and Experiential Learning: Models, Methodologies, Technologies, Research
No full textThis paper is the editorial page devoted to presenting the topic of the first issue in the year 2017 of Je-LKS and the papers that are comprised in it. Since a clear, unambiguous, and generally accepted definition of experiential learning
is hard to give, the first section will consider the more recent frameworks of experiential learning and the manners in which the concept is used. Then, the next section will deal with the analysis of ways in which ICT (Information and
Communication Technology) can broaden and enhance experiential learning in higher education settings both for experiential approaches in classrooms and out-of-class experiences
I processi formativi nella società della conoscenza
No full textIl libro mira ad inquadrare il focus del discorso sui processi formativi, così come si vanno configurando sotto la spinta delle peculiarità e delle connotazioni della Learning Society. In tale contesto è andata maturando la consapevolezza, sia politica sia culturale, della centralità dei processi formativi e della necessità che essi si distribuiscano lungo tutto l'arco della vita. Si indaga, quindi, la produzione pedagogica, il modello di intervento della Comunità Europea e le linee programmatiche delle riforme in atto nel sistema italiano di istruzione e formazione al fine di consentire ad ogni individuo di maturare le strutture culturali per elaborare un progetto esistenziale autonomo, personale ed intenzionale che beneficia delle proposte formative che vengono dalla società e dalle istituzione per arricchirsi e contestualizzarsi
Metodologie di scàffolding per il blended learning
No full textSommario
L’articolo analizza gli studi e le ricerche sullo scaffolding. Partendo dal primo articolo (Wood, Bruner, Ross, 1976) in cui il termine scaffolding è stato utilizzato metaforicamente per indicare le strategie di intervento con le quali «un adulto o “esperto” aiuta qualcuno che è meno adulto o meno esperto [...] a risolvere un problema, effettuare un compito o raggiungere un obiettivo che è oltre le sue possibilità senza assistenza», si esaminano i modelli di interazione tra chi insegna e chi apprende per poi giungere ad affrontare il discorso su come i sistemi tecnologici possono supportare l’apprendimento. Tale analisi ha l’obiettivo di sostenere la definizione di una proposta che riguardi i processi di scaffolding in un approccio formativo complesso ed articolato come il blended learning, per supportare non solo l’acquisizione di conoscenze e competenze ma soprattutto per favorire la comprensione e la maturazione dei processi sottostanti.
Abstract
This paper reviews the studies and research on scaffolding. Starting from the first article (Wood, Bruner, Ross, 1976) in which the word scaffolding has been used metaphorically to indicate the strategies with which «an adult or “expert” helps somebody who is less adult or less expert [...] to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts», then the paper examines the patterns of interaction between teacher and learners in classroom, to finally arrive to broach the subject of how technology can support learning. This analysis aims to promote the development of a proposal relating to the processes of scaffolding for a complex and structured approach as the blended learning, to support not only the acquisition of knowledge and skills but also to promote understanding and maturation of the underlying processes to it
Self-Assessing Quality of Scientific Journal. The case of the Journal of e-Learning and Knowledge Society (Je-LKS)
No full textThis report focuses on the procedures and techniques used by the Journal of e-Learning and Knowledge Society (Je-LKS) to estimate the quality of the journal and to make improvements. The report begins with an overview on scientific journals, types and their functions. Then, it considers requirements that contribute to journal quality, and indicators for quality control. The purpose of this document is offered an objective insight into performed processes and provided feedback on how improving and increasing the level of quality of the scientific journal
Interactive white board and knowledge building in class
No full textThis paper reports experiences carried out by the teachers of Secondo Circolo Didattico of Eboli (SA) in conjunction with the Department of Education (now called the Department of Human, Philosophic and Education Sciences) of the University of Salerno (Southern Italy). The project was one of six funded in the Campania region by the Department of Innovation and Technology, of the Presidency of the Council of Ministers, under the initiative “InnovaScuola primaria”. It equipped four primary school classrooms with an IWB (Interactive White Board), projector and a laptop. The teachers received training and support was
provided by the Department of Education team for producing resources with pupils in the classes. The first part of the paper presents theoretical and epistemological considerations that guided the methodological choices. In the first part, the affordances of IWB will be identified to discuss if IWBs are able to promote the process of innovation in teaching, in combination with the other factors which may improve learning in clas
s. Above all, an analysis will be developed on role of teachers, their specific training in IWB technology and produced resources, and competencies necessary and indispensable for the effectiveness integration of IWBs in daily teaching activities.
The second part presents the activities carried out in the classes with IWB, with special reference to the study of human digestive system. This part offers a framework for defining the relationship between teacher, students, and technology in which learning is anchored in active, constructive, authentic, and collaborative experiences. The affordances of IWB, if used properly, can facilitate processes of knowledge building externalizing cognitive activity, making it public, negotiable, and accessible to collective reflection
Knowledge, networks and learning theories
No full textThis paper provides an overview of the major pedagogical frameworks (behaviorism, cognitivism, and constructivism) and explains the importance of learning theories concepts. After identifying the changes occurred in technology, learning, and learners’ cognitive profiles, let us to discuss new theories (heutagogy, connectivism, and rhizomatic learning) that are emerging in response to the features of the digital age
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