1,720,976 research outputs found
Developing Critical Thinking in online search
Full text linkDigital skills especially those related to Information Literacy, are today
considered fundamental to the education of students, both at school
and at university. Searching and evaluating information found on the
Internet is surely an important competency. An effective way to develop
this competency is to educate students about the development of critical
thinking. The article presents a qualitative-quantitative survey conducted
during a course in Educational Technologies within a five year Degree
program. The outcomes of the survey reveal some interesting behaviors and
perceptions of students when they are faced with the Web search process
and the characteristics of their critical thinking processes: some aspects
of critical thinking are generally well supported, but others are acquired
only after specific training. Experience shows that if properly motivated by
metacognitive reflections and a clear method, students can actually critically
evaluate the information presented online, the sources, and the sustainability of the arguments found. Positive results also occurred when the evaluation process was done in a collaborative modality
Studio etnografico di una comunità professionale blended: il ruolo delle tecnologie formative nella prospettiva della Activity Theory
Full text linkSeveral educational models characterizing communities as environments that foster learning processes, have been formulated in recent years. In the literature we can find different constructs: the community of learning, the community of practice and the professional community. Most studies based on these constructs focus on the process of peer-education, on ways to participate, on the reification, and on the discursive processes allowing the participants to negotiate meanings or actions within the community.
However, a better understanding of a community's salient features can be achieved by investigating it with a systemic approach. For this reason, we have adopted the Activity Theory perspective of Engeström, expanding the scope of the analysis from the community itself to a broader "activity system". From this perspective, communication technologies play an important role; their evolution allows to move some or all activities of these communities into online spaces. In such learning environments, members can share documents or descriptions of professional practices, discuss real-world issues related to their activities, seek various forms of consensus and alignment; and debate to better assess and determine how to act on the field. Therefore, we have conducted an ethnographic study of a blended professional community, which employs face-to-face and virtual tools and environments, in addition to communication technologies currently well established but completely new to the subjects under examination.
The main goal of this investigation is to elucidate the role of educational technologies with the eventual goal of understanding the community’s professional and organizational culture. The project, viewed as an opportunity to provide change for participants (Engeström, 2008), strove also to gain insight concerning their activity system, the effects that learning in real work contexts can have, and into interactions among members.
Consequently, the main goal of this investigation is to understand the community’s professional and organizational culture, in order to analyze the role of educational technologies towards the development of the community itself as well as in their real work context.
The community was established and developed from a blended learning project involving 74 professionals working on animal health and food safety in the Veneto regional health system. Members includes physicians, veterinarians, safety technicians, biologists, chemists and nutritionists. Their educational objective is to improve the regional public health system ability to manage emergencies related to food risks. At the same time, the intervention was aimed to foster closer cooperation among practitioners and services involved in animal health and food hygiene, to ensure a better protection of public health. The project, viewed as an opportunity to provide change for participants (Engeström, 2008), strove also to gain insight concerning their activity system.
To summarize, the aim of this investigation is to investigate the community from two point of views. Firstly, from inside, to reconstruct the community features. Secondly, from outside, through the extended perspective given by a complex network of actors and the system contradictions emerged in the description of the individuals' activity system. In addition to community analysis, we have elucidated how educational technologies can modify professionals's established practices and allow them to design new communicational structures to solve the major contradictions of the system. Finally, we proposed an innovative model of educational intervention historically and culturally based on the results of ethnographic stud
Sviluppare il critical thinking nelle ricerche online: una esperienza di information literacy
Full text linkOramai da diversi anni si ritiene che le competenze connesse all’information literacy siano fondamentali per la formazione degli studenti, sia nella della scuola che nel contesto universitario. Un’ opportunità interessante è formare gli studenti nella gestione delle fasi del processo di information literacy tenendo in primo piano l’esercizio e lo sviluppo del critical thinking. Il paper presenta in questa ottica un’indagine quali-quantitativa condotta all’interno di un corso di Tecnologie della formazione in una laurea magistrale. Gli esiti ri levano caratteristiche e percezioni degli studenti del mondo delle informazioni nel web, modalità di affrontare il collaborative information problem solving, ma anche le caratteristiche dei processi di pensiero critico che lo accompagnano e che devono essere incentivati durante la ricerca di soluzioni di problemi informativi. Ciò permette agli studenti di assumere delle posizioni critiche rispetto le informazioni presenti in rete, le fonti e la sostenibilità delle tesi, in vista di presa di decisioni sia professionali che personali e verso una consapevole gestione dei processi di autoformazione. Gli esiti mostrano che alcuni aspetti del pensiero critico sono ben supportati, ma altri vanno ancora acquisiti e favoriti nella didattica universitaria
Digital Integration in Early Childhood Education and Care: Innovating Educators’ Competencies
Full text linkThe University of Padua carried out a research-training path for the development
of digital innovation within the Territorial Pedagogical Coordination (TPC)
of Parma. The training was aimed at the Coordinators so that they could subsequently
implement training and development actions among the staff of the educational services.
In this first phase of the research-training project, a survey was carried out among
educational staff in 2019 to detect their beliefs on the usefulness of digital technologies
and their use in educational work. The questionnaire was constructed by referring to
the competence framework of the European document Digital Competence Framework
for Educators-DigCompEdu. Subsequently, in the post-Covid phase, the survey was
proposed again to detect the change in the perceptions of educators and teachers on
the use of digital tools in educational work with children, with the professional community,
and in communication with families. This article will present some data from the
second administration in 2023. The questionnaire consisted of 22 items with a 5-level
scale and 176 educators and teachers responded. The data collected showed responses
at the highest levels of the scale in the use of digital tools for educational documentation.
Digital educational documentation is used for communication with families and
the exchange of experiences in the professional community. The integration of digital
technologies in the work with children is widespread at an average level although educators
and teachers believe that it is important to educate children in the correct, creative,
and responsible use of technologies from their first experiences in educational services.
Digital technologies are considered important for learning in specific educational
areas such as the language area, the logic-science area, and the music area
Integrare le ICT nella didattica universitaria
Full text linkNegli ultimi anni la sfida per il miglioramento della qualità della didattica ha spinto sempre più le università a orientarsi verso modelli learner-centered, nella direzione socio-costruttivista dell’allestimento di ambienti d’apprendimento integrati. Numerose ricerche, infatti, sottolineano come il cambiamento sia favorito dallo sviluppo di processi trasformativi che, unitamente alla considerazione delle concezioni sull’apprendimento e sull’insegnamento, affrontino sistematicamente la progettazione didattica, integrando le diverse conoscenze dei docenti relative ai contenuti, alle metodologie e alle tecnologie.
In particolare, le riflessioni sull’uso delle ICT hanno sviluppato studi teorici e analisi metodologiche volti a ripensare il loro impiego, anche nell’ambito della didattica universitaria, considerandole sempre più come strumenti utili sia sul piano cognitivo (per ricercare, produrre, rielaborare e far interagire il sistema dei saperi), sia su quello socio-culturale (per favorire processi di comunicazione, sviluppo, condivisione e scambio)
Learning by design nell'intersezione tra discipline, metodologie didattiche e tecnologie
Full text linkDue to ICT integration in Higher Education, deep cognitive-procedural structures of teachers’ thinking are being modified, as teachers are called to link their subject matter, methodology and technology knowledge to foster meaningful learning (Angeli, Valanides, 2005; 2009; 2013). Here are presented the results of Phase 1 (briefing for design) of a mix-method research on ICT-TPCK framework implementation in blended learning context (Higher Education). The research engaged 25 teachers of 3 macroareas and 1615 students. From the analysis of categorical data emerging from the use of document of design, diaries and focus groups are emerging evidence on the potential offered by integrating Instructional design in relation to methodological and technological innovation; student involvement; personalized learning (work life balance)
Il corso social sofware e Web 2.0 per la formazione
No full textIl testo è la relazione dei risultati del progetto di formazione sulle potenzialità del Web 2.0 per il Comune di Venezia
Agire per apprendere nelle organizzazioni.
No full textApprendere per agire o agire per apprendere nelle organizzazioni? È la domanda che ha generato questo testo, alla ricerca di un ordine epistemologico che sistematizzi azione e apprendimento nelle organizzazioni.
Tale ordine viene proposto per riconoscere forza e valore all’azione e al contesto entro cui essa si sviluppa.
L’obiettivo è sollecitare tutti coloro che operano nei sistemi formativi a riconoscere che, per promuovere la
formazione, è consigliabile considerare ciò che gli adulti fanno, come riflettono su ciò che fanno e il contesto in cui lo fanno
Agire per apprendere nelle organizzazioni
No full textApprendere per agire o agire per apprendere nelle
organizzazioni? È la domanda che ha generato questo testo,
alla ricerca di un ordine epistemologico che sistematizzi azione
ed apprendimento nelle organizzazioni. Tale ordine viene
proposto per riconoscere forza e valore all’azione e al
contesto entro cui essa si sviluppa. Ma anche per sollecitare
tutti coloro che operano nei sistemi formativi a riconoscere
che, per promuovere la formazione, è consigliabile
considerare ciò che gli adulti fanno, come riflettono su ciò che
fanno e il contesto in cui lo fanno
Integrare le ICT nella didattica universitaria: il punto di vista degli Studenti
No full textParte dei risultati di una ricerca che ha coinvolto 1615 studenti dell'Ateneo di Padova in un modello didattico blended learing in propsettiva TPC
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