1,721,096 research outputs found
Il valore educativo del gioco. Gamification e Game Based Learning nei contesti educativi
No full textI termini gamification e game based learning indicano una molteplicità di approcci e si riferiscono ad una complessità di temi e contenuti. Vengono utilizzati in diversi contesti, dalle attività produttive a quelle organizzative, dai servizi sociali all’istruzione, dalla salute al marketing e per una vasta gamma di attività (dal tempo libero al mondo produttivo, dallo svago all’apprendimento). Questi termini sono legati a processi e percorsi pianificati, utili ad indurre motivazione e coinvolgimento. Un numero crescente di organizzazioni sta utilizzando le caratteristiche dei giochi, soprattutto premi e ricompense, per motivare e incentivare determinati comportamenti. Infatti, le attività ludiche coinvolgono ed emozionano e nel gioco si sperimentano divertimento, coinvolgimento, partecipazione, impegno, intenzione, padronanza, competenza. I contributi inseriti nel volume indagano questi aspetti, sottolineano il valore educativo del gioco nei contesti di insegnamento e apprendimento promuovendo, allo stesso tempo, un’attenzione critica nei confronti di mode e tendenze attuali e richiamando la necessità di ricerche solide per approfondire i legami tra strategie didattiche, processi motivazionali e risultati di apprendimento
La Didattica Professionale. Riflessioni e possibilità per lo sviluppo delle competenze professionali.
No full textThis contribution presents the approach to Didactique Professionnelle, born in France in the 1990s. The intention is to investigate its potential to use it in training contexts and in the training of educational professionals (teachers at school and educators in extracurricular contexts). Some aspects of this approach seem relevant: the factors of learning and training processes, professional situations, the work context, the activities carried out by experienced professionals, the relationship between theoretical and practical approaches in professional training; interactions between professionals. Particular attention is devoted to the conceptualization at the heart of professional competence. This concept contributes to overcoming the dichotomy between theory and practice that threatens to undermine vocational education by emphasizing how the knowledge possessed by a subject is reworked while acting in practice. The vocational didactics approach claims action as the seat of knowledge and identifies specially constructed didactic situations as the fundamental means for the development and formation of expert competence. The aim of the contribution is to
provide useful indications and food for thought to design courses and identify strategic models of training that can support the development of competent educational professionalism capable of acting effectively in complex and variable professional situations
Analisi critica delle tassonomie nella progettazione curricolare
Full text linkThe paper intends to critically investigate the contributions of the taxonomic approach to educational theory and practice in order to contribute to the definition of an ethical, emotional and social education curriculum. The analysis is conducted on the taxonomic proposal of the cognitive and affective domain of Benjamin Bloom and his collaborators. These taxonomies, in particular the cognitive one, have had, since their theorization in the 1960s, widespread internationally. Over the years there have been revisions and adjustments, but this critical debate seems absent in the Italian panorama. The paper explores this analysis in detail to identify the elements of validity and criticalities of taxonomies given their possible use in current curricular planning contexts, both cognitive and socio-affective.
L’articolo intende indagare, in modo critico, gli apporti dell’approccio tassonomico alla teoria e alla pratica
educativa al fine di contribuire alla definizione di un curricolo di educazione etica, affettiva e sociale. L’analisi
è condotta sulla proposta tassonomica del dominio cognitivo e affettivo di Benjamin Bloom e dei suoi collaboratori. Queste tassonomie, in particolare la tassonomia cognitiva, hanno avuto, sin dalla loro teorizzazione
negli anni Sessanta, grande diffusione a livello internazionale. Negli anni si sono succedute revisioni e adeguamenti ma questo dibattito critico sembra assente nel panorama nazionale. Il contributo approfondisce
questa analisi allo scopo di individuare gli elementi di validità e le criticità delle tassonomie in vista di un loro
possibile uso nei contesti di progettazione curricolare, sia di tipo cognitivo sia di tipo socioaffettivo, attuali
La formazione delle competenze professionali degli educatori. Le ragioni di una ricerca esplorativa
No full textTEACHING, LEARNING AND USE OF TECHNOLOGIES. SOME REFLECTIONS ON THE OPINIONS OF UNIVERSITY STUDENTS
No full textThe paper analyses some connections between teaching practices related to technologies and learning strategies used by university students at the beginning of their studies. This analysis is particularly complex. Teachers seem to be looking for a mediation between the need to develop digital skills, to offer a meaning close to the student's experience, and, at the same time, the commitment to guaranteeing the educational relationship its richness and complexity. Students do not seem to encounter problems in learning associated with using some technologies, but not always the practical use of technology follows an actual digital competence. The considerations are based on data analysis of an exploratory research conducted in 2019, targeted at first-year students of the University of Urbino and repeated in 2022 after the pandemic events. The research investigated the relationships between learning, the use of technologies (use of digital tools, students' perceptions of the reliability, clarity and comprehensibility of the information found online) and the percepito of effectiveness related to the Flipped classroom strategy. The survey, repeated in 2022, was supplemented with some queries on the perception of the effectiveness of face-to-face, remote and blended teaching
Lo sviluppo delle competenze delle educatrici e degli educatori durante l'esperienza professionale. Riflessioni sull''apprendimento situato' sulla base dei dati della ricerca
No full textEducazione e istruzione nel curricolo scolastico
No full textThe contribution intends to explore the concepts of education and teaching by observing, in particular, how they have been interpreted in the context of the school curriculum in Italy. The reconstruction of the meanings assumed by the concept of education and by that of instruction intends to clarify what their function may be today. The study of the dynamics and evolution of these concepts leads to clarify the meaning of ‘educating by teaching’ and to identify an implementation example in the recent perspective of sustainable education and Human Development Approach
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