1,721,062 research outputs found
Teacher Education Through Ict. Moocs: New Learning Environments
No full textThis paper is a report on the case study on the use of MOOCs for training teachers.
Open learning is a key issue around which there has been a strong and focused attention from the international
scientific community in recent years. With the spread of Open Access practices and Open Educational Resources
in science and education, the goal of reconfiguring higher education towards informal, open and
intergenerational learning, without technical, legal and economic barriers was born. Notably the creation of a
new example of open learning; the MOOC (Massive Open Online Course) and of OER (Open Educational
Resources) which represent the new frontier of e-learning. The CCK08 (Connectivism and Connective Knowledge course) was the first to integrate open learning content syndication, thus making it the first true MOOC. It, the CCK08, has been labelled as a connective learning MOOC (Siemens, 2004). Which emphasizes the learning itself as a social process or a cMOOC personal knowledge is established by a network, which feeds into organizations and institutions that in turn feed the network again, and then continues to provide learning for
individuals. What do the teachers think of this increasingly pressing technology? And of the possibility of having to live with it, then to dramatically overturn the method of teaching, training and work they have always adopted
Mentoring e Coaching nell'era digitale: sfide e opportunità per la formazione docente
No full textIl presente contributo esplora il ruolo del mentoring
e del coaching come strumenti di formazione continua per i docenti, sottolineando la necessità di una preparazione complessa che integri competenze disciplinari, pedagogiche e relazionali. Analizza come queste pratiche possano favorire il miglioramento professionale e personale attraverso il supporto reciproco, la condivisione di buone pratiche e feedback costruttivi. L'uso delle tecnologie digitali facilita l'accesso a reti di apprendimento globali, personalizzando e rendendo flessibile la formazione, promuovendo la collaborazione interculturale e incentivando la crescita professionale
La scuola che si osserva.La ricerca-azione nei contesti educativi interculturali.
No full textIl volume intende essere una sorta di guida introddutiva ai metodi della ricerca educativa rivolta ad insegnanti ed educatori
Pedagogia Postmoderna e Costruzione dell'Identità.Il contributo di Jean Pierre Poutois alla ricerca empirica in educazione.
No full textIn questo volume si intende contribuire al dibattito sull’agire pedagogico riportando il pensiero e l’approccio sperimentale di Jean Pierre Pourtois in ambito educativo. Nella società attuale definita da Pourtois “Posmoderna” , l’Autore individua dei bisogni fondamentali, che si pongono alla base della costruzione dall’identità di ogni uomo. Parlare di Postmodernità significa interrogarsi sulla possibilità di costruire un universo sociale, culturale e pedagogico coerente, capace di operare integrazioni, che faccia spazio alla razionalità ma anche alla soggettivazione La Postmodernità volge verso una prospettiva di necessaria e possibile interazione tra soggetto e ragione, tra soggettività e oggettività, senza privilegiare l’una a spese dell’altra, bensì favorendo un dialogo. Pourtois traduce i bisogni fondamentali, che si pongono alla base della costruzione dall’identità di ogni uomo, in un modello educativo definito Paradigma dei Bisogni Psicosociali, che prende in considerazione le dimensioni principali che concorrono alla costruzione dell’Io; attraverso un’analisi delle diverse pedagogie specifiche che tentano di dare una risposta ai singoli bisogni educativi viene presentato un sistema pedagogico che rimanda a un’evoluzione della pedagogia che si deve conformare alle richieste della contemporaneità: formare un individuo dotato di una personalità strutturata ma anche elastica che sappia affrontare il cambiamento, che sappia tendere al progresso, che sappia rispondere alle sfide presentate dal mondo della tecnologia e del lavor
Acces to higher education in Europe: policies on access and admissions, guidance policy, role of gender. A case-study: Italian University Policy
No full textThe article presents initial thoughts on higher education in Europe, fathoming the choices of policy-makers and educational policies implemented from the mid-twentieth century to today. A case study is proposed involving the Italian university system, universal rights to education and political exclusion; a review presents the fragility of the Italian system of higher education and orientation and tries to outline some possible directions for its future implementation. The article also highlights issues such as access to higher education and gender equality
Incontriamoci a scuola. Dinamiche e prassi di educazione interculturale nelle scuole di Martina Franca.
No full textICT and innovative teaching. How to build skills for generation Web 2.0 with flipped learning. A case study: ITIS Majorana of Brindisi
No full textThe Italian National Guidelines for the first cycle and for high schools, as well as guidelines for technical
and professional institutes, articulated learning outcomes for skills. The definition of reference of skills is that given in the Recommendation of the European Parliament and Council dated 23 April 2008 of the establishment of the European Qualifications Framework for lifelong learning (2008 / C 111/01).
The adoption of the European Qualifications Framework (EQF), applied in levels defined on the basis of skills, knowledge and ability, will make it possible to compare titles and professional qualifications of the students of the various countries.
However, attempting to verify the status of this state of the art new learning paradigm it is clear that the teaching skills are spreading very slowly in Italy. To achieve the curriculum, the set of skills that all children need to acquire and the UDA, the learning units that enable them acquisition requires a substantial investment of time and the collaboration of several teachers. This type of education stipulates a new way of thinking and flipped learning has proved to be avaluable support. Teaching for skills is based on the idea that it is important (Da Re, 2009) that children learn not only the facts, ideas, concepts, but above all that they learn how to apply them in practice, and how to use them in non conventional fields precisely transforming their skills knowledge. With the methodology of the flipped classroom all six degrees of learning are within the reach of ordinary learning. In the ancient profession of teaching it is good to find new means with MOOCs (Massive Open Online Courses) with flipped classes. The flipped classroom therefore consists of inverting the location where the lesson is held with the one in which they study and do their homework.
This approach combined with multimedia learning resources in general can become functional to a constructive and social education. This favored interactive online personalized teaching experience is moving closer to the needs of digital natives. As H. Jenkins (2010), former director of the Comparative Media Studies Program at MIT (Massachusetts Institute of Technology) explains, the traditional analogical model of learning is ill adapted to our completely hi -tech generation. The flipped classroom tip also overturns student assessment outlining a model of authentic evaluation takes into account individual differences among students which does not stem from poor personal commitment. Flipped learning allows students to achieve these objectives. This paper explores this leading theme through an empirical experimental approach case study of ITS Majorana Brindisi
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