157 research outputs found
Il Collaborative Knowledge Building Group: una comunità di ricerca italiana su ambienti di apprendimento e di lavoro supportati dal computer
No full textContributo per il numero monotematico a cura di M.B. Ligorio “Modelli formativi e tecnologie in rete
Teaching to future e-learning experts through blended methods
No full textBecoming a professional is a process of fusing theoretical and practical aspects (Hytönen et al., 2016). Although university is considered as an elective agency to support students’ transition to workplaces, when looking into the university curricula there is no great synergy between academia and work demands (Eteläpelto et al., 2014). We have tried to fill this gap by applying the design principles of the Trialogical Learning Approach – TLA (Paavola & Hakkarainen, 2005) in a master degree course in “Educational and E-learning Psychology” (University of Bari Aldo Moro) with the main aim to support transition between academic and professional communities. Thus, companies relevant in the field of E-learning are involved. A group of students is assigned to each company with the task to contribute to the development of an object the company is creating. In this task, several types of technologies are used: instant messaging, web-forum, Video-calls, project and knowledge management tools. Furthermore, students are required to learn how to design educational videos and learning objects by using software such as Articulate.pro and iMovie. Based on these premises, we have developed a model called Blended Collaborative and Constructive Participation (BCCP), meant specifically for university teaching. Our results showed that students appreciated the opportunity to work in groups and with companies, to use flexible technologies, and to become aware of the e-learning job market. The course had a positive effect on students’ self-efficacy and on building professional identity. This research could provide general insights for university courses aimed at supporting transition to workplace
Progettare un corso universitario per supportare la transizione identitaria tra università e mondo del lavoro.
No full textN
Blended Learning and Teaching in Higher Education: An International Perspective
No full textBlended learning is not a new topic for educational research in Higher Education (HE) [...
QUANDO L’E-LEARNING DIVENTA PROFESSIONALIZZANTE
No full textQuesto volume nasce a seguito di una sperimentazione avviata nell’anno accademico 2016-17 dal Dipartimento di Scienze della formazione, psicologia, comunicazione dell’Università di Bari. Il progetto, dal titolo “Didattica blended di base e professionalizzante (Dida.Pro)”, ha avuto come obiettivo quello di innovare la didattica universitaria. Sono stati coinvolti una decina di docenti e ciascuno ha messo in pratica l’innovazione in modo personalizzato. Molti hanno adottato l’uso dei webinar, ovvero un sistema di audio-video conferenza che consente una partecipazione attiva in remoto, sia degli studenti che dei docenti. Altri hanno elaborato delle modalità di intervento di esperti che non si limitavano a proporre testimonianze ma che fossero punti di partenza per interazioni costruttive e produttive tra studenti, modellizzate sulle pratiche professionali. I corsi sui cui tale innovazione è stata sperimentata coprono un ampio spettro: dalla didattica della L2 all’e-learning, dalla Psicologia sociale alla Storia delle dottrine politiche, dalla Psicologia della personalità all’orientamento al lavoro
Settings and pedagogical approach in Italy. In Report D. 7.2 of ITCOLE European project, contract IST-2000-26249.
No full textReport D. 7.2 of ITCOLE European project, contract IST-2000-26249
Role-taking as strategy for active participation in a blended learning course
No full textThe study here presented is included in a larger research, whose aim is to define specific pedagogical methods in order to manage effective blended learning courses. This paper mainly focuses on role-taking-based activities, considered from many researchers as useful to support active learning. Many roles can be designed and proposed within learning contexts supporting various skills and psycho-social process; in this paper two roles have been studied: the e-tutor, acting during forum-discussions, and the editor, in charge of supervising a collaborative writing task. A quantitative analysis was conducted to verify the impact of the two roles in terms of: a) participation of the course members to the online activities, b) their preference for one of the roles and c) their perception about the relevance of each role in acquiring academic skills. Forty-nine in-service teachers attending a blended course responded to a 9-items semi-structured questionnaire and their participation has been measured by counting their reading and writing activities. Main results show that no relevant difference in participation score was found between participants performing only the role of editor or that of e-tutor. However, the highest participation is obtained when participants had the possibility to play both roles. Participants prefer one or the other role on the base of specific motivations that we categorize by using theoretical metaphors, from a behavior-ist-based motivation to a socio-constructivist one. Such motivations are differently reported by higher or lower participants showing that the first ones report socio-constructivist argumentations, while the second ones declare a more behaviorist preference. Both roles were perceived as useful for fostering participation and improving communication and collaboration skills. Nevertheless, the role of the editor is perceived as more useful than the e-tutor role in promoting both online and offline participation and individual learning. These results are discussed by highlighting practical implications and suggesting that role-taking activities are as effective on learning as they are perceived familiar and relevant for participants. For this purpose, role-taking activities should be introduced by a specific training
Students’ experiences. In Report D. 7.5 of ITCOLE European project, contract IST-2000-26249
No full textReport D. 7.5 of ITCOLE European project, contract IST-2000-2624
A detaleid description of one project from each country Italy: Miths . Report D. 7.5 of ITCOLE European project, contract IST-2000-26249
No full textReport D. 7.5 of ITCOLE European project, contract IST-2000-2624
Italian case studies. In Report D. 7.2 of ITCOLE European project, contract IST-2000-26249
No full textReport D. 7.2 of ITCOLE European project, contract IST-2000-2624
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