1,720,963 research outputs found
E-training and self assessment
No full textThe paper defines a learning design methodology and the related strategies in which the activities are planned in order to move the discursive interactions to the center of the process and to adjust and transform the educative methods according to the online educational context. Peer discussion and negotiation are the core activities proposed to obtain conceptual change in online learning. We aim to investigate the methodology’s effectiveness in different knowledge domains. We show the results of the experiences conducted adopting this methodology in the following courses at the University of Macerata: Child Observation in School Context Workshop (academic years 2006-07); Developmental Psychology Course (academic years 2005-06); Educational Psychology Course (academic years 2006-07). As general outcomes, the experiences allow us to outline a set of guidelines and a model useful to plan and organize online learning activities
SELF ASSESSMENT: A CRUCIAL PROCESS IN E-TRAINING
No full textThe paper offers a discussion about the concept of training from a psychological point of view. Training is a process that concerns a lifelong learning perspective, especially if referred to e-learning and on line activities. We present the Child Observation in School Context Workshop, an experience of e-training at Macerata University. We intend to stress the crucial relevance of self assessment in training processes that involve adults’ participation. We describe the methodology used in the Workshop, according to the on line educational context. Besides peer discussion and negotiation, we pay attention to the final phase of the training process. In the instructional design it is significant to insert a phase in which teachers or trainers share with participants the criterions through which they will make the assessment. We show the differences, in terms of curricular results, between two editions of the same on line course: in the first one we did not share the criterions of assessment with participants, on the contrary in the second edition we dedicated a special moment to this activity. We demonstrate the importance to plan a moment in which participants are requested to evaluate their involvement both in terms of process and outcomes
Per un approccio socio-costruttivista alla valutazione di un corso di formazione online
No full textIl lavoro illustra i risultati di un Laboratorio online dedicato a costruire competenze nell'osservazione come metodo di lavoro a scuola
Methodology and Results on Teaching Maths Using Mobile Robots
No full textIn 58 Italian Public Comprehensive Institutes (Istituti Comprensivi), that include Primary and Elementary schools, 2911 students experimented the use of a mobile robot, Sapientino Doc by Clementoni, to learn curricula matters such as Mathematics, Geometry and Geography (MGG). The project “A scuola di coding con Sapientino” was developed during the 2016/2017 regular school year for about 3 months (April–June 2017). The schools were distributed throughout Italy and involved 2911 students from 5 to 8 years old, 155 classes, and 163 teachers. The aim of the research is to demonstrate a learning gain in Mathematics, Geometry and Geography, after the students use a mobile robot during regular lessons held by their own teachers in their classrooms. In this paper, we present the methodology used to develop the project and the results of data analysis
Interazione tra pari fra formazione tradizionale e a distanza. L'esperienza del Laboratorio di Addestramento della Comunicazione
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