1,721,008 research outputs found
Harnessing digital community mapping for the development of primary and secondary students’ civic competences: a case study
No full textIn this study, we examine a pedagogical activity centered around the collaborative construction of a digital community map, involving students from 4th to 7th grade. Our primary focus is to explore how engaging students in meaningful activities related to their local environment can facilitate the development of civic and social competences. Furthermore, we propose a methodology for analyzing the digital artifacts created by students, with the goal of examining the connection between the discursive actions carried out through the artifacts and different types of social and civic competences. The analysis enables us to discuss four distinct categories of artifacts: Task-oriented, Reflexive/descriptive, Critical/problematizing, and Transformative/agentic. Each category encompasses artifacts that embody a specific set of discursive actions and corresponds to different competences. We claim that identifying the discursive actions that the students perform by means of the artifacts can help teachers to assess the students’ competences during this type of pedagogical activities
Flipped classroom e Mooc. Tra avanguardie educative e strutture accademiche.
No full textFlipped classroom e Mooc. Tra avanguardie educative e strutture accademiche
El modelo PCC: participacion constructiva y colaborativa online
Full text linkThis paper describes a model for developing online teaching courses in order to obtain an active and constructive participation by college students. The model, named Constructive and Collaborative Participation (CCP) considers learning as a co-construction of knowledge and intends to bring students closer to develop new ideas by performing products either individual or group work. For that purpose, it is envisaged to do alternative individual and group activities, always with the aim of making build products. In that way, the potential of collaborative and constructive interaction of network and the different possibilities of online work is used. The model has been created in different college courses. Firstly, it will be presented describing the theories taken as inspiration; then, the online activities and, finally, some analyzes that demonstrate its effectiveness.Este trabajo describe un modelo de didáctica online para del desarrollo de cursos, con el fin de obtener una participación activa y constructiva por parte de estudiantes universitarios. El modelo, denominado Participación Constructiva y Colaborativa (PCC), considera el aprendizaje como una co-construcción del conocimiento y tiene como objetivo acercar a los estudiantes para elaborar nuevas ideas mediante la realización de productos ya sea individuales o de grupo. A tal fin, se prevee una alternancia de actividades individuales y de grupo, siempre con el objetivo de hacer construir productos. De este modo se aprovecha el potencial de interacción colaborativa y contructiva de la red y de las diferentes posibilidades del trabajo online. El modelo ha sido elaborado en el ámbito diferentes cursos universitarios. Será presentado describiendo en primer lugar las teorías tomadas como inspiración, luego las actividades realizadas en linea y, por último, algunos análisis que demuestran su eficacia
Group dynamics in virtual communities: Reformulation process as a dialogical device
No full textThis paper presents a methodological reflection on the study of virtual and
blended communities. By adopting a dialogical approach, the paper proposes
the analysis of reformulations to explore psychosocial group processes
within blended communities, characterized by the mixture of online and
offline interactions. The method represents an innovative use of reformulation
analysis, traditionally used in dyadic interactions of clinical settings.
The study illustrates the potential of this methodological innovation, which
involves an extended range of categories. Examples from an empirical study
of a learning community of university students in a blended course are presented
to illustrate the categories
Qualitative Learning Analytics to Understand the Students’ Sentiments and Emotional Presence in EduOpen.
No full textWhat emotional experience can students live in digital mediated learning processes? In this
paper we connect Learning analytics and Grounded theory to analyse the emotional presence
of students in 11 courses within EduOpen (www.eduopen.org) MOOCs’ platform. Namely, we
analysed through a bottom up process and Nvivo 11 Plus software the forum dedicated to the
students’ self-presentation from all of the courses. By going ahead with the analysis, we defined
a set of categories composed by a three-levels system. At a more general level we have the macrodimensions
“Sentiment about EduOpen” and “Emotions toward topics”. Each of these
dimensions is composed by a number of child” categories and subcategories (which are the
nodes to Nvivo’s language). After defining the entire set of categories and categorizing all the
texts (which was a circular process), we run some graphs on Nvivo showing the hierarchical
structure of dimensions, the relations among dimensions and sources, and the clusters of
dimensions by coding similarity. Results show how some courses are more composed by
negative or positive sentiments (both toward the topic or the logistic arrangement of the course)
and how the motivations dimension heavily characterizes the broad emotional dimension of
students. In an evidence based action-research perspective, these results give interesting
suggestions to personalize the learning activities proposed to students by EduOpen
Analysing emotions to personalise learning for EduOpen Moocs’ students
No full textIn this paper we analyse the emotional experience of students in 11 courses within EduOpen
(www.eduopen.org), an international Moocs’ platform. The main theoretical idea is that communities of
inquiry (Garrison, Anderson, & Archer, 2000) are digital learning experiences characterized by an emotional
dimension strongly impacting on learning (Cleveland-Innes, & Campbell., 2012). Our methodological approach
refers to the field of qualitative learning analytics (ibidem; Loperfido, Dipace, Scarinci, in press), which connects
the attention to the personalization of learning with the understanding of the students’ experience from a
microlevel point of view. Therefore, we connect the use of the general sentiment analysis, which looks at both
negative and positive feelings, with Grounded theory approach, which looks at specific emotions. Through a
bottom up process and Nvivo 11 Plus software, we analysed the forum dedicated to the students’ selfpresentation
from all of the 11 courses. We defined a set of categories composed by a three-levels system. At
a general level, we have the macrodimensions “Sentiment about EduOpen” and “Emotions toward topics”.
Each of these dimensions is composed by a number of “child” categories and subcategories. After defining the
entire set of categories and categorizing all the texts (which was a circular process), we run some graphs on
Nvivo showing the hierarchical structure of dimensions, the relations among dimensions and sources, and the
clusters of dimensions by coding similarity. Results show how some courses are more composed by negative
or positive sentiments and how the motivations dimension heavily characterizes the emotional dimension of
students
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