1,721,029 research outputs found
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
Psicologia dell'Educazione
No full textMaria Beatrice Ligorio, Stefano Cacciamani
Psicologia dell’educazione
ISBN: 9780465010219 Carocci editore | 2013 | 343 pagin
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Il ruolo delle tecnologie a scuola: dalle macchine per insegnare al web
No full textL’inserimento delle tecnologie nei contesti educativi ha da sempre generato un dibattito controverso, già dai tempi in cui il termine «tecnologie» si riferiva solo alla televisione e, prima ancora, quando gli psicologi cominciarono a proporre l’idea di macchine che potessero potenziare i processi di apprendimento. Si pensi a Skinner (1954) che, in tempi ancora lontani da Internet, propose l’idea delle «macchine per insegnare» (vedi Figura 1). La macchina di Skinner era una specie di scatola che presentava i concetti, opportunamente frammentati, uno alla volta, in un’apposita finestrella e lo studente, dopo averli letti, doveva rispondere alle domande che seguivano, segnando le risposte sul carrello di scorrimento della macchina. Facendo avanzare il ruolo della macchina si otteneva un feedback circa la correttezza o meno della risposta prodotta dallo studente. Questo strumento rispondeva perfettamente ai presupposti del Comportamentismo, per cui era possibile generare azioni grazie al paradigma dello Stimolo-Rinforzo. Seppure questo tipo di approccio, in modi più o meno latenti, sopravvive ancora nella nostra scuola e non solo in riferimento alla tecnologia, è necessario rimarcare che le ragioni per cui possiamo affermare che sia giusto inserire strumenti tecnologici in contesti educativi hanno radici psicologiche più profonde, e proveremo a esplicitarle
INTELLIGENZA ARTIFICIALE E APPRENDIMENTO
No full textAfter a very brief excursus on the evolution of AI, this article discusses some crucial aspects of AI in connection with learning environments. Starting from a question posed by Miglino that focuses on the AI dilemma whether to imitate human cognitive processes or to promote new processes, the advantages of greater interaction between AI and educational psychology are discussed. Finally, some possible future research lines are presented aimed at enhancing the role of the teachers and at training students’ digital skills aimed at advancing knowledge
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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