1,721,398 research outputs found
Orientare gli atteggiamenti dei futuri docenti verso interventi efficaci: ristrutturare misconcezioni e punti di vista didattici ingenui
Get PDFOrienting the attitudes of future teachers towards effective interventions: Restructuring misconceptions and naïve didactic points of view. The research on the teaching effectiveness and on the behaviour of expert teachers from an evidence based perspective allows today to envisage articulated training models that can accompany students-aspirants or teachers themselves from a preliminary theoretical moment of first familiarization with effective models, to their operational use and up to an evaluation of the improvement obtained on their pupils. A delicate point concerns the gap between the preconceptions on teaching with respect to those of who can be considered «expert teachers». This work takes up previous studies related to the use of a questionnaire, created to evaluate this gap, in order to reduce it by means of feedbacks, before starting the trainee to practical applications to be conducted in the laboratory or in the class. By proposing an iterative version of this tool within university teaching courses, the work also focuses the concordances common to the various applications carried out over the years, that highlight a network of clichés and stereotypes rooted in the school culture, which represents a restraining factor for the adoption of attitudes of greater efficacy
La didattica per progetti nelle attività di laboratorio di informatica per l’educazione. Uno studio longitudinale
Get PDFTeaching computer science in a humanities degree course is not a simple action, not because of the complexity of the subject itself, but because of the natural reluctance of students towards an apparently difficult discipline and in any case different from the others in their study plan. This paper describes an experience conducted at the University of Salerno with the aim of stimulating the students of the degree course in “Educational Sciences” to participate in the activities of the “Computer science laboratory for education” organized according to a project-based approach which leaves participants a wider margin of autonomy and which gives more space to their creativity. The results obtained are particularly encouraging and offer suggestions on methodologies to be used to increase involvement of students and stimulate them to develop their computational thinking.Insegnare informatica in un corso di laurea umanistico non è un’azione semplice, non per la complessità della materia in sé, quanto per la naturale riluttanza degli studenti nei confronti di una disciplina apparentemente ostica e comunque diversa dalle altre presenti nel loro piano di studi. Questo lavoro descrive un’esperienza condotta all’Università di Salerno con l’obiettivo di stimolare gli studenti del corso di laurea in “Scienze dell’educazione” a partecipare alle attività di “Laboratorio di informatica per l’educazione” organizzate secondo un approccio per progetti che lascia ai partecipanti un più ampio margine di autonomia e che dà più spazio alla loro creatività. I risultati ottenuti sono particolarmente incoraggianti e offrono suggerimenti sulle metodologie da utilizzare per aumentare il coinvolgimento e stimolare gli studenti allo svi- luppo del pensiero computazionale
Information theory in education
No full textThis paper explores the application of information theory in education. Shannon's theorems, originally developed to optimize the transmission of signals in telecommunications, is now central to modern digital technologies. Shannon's first theorem concerns the coding of data and suggests that it is always possible to adopt a language that is understandable to listeners. Shannon's second theorem addresses the transmission of data through communication channels disturbed by some form of noise and suggests that it is always possible to transmit information reliably by knowing these channels. Understanding these theorems is essential for teachers to optimize communication and improve the effectiveness of educational processes
Special Issue: Innovative Approaches in Primary School for the Training of School Teachers
No full textThe DynaMap Remediation Approach (DMRA) in online learning environments
No full textThe aim of this paper is to present an empirical study with the intention of answering the question: can an intentionally structured online environment stimulate and enhance the processes of mutual interaction and hybridization between digital artefacts and analogic artefacts (books) so as to encourage the development of significant learning in students?
This research, carried out in the academic year 2018/2019, involved 183 Italian students enrolled on the bachelor’s degree in Primary Education Sciences at the University of Salerno attending the course “School experimentation and educational planning”. The data were collected by working out and using an information retrieval questionnaire and four different tests. The virtual interaction space was e-LENA, the Learning Management System of the RIMEDI@ research lab.
The experimental results highlight how this methodology, called DynaMap Remediation Approach (DMRA) by the authors, has had effects in terms of reducing study time and improving learning outcomes. The online learning environment stimulated to study in greater detail with a book, with the learner being able to restructure and systematize his own knowledge. The DMRA valorises the active role of the learner during his process of knowledge construction and may have significant implications for educators who would like to use innovative and effective online learning environments to enhance student learning
Supporting learning object repository by automatic extraction of metadata
No full textThe Learning Objects Repositories are electronic databases able to deliver material on the web allowing instructors sharing and reusing educational units and students accessing and enjoying them. The best way to guarantee these interactions is a good indexing. Each content needs a machine-understandable description able to declare requirements and limits for its right use and to improve any research and delivery action. These descriptions are stored in the metadata. Filling in the metadata is a boring and time-consuming activity but it is very important since it could influence the choice of the best material to deliver. This paper describes a possible methodological approach to automate this activity by extracting metadata directly from the files setting up the learning object itself. In the literature, there are many methods able to automatically characterize the technological aspects of the content, but very few of them are able to provide information about its pedagogical features. The proposed approach tries to draw together information theory, learning models, statistical analysis and ad hoc heuristics to extract a wide set of fields of the metadata. The results of a first experimentation are particularly encouraging to think about this approach as a solution to support learning object repositories and other platforms having needs to manage wide content storage and huge amount of users with various personal features, devices for interaction and goals as in the MOOCs. © 2015, Giunti. All rights reserved
Learning analytics to support learners and teachers: the navigation among contents as a model to adopt
No full textLearners have different needs and abilities; teachers have the ambition to intervene before it is too late. How may e-learning systems support this? Learning Analytics may be the answer but there is not a general-purpose model to adopt. Many learning analytics tools examine data related to the activities of learners in on-line systems. Research efforts in learning analytics tried to examine data coming from LMS tracks in order to define predictive model of students’ performances and failure risks and to intervene to improve the learning outcomes. The analytical methods are widely used but no theoretical references are clear. In this paper, we tried to define a prediction model for learning analytics. In particular, we adopted a Moodle-based LMS in a blended course and collected all data of more than 400 undergraduate students in terms of resource accesses and exam performances. The model we defined was able to identify the learners at risk during their learning processes only by analysing their navigation paths among the contents. © 2019, Italian e-Learning Association. All rights reserved
Prerequisiti della lettura: valutare la consapevolezza fonologica
No full textNegli ultimi decenni sono stati condotti numerosi studi che hanno analizzato i prerequisiti fondamentali
per l'apprendimento della lettura e della scrittura. L’attenzione è stata prevalentemente
rivolta alla consapevolezza fonologica, ovvero alla capacità di riconoscere, discriminare e manipolare
i suoni della propria lingua. Sono diversi, infatti, gli studi, condotti sia in ambito nazionale che
internazionale, che hanno dimostrato l’importanza di questa competenza e la sua relazione con
l’acquisizione delle abilità di lettura e scrittura alla fine del primo anno di scuola primaria.
Sulla base di queste considerazioni, l’obiettivo del presente contributo è quello di presentare una
prova costruita ad hoc per la valutazione della consapevolezza fonologica all’inizio della classe prima
della scuola primaria, al fine di fornire agli insegnanti uno strumento utile per orientare l’attività
didattica e mettere in atto interventi di potenziamento mirati
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