1,721,074 research outputs found
La formazione dei docenti sulle tecnologie didattiche. Il corso di laurea in Scienze della Formazione Primaria e la Scuola di Specializzazione all’Insegnamento Secondario di Genova
No full textGamification and workers’ training: A systematic mapping review
No full textGamification is often adopted to increase motivation and engagement in staff development. This mapping review covers 25 papers on gamification in the corporate and public sector, focusing on their geographical and temporal distribution, research methodology, training context, and adopted playful approach. The study highlights that during the pandemic years there was a significant increase in online staff development initiatives where gamification was employed, concentrated especially in Europe, Asia and the USA. As to research methodology, case studies are prevalent (N=12), followed by theoretical or descriptive studies (N=6), experimental or quasi-experimental studies (N=5) and literature reviews (N=2). The training context was mostly online (N=18), and the aims largely consisted in developing know-how (N=7), know-what (N=4) and know-why (N=4). As to the approach adopted, there is a predominance of competitive (N=7) approaches over collaborative (N=4) and mixed (N=3), with a strong emphasis on the use of Points, Badges and Leaderboards (PBL) (N=16), while alternative approaches are in the minority (N=6). While PBL may be functional in the short to medium term, it fosters competition rather than collaboration and lends itself better to knowledge acquisition rather than developing competence. Hence, the approach to gamification design adopted in the reviewed initiatives rarely centres on enhancing intrinsic motivation. That said, interesting trends emerge, including exploration of approaches based on narratives, avatars and tangibles
Methodological issues in research on MOOCs
No full textThe raise of attention to the relatively new phenomenon of MOOCs has put them at the cutting edge of the debate on networked teaching and learning. Research on MOOCs seems to have overcome the exploratory phase, and is approaching a consolidation of themes and objectives. However, little attention has been paid to methodological issues in MOOCs research. Furthermore, the methodological approaches most widely adopted in this area could cast out conclusions, which should be reconsidered either from a critical theoretical point of view, or from studies of empirical replication. In this paper the authors have reviewed fifty-seven journal articles on MOOCs in order to analyze the methodological approaches most commonly adopted in this field of research. The results have been initially grouped, taking into consideration the traditional methodological classification: quantitative, qualitative, mixed-methods, designbased research, literature review, theoretical contribution. Furthermore, the methods adopted within the above mentioned approaches have been considered. In order to deepen on the understanding about the methodological approaches, the conceptual model "full cycle of educational research", with its seven phases has been adopted to classify the several articles reviewed. On these basis, the authors analyze the "methodological trends" within the field of MOOCs. The purpose is to show gaps and criticalities as well as to suggest future directions for selecting methodological approaches in the field of MOOCs research
Methodological approaches in MOOC research: Retracing the myth of Proteus
No full textThis paper explores the methodological approaches most commonly adopted in the scholarly literature on Massive Open Online Courses (MOOCs), published during the period January 2008-May 2014. In order to identify trends, gaps and criticalities related to the methodological approaches of this emerging field of research, we analysed 60 papers selected across four relevant scientific databases plus one journal in the sector of e-learning that published a special issue on this topic. The emerging picture is that of a research field in its infancy, heavily relying on theoretical research and case studies, which is just beginning to identify suitable methods to deal with large cohorts of learners, very large amounts of data and new ways of learning. The state-of-the-art is also quite fragmentary, due to the different epistemological and ontological conceptions of the authors of the papers about the nature of the issues faced and the way they should be studied. In this paper, we compare the problems related to the definition of the methodological approaches in this research field with the Greek myth of Proteus, the elusive, multiform divinity whose wisdom would only be revealed to those capable of catching him. We therefore advocate the need for catching Proteus, that is, better identifying and choosing the methodological approaches for MOOC research as a condition for its development
Calcareous plankton biostratigraphy and age of the Middle Miocene deposits of Longano Formation (Eastern Matese Mountains, Southern Apennines)
No full textMiddle Eocene climatic optimum as recognized by calcareous nannofossils at Kerguelen Plateau, Site 748. Convegno Fist, 21-23 settembre 2005 (poster) Epitome, 01.0079, geoitalia2005.
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Variations on the Author
Full text link“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
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