111,927 research outputs found
Il sociologo e l'algoritmo. L'analisi dei dati testuali al tempo di Internet
No full textL’analisi computer-assistita dei dati testuali, sempre più abbondanti e disponibili nell’era dei Big e Open Data, rappresenta un ambito in continua espansione nella ricerca sociale. Al contempo, si pongono nuovi interrogativi teorico-metodologici, di cui si discute nel volume. Quanto i metodi di archiviazione, gestione e analisi computerizzata di dati testuali rappresentano opportunità o rischi per i ricercatori sociali? In contesti sempre più digitalizzati e popolati di verbosi social, quali prospettive derivano dalla collaborazione sistematica fra le scienze sociali e le scienze del computer? L’analisi computer-assistita dei dati testuali consente di muoversi verso una riconciliazione tra la presunta opposizione di qualità e quantità, così forte nella storia della metodologia della ricerca sociale?
L’analisi dei processi di quantificazione connessi alla codifica di dati qualitativi si coniuga con riflessioni epistemologiche e considerazioni di metodo, riflettendo sulle modalità di conversione di dati testuali in dati numerici e sul ruolo dei software in tali processi. In presenza di corpora testuali sempre più estesi e spesso reperiti sul Web, i programmi informatici consentono velocità e sistematicità di analisi prima precluse, ma espongono anche il ricercatore a rischi di usi impropri, a discapito di correttezza metodologica e qualità delle analisi. Come destreggiarsi tra codifiche algoritmiche e interpretazione dei dati, in una continua ricorsività tra numeri e parole, ‘preservando’ la finalità di comprensione dei fenomeni sociali, senza limitarsi unicamente ad automatismi computerizzati?
Problemi teorico-metodologici che nel testo sono affrontati al fine di supportare l’analisi empirica, alla luce anche di una ricerca svolta su ambienti di comunicazione online
Youth and Digital Media: Risks and Opportunities
No full textEveryday relational and communicative practices are increasingly shaped by digital media, and the Internet has become pervasive in young people’s daily lives (Riva and Scarcelli 2016). According to Eurostat data (2017), more than 90 % of youth in the EU aged 16–29 accessed the Internet on a daily basis in 2016, which was substantially more often than the population as a whole. This youth demographic predominantly accessed the Internet from mobile devices, such as smartphones, tablets, netbooks, and laptops. However, the consequences of the learning practices, behaviors and social interactions resulting from Internet use are still under debate (Pattaro 2015, Guzzetti and Lesley 2016, Pandolfini 2016). Indeed, discourse about the opportunities and risks of youth using the Internet has attracted considerable attention among researchers from different fields (such as education, sociology, and psychology), and teachers, parents and policy makers seek to identify which factors may encourage beneficial uses of digital media and mitigate its associated risks. On one hand, the Internet offers education, communication, community engagement, creativity, self-expression and entertainment; on the other, it can also expose youth to pornography, self-harm, violent or hateful content, inappropriate or harmful contact with others, harassment, and problematic conduct from peers, such as bullying or invasions of privacy (Vanderhoven et al. 2014, Mascheroni and Ólafsson 2018).
$is chapter investigates the relationship between young people and the use of digital media by exploring its risks and potential effects on youth socialization, sociability, and identity formation (Bennato 2011, Livingstone et al. 2012, Paccagnella and Vellar 2016, Pattaro et al. 2017, Romeo 2017, Merico 2018, Mascheroni and Ólafsson 2018)
Ricerca valutativa in ambito socio-educativo
No full textSi traccia il framework teorico attraverso l’approfondimento della ricerca valutativa in ambito socio- educativo affrontando le questioni centrali della valutazione - perché valutiamo, che cosa valutiamo, come valutiamo, quando valutiamo - all’interno
di uno scenario di complessità. L'ultima parte illustra il Il Fondo per il contrasto della povertà educativa minorile, con un focus sulla valutazione di impatto sociale.The theoretical framework is outlined through the in-depth analysis of evaluation research in the socio-educational field, addressing the central issues of evaluation - why we evaluate, what we evaluate, how we evaluate, when we evaluate - within a scenario of complexity. The last section of the chapter illustrates the l Fondo per il contrasto della povertà educativa minorile, with a focus on social impact evaluation
Il disegno della ricerca valutativa
No full textDescrizione e discussione dell’impianto valutativo (ex ante, in itinere, ex post): esplicitazione del perché si è deciso di adottare determinati approcci e strategie valutative (con richiamo a quanto esposto nella prima parte del volume, di taglio più teorico): valutazione partecipata; finalità di learning della valutazione; teorie del cambiamento; valutazione realistica; legame cause-effetti (causalità generativa).
Metodologia di riferimento, tecniche e strumenti di indagine: prospettiva dei metodi misti; analisi profili di comunità; focus group; questionari; analisi dei rischi; visite ai Villaggi.
Sono descritte le modifiche apportate al disegno di valutazione complessivo a causa della pandemia COVID-19.Description and discussion of the evaluation system (ex ante, in itinere, ex post): explanation of why it was decided to adopt certain evaluation approaches and strategies (with reference to what was stated in the first part of the volume, of a more theoretical nature): participatory evaluation; learning purpose of the evaluation; theories of change; realistic evaluation; cause-effect relationship (generative causality).
Reference methodology, techniques and investigation tools: mixed methods perspective; analysis of community profiles; focus groups; questionnaires; risk analysis; visits to the Villages.
The changes made to the overall evaluation design due to the COVID-19 pandemic are described
Youth and Digital Media: Risks and Opportunities
No full textEveryday relational and communicative practices are increasingly shaped by digital media, and the Internet has become pervasive in young people’s daily lives (Riva and Scarcelli 2016). According to Eurostat data (2017), more than 90 % of youth in the EU aged 16–29 accessed the Internet on a daily basis in 2016, which was substantially more often than the population as a whole. This youth demographic predominantly accessed the Internet from mobile devices, such as smartphones, tablets, netbooks, and laptops. However, the consequences of the learning practices, behaviors and social interactions resulting from Internet use are still under debate (Pattaro 2015, Guzzetti and Lesley 2016, Pandolfini 2016). Indeed, discourse about the opportunities and risks of youth using the Internet has attracted considerable attention among researchers from different fields (such as education, sociology, and psychology), and teachers, parents and policy makers seek to identify which factors may encourage beneficial uses of digital media and mitigate its associated risks. On one hand, the Internet offers education, communication, community engagement, creativity, self-expression and entertainment; on the other, it can also expose youth to pornography, self-harm, violent or hateful content, inappropriate or harmful contact with others, harassment, and problematic conduct from peers, such as bullying or invasions of privacy (Vanderhoven et al. 2014, Mascheroni and Ólafsson 2018). This chapter investigates the relationship between young people and the use of digital media by exploring its risks and potential effects on youth socialization, sociability, and identity formation (Bennato 2011, Livingstone et al. 2012, Paccagnella and Vellar 2016, Pattaro et al. 2017, Romeo 2017, Merico 2018, Mascheroni and Ólafsson 2018)
La pluralità di stakeholder: le sfide valutative in termini di governance e di accountability
No full textIl capitolo affronta le sfide valutative in termini di governance e di accountability, analizzando il ruolo degli stakeholder e gli sviluppi più recenti nel campo del welfare generativo.The chapter addresses the evaluation challenges in terms of governance and accountability, analyzing the role of stakeholders and the most recent developments in the field of welfare
Le competenze e il lavoro di rete degli operatori
No full textIl capitolo si focalizza sulle figure degli operatori che hanno contribuito con il loro lavoro alle azioni dei diversi Villaggi presenti sui territori, in particolare sulle loro competenze nello svolgere le attività, le strategie e le risorse a disposizione ma anche le difficoltà e le possibili strategie e competenze necessarie nella relazione con le famiglie. Il secondo focus prende in esame, invece, il tema delle reti dei Villaggi, più o meno ampie, più
o meno consolidate a seconda delle situazioni presenti nei diversi territori. Si presenta una rete di un Villaggio esemplificativa per poterne leggere l’evoluzione nel tempo. Queste due focalizzazioni apparentemente lontane sono state, invece, proposte in un unico capitolo in quanto strettamente connesse; infatti, il consolidamento, il potenziamento di una rete su di un territorio è fortemente legato alle competenze e alle azioni che le figure che operano in un determinato servizio, in questo caso il Villaggio, mettono a disposizione.
La cura dei legami tra servizi è un elemento fondamentale per l’insediamento
e lo sviluppo dei Villaggi stessi.The chapter focuses on the figures of the operators who have contributed with their work to the actions of the various Villages in the territories, in particular on their skills in carrying out the activities, strategies and resources available but also the difficulties and possible strategies and skills needed in the relationship with families.
The second focus examines the Villages' networks, more or less large, more or less consolidated depending on the situations present in the different territories. One Village network is presented in order to be able to read its evolution over time. These two apparently distant focuses have been proposed in a single chapter as they are closely connected; indeed, the consolidation, the strengthening of a network in a territory is strongly linked to the skills and actions that the figures who operate in a specific service, in this case the Village, make available
Cl@ssi 2.0: il monitoraggio come strumento di stabilizzazione dell’esperienza
No full textThe use of Information and Communication Technologies (ICT) in education has assumed crucial importance in most European countries, including Italy where, in 2009, the Ministry of Education promoted a project called «Cl@ssi 2.0». The project was restricted to a limited number of secondary schools distributed throughout the country and was aimed at creating new learning environments with widespread use of technology in everyday school life. Moreover the aim of the project was to assess, after three years, the impact it had had on educational processes. This paper presents the evaluation research design of the effects of the Cl@ssi 2.0 project on student learning achievements and presents some preliminary evidence which refer to part of the collected data. In particular, it will focus on data collected from logbooks, a tool which allowed teachers’ points of view on the introduction of ICT in the experimental classes to be investigated
Assessing students with media and technologies: opportunities and limits from teachers’ point of view
No full textThe paper aims to investigate why, when and how media and technologies could be used in classroom to assess students’ achievement and learning. It presents an evaluation case
study of the Italian project “Cl@ssi 2.0”, addressed to middle schools in order to innovate learning environments trough diffused use of technology and to verify the impacts on
educational processes. The essay focuses on data collected from logbooks, a monitoring quali-quantitative tool, administered online, trough which teachers have described technologies’ use in classroom, expressing judgments on their impact on instructional processes. The longitudinal data analysis shows how, how often and for which purposes teachers have applied technologies to enhance assessment practices and methods,
collecting their opinions on occurred changes in the assignments and schoolwork and on the impact on students’ behaviours. The research suggests the potential of technologies to realize a variety of effective assessment and evaluation strategies; at the same time, it shows how their availability in classroom doesn’t imply an automatic teaching innovation and provides insights to go beyond a purely technological vision of media toward a
deepening of their methodological and educational opportunities
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