1,721,009 research outputs found
Formazione e industria 4.0: pratiche e sfide formative tra tecnologia e consapevolezza (la voce dei formatori)
Full text linkGiven the influence that the Industry 4.0 phenomenon has on the world of education and training, it is necessary to monitor its evolution in order to enable educational and training institutions to update their curricula and acquire new technologies and training practices to support teaching activities. Through the collection and analysis of the testimonies of a group of 21 Italian continuing education trainers, an attempt was made to frame and understand the direct and indirect effects of Industry 4.0 on Italian training processes, methods, and training contexts in order to return a set of useful information for both the world of vocational training and the world of generalist education, as it too is called upon to confront this phenomenon. The information that emerged may be useful for recalibrating and localising educational training models oriented towards digitalisation and technological innovation.Data l’influenza che il fenomeno Industria 4.0 sta avendo sul mondo della scuola e della formazione, è necessario monitorare il suo evolversi al fine di consentire alle istituzioni educative e formative di aggiornare i curriculum e di acquisire nuove tecnologie e prassi formative a supporto delle attività didattiche. Attraverso la raccolta e l’analisi delle testimonianze di un gruppo di 21 formatori della formazione continua italiana, si è tentato di inquadrare e comprendere gli effetti diretti e indiretti dell’Industria 4.0 sui processi formativi, sui metodi, e sui contesti formativi italiani al fine di restituire un set di informazioni utili sia per il mondo della formazione professionale che per il mondo della scuola generalista, in quanto chiamato anch’esso a confrontarsi con questo fenomeno. Le informazioni emerse possono essere utili per ritarare e localizzare i modelli formativi educativi orientati alla digitalizzazione e all’innovazione tecnologica
Apprendistato e formazione psicosociale: un'esperienza di conduzione di moduli di socializzazione e competenze relazionali per apprendisti artigiani
No full textL’articolo riporta l’esperienza svolta dagli autori in qualità di formatori nei moduli di Socializzazione (4 ore) e Competenze Relazionali (16 ore) dei corsi rivolti agli apprendisti artigiani delle regioni Veneto, Lombardia e Trentino Alto Adige nel decennio 1997-2007. L’esperienza risulta interessante perché, a partire da dispositivi psicologici classici (le illusioni ottico-geometriche e le figure ambigue messe a punto dalla Psicologia della Gestalt), prima apre uno stato di crisi in formandi poco avvezzi a mettere in discussione le loro modalità di percepire la realtà e di mettersi in relazione con l’altro (quindi di comunicare), poi si inserisce con interventi mirati a far assumere ai formandi modalità comunicative e relazionali più efficaci e soddisfacenti dal punto di vista sia degli obiettivi da raggiungere sia della relazione con l’altro
Crossing boundaries between classroom and work learning processes through ICT: a systematic Review
No full textWithin VET, technologies are involved in the learning processes taking place in the classroom, in the laboratory and during traineeship. In the laboratory and during the traineeship, technologies are used in different ways: on one hand, they are, and they have always been, a regular part of the work activities, which are the subjects of learning; on the other hand, they “can serve many roles to support work-based learning” (Margaryan, 2008, p.17). But can the use of technologies enhance WBL activities while students sit in the classroom (off the job)? This review aims at gathering information about the potential of ICT in crossing the boundaries of learning processes between classroom and work within initial vocational education contexts
How can the technology introduction foster educational innovation in VET centers? A comparative case study
No full textSince the mass diffusion of Information and Communication Technology (ICT), Italian educational institutions have been implementing several experimental projects in order to enhance students learning experience (Moricca, 2016). The initial Vocational Education and Training (VET) has been part of this innovation process with several pilot projects, such as iCnos, which aims at introducing ICTs as support to teachers’ activities and students’ learning process (Franchini, 2015). This project has been led by the central management of CNOS-FAP federation through several teacher training courses, the empowerment of internet connection infrastructure and the substitution of paper handbooks and notebooks with the iPad. Each center involved in the pilot project has managed independently the innovation process based on the guidelines issued by the central management. The main research questions of this exploratory study are as follows: Can an institutional innovation process - managed with a top-down approach - fosters pedagogical and organizational changes in VET centers? Which aspects and roles are involved in this innovation process? How do teachers and students perceive and react to this innovation process? Which are the solutions implemented by the different centers? Which are the shortcomings? Which solutions have been implemented by the centers? To answer these research questions, a comparative case study has been conducted (Yin, 1984; Campbell, 2010). Four VET centers were selected. The teachers in charge of the coordination of the project of each center were interviewed with a semi-structured questionnaire; also project documentation and teaching materials were gathered. The analysis has followed an iterative, grounded approach and included the use of Nvivo 11 (qualitative data analysis software) (Holton & Glaser, 2012). The comparison of interviews and the other gathered data shown that the innovation process has been taking different forms in every VET center context. The analysis also suggests that there are several core factors in the innovation process investigated. The main results could represent a set of good practices that could be taken into account by the CNOS-FAP federation when the iCnos project will be extended to all the federation centers. In this sense, these may be also useful in similar contexts
La formazione continua come elemento moderatore tra le diverse e mutevoli esigenze della società, delle imprese e degli individui
No full textLa formazione continua in Alto Adige e i luoghi della formazione - Misure di finanziamento e modelli integrati per l'occupabilita
The management of institutional innovation process through the introduction of instructional technology in vet centers. A comparative case study
No full textSince Information and Communication Technologies (ICT) had taken part of everyday life both in workplace and domestic settings, the Italian educational system has progressively tried to promote technological innovations within schools. The present contribution takes place in the iCnos project started in 2012 and promoted and driven by the central coordination of CNOS-FAP federation. This paper aims to analyse experiences and actors’ voices involved in the project in order to achieve a better comprehension of the process and providing transferable and reusable information. Four VET centres were randomly selected among those included in the iCnos project. Teachers who were responsible to coordinate the local section of the overall project were interviewed in two different occasions. The first interview concerned the iCnos project as an innovation process; the second interview was focused on the changes occurred during the last two years. Following the Grounded Theory approach data analysis shows the presence of several elements that seems to be crucial in innovation processes. Findings also confirm the crucial role of pedagogical leanings and teaching practices, as well as the efficiency of technological infrastructures (devices and internet connection), as an essential prerequisite without which the use of ICT for support teaching would not be possible. As an in-progress research project there are future analysis to be considered; a deeper analysis of data gathered and a further comparison with the literature can allo
Book Review: Internationalization in Vocational Education and Training
Full text linkThe book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia
ICT integration in teaching practice: can we go beyond the experimentation?
Full text linkThis study aims to analyze the experiences and the voices of the actors involved in the pilot project iCnos in order to achieve a better understanding of the ongoing process of change and to provide transferable and reusable information. This project, promoted and led by the national board of CNOS-FAP Federation, aims at introducing ICTs as support to teachers’ activities and students’ learning processes. Four of the VET centers involved in the project participated in this research. The qualitative analysis of data which were gathered through interviews shows that the innovation process has been taking different forms in each VET center. There are also common features in the transition from an experimental phase to implementation.
L’integrazione delle ICT nelle pratiche didattiche: è possibile andare oltre la sperimentazione?
Il presente contributo si propone di analizzare e restituire le esperienze degli attori coinvolti nel progetto pilota iCnos, al fine di ottenere una migliore comprensione del processo di cambiamento in corso che fornisca informazioni trasferibili e riutilizzabili in altri contesti. Il progetto iCnos, promosso e guidato dalla direzione nazionale della federazione CNOS-FAP, mira a introdurre le Information and Communication Technologies (ICT) come supporto alle attività didattiche dei docenti e ai processi di apprendimento degli studenti dei Centri di Formazione Professionale (CFP) aderenti. Lo studio ha coinvolto quattro CFP. L’analisi qualitativa dei dati raccolti attraverso interviste ha mostrato che il processo di innovazione ha assunto forme diverse in ogni CFP ma ha consentito anche di cogliere le caratteristiche comuni del passaggio da una fase sperimentale a una fase di consolidamento dei processi innovativi
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
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