1,721,043 research outputs found
Promuovere il pensiero critico attraverso la fruizione del patrimonio epigrafico in lingua latina: I risultati del progetto Nomina sunt consequentia rerum. Developing critical thinking skills through Latin inscriptions: Results from the Nomina sunt consequentia rerum project
No full textLa fruizione del patrimonio artistico e culturale di carattere epigrafico per la promozione delle competenze di pensiero critico è l’oggetto principale della presente ricerca, che intende indagare quanto la costruzione di percorsi in- tegrati tra scuola e museo possa, attraverso la fruizione di oggetti museali al- tamente specialistici come le epigrafi di epoca romana imperiale, sollecitare le competenze linguistiche, di argomentazione, interpretazione, analisi e va- lutazione critica in studenti di scuola secondaria superioreArtistic and cultural heritage, Latin inscriptions in particular, and critical thinking skills development are the main themes of the research presented in this volume. Within the research, the author intends to investigate if in- tegrated museum-school learning path can support the promotion of lin- guistic, argumentation, interpretation, analysis and critical evaluation skills in secondary school students
Pietro Gibellini, Sinigaglia o la carne senza carne: tradizione e novità di "Bordellesca", in Sulla poesia di Sandro Sinigaglia. Atti del convegno, Ginevra 17-18 febbraio 2012, a c. di Sveva Frigerio, Francesca Latini ed Emilio Manzotti, "Microprovincia", n. 50 (2012), pp. 11-27
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Progettare percorsi educativi al museo in contesti digitali. L’esperienza del corso Digital Education di UNIMORE
No full textIl contributo mira a presentare il percorso educativo e i risultati di apprendimento dell’insegnamento “Ambienti digitali per la didattica museale”, offerto all’interno del corso di laurea prevalentemente a distanza “Digital Education” dell’Università degli Studi di Modena e Reggio Emilia. L’insegnamento, erogato negli anni accademici 2021-22 e 2022-23 ha previsto una serie di attività didattiche sincrone, integrative e asincrone finalizzate a promuovere conoscenze e competenze in educatori in formazione nel campo della progettazione di esperienze museali innovative e in un’ottica internazionale. I risultati ottenuti dagli studenti sono presentati e analizzati al fine di identificare azioni di implementazione del percorso formativo, soprattutto in contesti formali a distanza
Promoting Critical Thinking through the Observation and Interpretation of the Work of Art
No full textThis chapter aims to analyse the state of the art on the promotion of Critical Thinking skills through the observation of the work of art and to identify the most useful teaching methods for this educational objective, in formal and informal contexts, such as museums. Although the definitions of Critical Thinking are different, cultural heritage education agrees on the need to promote these skills both through activities aimed at a specific audi- ence and by generally stressing their function within the educational role of museums (Smith, 2007). As regards the use of particular educational meth- odologies, Object Based Learning is particularly privileged for the promo- tion of Critical Thinking skills, together with Visual thinking and Digital Storytelling. This contribution also showcases the first data obtained from a quasi-experiment developed at the Galleria Lapidaria in the Capitoline Mu- seums in Rome, which saw the use of Digital Storytelling for the promotion of Critical Thinking skills for upper secondary school students
Imparare le scienze con la scrittura creativa: il percorso degli allievi della scuola secondaria
No full textIl capitolo "Imparare le scienze con la scrittura creativa: un percorso per gli allievi della scuola secondaria", a cura di Maria Rosaria Re, illustra tutti i passaggi effettuati dagli allievi fino al concepimento del testo di scrittura creativa di argomento scientifico e offre una panoramica dettagliata dei materiali utilizzati per raggiungere l’obiettivo finale nell'ambito della predisposizione di laboratori di didattica della scienza in seno al progetto “Comunicazione, informazione e educazione per lo sviluppo di conoscenze e sensibilità sul tema della biodiversità”, coordinato dall’Istituto per l’Ambiente Marino e Costiero del CNR – sede di Capo Granitola (TP), nel contesto della creazione di un Osservatorio per la biodiversità in Sicilia, a opera della Regione Sicilia stessa
Digital Storytelling in Museum Education Context: How to Promote Critical Thinking Skills through Digital Tools within Secondary School Pupils
No full textThe present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path
Applicazione delle tecniche digitali in contesti di educazione per gli adulti: le linee guida per le industrie creative del progetto europeo Digiculture / Using digital skills within adult education context: the DigiCulture project Guidelines for Creative Industries
No full textIl contributo propone i principali esiti di ricerca derivanti dalla rea- lizzazione a livello europeo delle Linee Guida per lo Sviluppo delle Competenze Digitali nei lavoratori delle Industrie Creative, sviluppate all’interno del progetto Erasmus+ KA204 “DigiCulture” (Impro- ving the Digital Competences and Social Inclusion of Adults in Crea- tive Industries, 2018-2021). La ricerca si è articolata in diverse fasi ed è stata condotta dal 2018 al 2021 utilizzando differenti tecniche e strumenti di acquisizione e analisi dei dati, tra cui un’analisi si- stematica della letteratura nel campo della promozione delle com- petenze digitali per adulti operanti nell’Industria Creativa, la somministrazione di un questionario (N=148) e interviste in pro- fondità a stakeholder del settore (N=21). I risultati evidenziano, tra l’altro, che le necessità educative in termini di applicazione delle tecniche digitali non subiscono modifiche sostanziali dopo la pan- demia da Covid-19, pur confermandone l’urgenza di sviluppo. Dai dati raccolti in seno alla ricerca, viene sottolineato l’imperativo di promuovere tale abilità nel contesto dell’educazione degli adulti, utile anche in termini di promozione della cooperazione sociale, delle competenze di cittadinanza attiva e dello sviluppo personale.The paper aims at presenting the main results linked to the real- ization at European level of the Guidelines for Digital Competences for Creative Industries, developed within the Erasmus+ KA204 DigiCulture project (Improving the Digital Competences and So- cial Inclusion of Adults in Creative Industries, 2018-2021). The research was carried out in several phases from 2018 to 2021, using different techniques and tools for data acquisition and analysis, in- cluding a systematic literature review in the field of digital skills promotion for Creative Industry (CI) employees, a questionnaire (N=148) and in-depth interviews (N=21) with stakeholders in the CI sector. Results show that educational needs in terms of digital skills promotion do not substantially change after the Covid-19 pandemic. From the data collected, the urgency to promote these skills in adult education and CI context is emphasized. Digital skills promotion is considered also useful in terms of social co-operation, active citizenship skills and personal development
Digital Storytelling for Digital Skills development. A pilot experience with in-training educators
No full textThe present paper aims at presenting the results of a pilot experience of digital skills promotion within in-training educators carried out at the University of Modena and Reggio Emilia. The experience was realised in the academic year 2020/2021 through the use of the MOOC "Digital Storytelling" of the Erasmus+ DigiCulture project (Andone, 2019; Re, 2022). The MOOC, assigned to more than 100 students participating in the "Educational Research Methodology" laboratory, and designed in 5 modules, aims at soliciting the digital skills of Information and Data Literacy, Communication and Collaboration, Digital Content Creation according to the DigComp 2.1 model (Carretero et al., 2017) through the Digital Storytelling learning strategy. The pilot experience was carried as a response to the educational urgency of promoting digital competences in (future) teachers and educators for the development of the national social and educational context (Italian Law 107/2015 , Observatory of Digital Competences, 2019; OECD, 2019; Digital Education Action Plan 2021-2027), especially following the spread of the Covid-19 pandemic that has brought the need to redesign and reconfigure learning processes and programmes through the use of digital technologies (Secundo, Rippa & Meoli, 2020), Distance Learning and Digital Integrated Learning. The results show that the self-perception of the competences of “Browsing, searching and filtering data, information and digital content",” Integrating and re-elaborating digital content" and "Collaborating through digital technologies" improved in a statistically positive way within the participants
Heritage Education and Initial Teacher Training: an International Experience
No full textThe great interest and debate on teachers 21st century skills development is
closely connected with a “new” approach to education and learning which
inevitably affects the present and the future of the whole education system.
Roma Tre University Museum Education Centre took part in the Erasmus+
DICHE project (Digital Innovation in Cultural Heritage Education) and carried
out activities taking into consideration the project theoretical model:
informing primary school teachers of new education practices in cultural
heritage fruition which employ technologies and also include the evaluation
of their effectiveness in learning in terms of competences development. A
web app devoted to integrate technology in heritage fruition within primary
school education was designed and implemented as one of the project
core activities. This paper presents the development and the piloting of
this application for mobile devices as a tool for teachers in training: the
MuseTech web ap
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