1,722,147 research outputs found
Training faculty developers as change agents
No full textThe international strategic orientations (EHEA 2020) have long reaffirmed the need to enhance the professionalism
of university teachers within the centers -Teaching and Learning Centers, which provide systems for the promotion,
recognition and enhancement of skills acquired through training and educational research. The first TLC in Southern
Italy was officially established in the University of Bari Aldo Moro (2017) with the establishment of a working group
dedicated to faculty development programs and the adoption of the learning community model. This contribution
presents the faculty developer model (Baker et al. 2018) of the University of Bari, deliberately designed to foster the
creation of interdisciplinary networks and communities of practice for professional and organizational development
at the departmental level (Sorcinelli, 2007). Through the training of developers, the development of specific methodological, evaluative, and technological skills will be promoted (Perla, Vinci, Scarinci, 2021a, 2021b)
GEMMA project for university teacher education: a scoping review to investigate digital, entrepreneu rial and soft skills
No full textFor several years the university has been at the center of a process of innovation and change which sees the continuous
training of teachers and the development of teaching skills as the possibility of renewal and improvement of the edu
cational and organizational quality of the institution (Dipace, Scarinci, 2021; Lotti, Lampugnani, 2020; Perla, Vinci,
2022; Felisatti, Serbati 2017). In this scenario, technological developments contribute to the creation of new, more
flexible and widespread spaces for interaction, learning and teaching, which require an adaptation of teaching/orga
nizational strategies and the ability to act in these contexts.
Therefore, the need emerges for university professors to hybridize their knowledge, to acquire new skills that allow
them to face the challenges posed by changing workplaces and be capable of generating an impact of their research
outside the university. The present contribution intends to present the Erasmus+ project GEMMA (Game based le
arning for Enhancement of new skills using Micro-MOOCs for Academic staff) and a scoping review of the scientific
literature aimed at an exploratory analysis of the need in the university context to develop digital, entrepreneurial and
soft skills
Hybrid mediation and digital scholarship in higher education
No full textThe coronavirus crisis has challenged higher education institutions in many new and unexpected ways, particularly in relation to digitization and digitally enhanced learning and teaching (Perla, Scarinci, Amati 2021; Agrati, Vinci 2021). Mediation (Damiano 2013; Perla 2016; Agrati 2020) at the time of COVID-19 involved a strong accentuation of the dislocation of points of view with respect to interaction in the presence: technologies are ‘amplifiers’ of learning spaces and opportunities for learner-centered strategies, that can ensure greater accessibility of learning environments and resources (Huang 2020). The COVID-19 pandemic, which suddenly forced teachers to introduce hybrid models and practices in their teaching (Perla, Scarinci, Amati 2021), accelerated the process of raising awareness about the need for high quality professional development, for an advancement in the field of Digital Scholarship, for a support for teacher professionalism and for the development of teaching competences aimed at improving students’ learning (Perla et al. 2021). The research specifically investigates the experience of Distance Learning, to bring out the changes in teaching practice, paying particular attention to didactic mediation and evaluation, two areas considered foundational and emblematic in teaching-learning action. Through the administration of an online questionnaire to which 721 teachers responded, we highlight the metamorphoses involved in mediation and evaluation. What emerged allows us to redefine the "teaching charter" as a "mediated action with a high potential for hybridization", bringing to light the criticalities / potentialities of the pedagogical Third (Houssaye 2000) as a space for experimentation of flexibility teaching. The findings highlighted the need to support teachers' digital training to develop a new type of sophisticated knowledge and the ability to transform disciplinary content into digitalized disciplinary content (Perla, Agrati, Vinci 2019)
Innovating university teaching with micro-credentials: an ongoing research experimentation
Get PDFThe experience of the Covid-19 lockdown has suddenly accelerated the awareness process of the entire university faculty about the need to hybridise their teaching with digital tools (Trentin, Bocconi 2015; Perla, Scarinci, Amati 2021) transforming traditional scholarship of the Italian University in a gigantic field of experimentation of innovative practices (Perla, 2020, p. 562). This has brought out the importance of supporting the quality of university teaching through the commitment to address precise Faculty Development policies, specifically through the development of innovative experiences and the design of paths based on micro-credentials. This contribution reports some actions promoted by the University of Bari aimed at the innovation of university teaching and the results of a pilot course on micro-credentials
Innovating university teaching with micro-credentials: an ongoing research experimentation
No full textThe experience of the Covid-19 lockdown has suddenly accelerated the awareness process of the entire university faculty about the need to hybridise their teaching with digital tools (Trentin, Bocconi 2015; Perla, Scarinci, Amati 2021) transforming traditional scholarship of the Italian University in a gigantic field of experimentation of innovative practices (Perla, 2020, p. 562). This has brought out the importance of supporting the quality of university teaching through the commitment to address precise Faculty Development policies, specifically through the development of innovative experiences and the design of paths based on micro-credentials. This contribution reports some actions promoted by the University of Bari aimed at the innovation of university teaching and the results of a pilot course on micro-credentials
Living and Leading in the Next Era: Connecting Teaching, Research, Citizenship and Equity
Get PDFIn the ever-evolving landscape of education, teaching transcends mere artistry; it is a profound commitmem requiring wisdom, cominuous developmem, community collaboration, and research support. With the complexities of modem classrooms, educators face unprecedemed demands. They require comprehensive initial training, ongoing professional growth, collaboration within the social fabric, and backing from research communities. Addressing these needs empowers educators not just to endure but to thrive, shaping the forthcoming era towards inclusive digital citizenship and gender eq uali ty. The ISATT2023 conference, hosted by the University of Bari, convened over 200 scholars worldwide. This publication compiles their insights, spanning diverse cominems and cultures. Organized imo three thematic sections, it delves imo research methodologies, societal challenges, and innovative pedagogica! approaches. From exploring teaching paradigms to fostering inclusive environmems, this collection offers a panoramic view of comemporary educational landscapes, stimulating curiosity and promoting further exploration imo the realm of teaching and learning
Analysing emotions to personalise learning for EduOpen Moocs’ students
No full textIn this paper we analyse the emotional experience of students in 11 courses within EduOpen
(www.eduopen.org), an international Moocs’ platform. The main theoretical idea is that communities of
inquiry (Garrison, Anderson, & Archer, 2000) are digital learning experiences characterized by an emotional
dimension strongly impacting on learning (Cleveland-Innes, & Campbell., 2012). Our methodological approach
refers to the field of qualitative learning analytics (ibidem; Loperfido, Dipace, Scarinci, in press), which connects
the attention to the personalization of learning with the understanding of the students’ experience from a
microlevel point of view. Therefore, we connect the use of the general sentiment analysis, which looks at both
negative and positive feelings, with Grounded theory approach, which looks at specific emotions. Through a
bottom up process and Nvivo 11 Plus software, we analysed the forum dedicated to the students’ selfpresentation
from all of the 11 courses. We defined a set of categories composed by a three-levels system. At
a general level, we have the macrodimensions “Sentiment about EduOpen” and “Emotions toward topics”.
Each of these dimensions is composed by a number of “child” categories and subcategories. After defining the
entire set of categories and categorizing all the texts (which was a circular process), we run some graphs on
Nvivo showing the hierarchical structure of dimensions, the relations among dimensions and sources, and the
clusters of dimensions by coding similarity. Results show how some courses are more composed by negative
or positive sentiments and how the motivations dimension heavily characterizes the emotional dimension of
students
Hybrid mediation and Digital Scholarship in Higher Education
No full textThe coronavirus crisis has challenged higher education institutions in many new and unexpected ways, particularly in relation to digitization and digitally enhanced learning and teaching (Perla, Scarinci, Amati 2021; Agrati, Vinci 2021). Mediation (Damiano 2013; Perla 2016; Agrati 2020) at the time of COVID-19 involved a strong accentuation of the dislocation of points of view with respect to interaction in the presence: technologies are ‘amplifiers’ of learning spaces and opportunities for learner-centered strategies, that can ensure greater accessibility of learning environments and resources (Huang 2020). The COVID-19 pandemic, which suddenly forced teachers to introduce hybrid models and practices in their teaching (Perla, Scarinci, Amati 2021), accelerated the process of raising awareness about the need for high quality professional development, for an advancement in the field of Digital Scholarship, for a support for teacher professionalism and for the development of teaching competences aimed at improving students’ learning (Perla et al. 2021). The research specifically investigates the experience of Distance Learning, to bring out the changes in teaching practice, paying particular attention to didactic mediation and evaluation, two areas considered foundational and emblematic in teaching-learning action. Through the administration of an online questionnaire to which 721 teachers responded, we highlight the metamorphoses involved in mediation and evaluation. What emerged allows us to redefine the "teaching charter" as a "mediated action with a high potential for hybridization", bringing to light the criticalities / potentialities of the pedagogical Third (Houssaye 2000) as a space for experimentation of flexibility teaching. The findings highlighted the need to support teachers' digital training to develop a new type of sophisticated knowledge and the ability to transform disciplinary content into digitalized disciplinary content (Perla, Agrati, Vinci 2019)
Hybrid mediation and Digital Scholarship in Higher Education
No full textThe coronavirus crisis has challenged higher education institutions in many new and unexpected ways, particularly in relation to digitization and digitally enhanced learning and teaching (Perla, Scarinci, Amati 2021; Agrati, Vinci 2021). Mediation (Damiano 2013; Perla 2016; Agrati 2020) at the time of COVID-19 involved a strong accentuation of the dislocation of points of view with respect to interaction in the presence: technologies are ‘amplifiers’ of learning spaces and opportunities for learner-centered strategies, that can ensure greater accessibility of learning environments and resources (Huang 2020). The COVID-19 pandemic, which suddenly forced teachers to introduce hybrid models and practices in their teaching (Perla, Scarinci, Amati 2021), accelerated the process of raising awareness about the need for high quality professional development, for an advancement in the field of Digital Scholarship, for a support for teacher professionalism and for the development of teaching competences aimed at improving students’ learning (Perla et al. 2021). The research specifically investigates the experience of Distance Learning, to bring out the changes in teaching practice, paying particular attention to didactic mediation and evaluation, two areas considered foundational and emblematic in teaching-learning action. Through the administration of an online questionnaire to which 721 teachers responded, we highlight the metamorphoses involved in mediation and evaluation. What emerged allows us to redefine the "teaching charter" as a "mediated action with a high potential for hybridization", bringing to light the criticalities / potentialities of the pedagogical Third (Houssaye 2000) as a space for experimentation of flexibility teaching. The findings highlighted the need to support teachers' digital training to develop a new type of sophisticated knowledge and the ability to transform disciplinary content into digitalized disciplinary content (Perla, Agrati, Vinci 2019)
Formare i faculty developers come agenti di cambiamento: il modello curricolare del TLC Uniba
No full textRecenti indirizzi strategici internazionali (EHEA 2020; ENQA, 2015; ESG, 2015; EUA Trends, 2017, 2018; EHEA, 2015; Eurydice, 2017; EC, 2020) ribadiscono da tempo la necessità di potenziare la professionalità dei docenti universitari all’interno di centri come i Teaching and Learning Centers, che prevedono sistemi di promozione, riconoscimento e valorizzazione delle competenze acquisite attraverso la formazione e la ricerca didattica. Nell’Università degli Studi di Bari Aldo Moro è stato istituito ufficialmente il primo TLC del Mezzogiorno
(2017) con la costituzione di un gruppo di lavoro dedicato a faculty development programs e l’adozione del modello delle comunità di apprendimento. Si presenterà il modello di formazione dei faculty developers (Baker et al. 2018) presso l’Università di Bari, intenzionalmente progettato per favorire la creazione di reti interdisciplinari
e comunità di pratica per lo sviluppo professionale e organizzativo a livello dipartimentale (Sorcinelli, 2007). Il modello curricolare Uniba si presenta a ‘cascata’ e prevede differenti target group: a livello istituzionale (macro), il Presidio di Qualità; a livello di formazione dei formatori (meso), i referenti dipartimentali, che fungono da faculty developers; a livello di gruppi di insegnanti (micro), le comunità di pratica costituite dal basso. Attraverso
la formazione dei developers, si promuoverà lo sviluppo di specifiche competenze metodologiche, valutative e tecnologiche. I developers, inoltre, hanno un ruolo chiave nell’influenzare la motivazione di ciascun dipartimento a sperimentare pratiche di insegnamento innovative in una logica bottom-up, funzionale al miglioramento della
qualità dell’offerta formativa dell’intero ateneo. Il modello prevede anche azioni di valutazione, il monitoraggio e la documentazione dei corsi, da restituire alle comunità dipartimentali; azioni di customer satisfaction; azioni di comunicazione (Perla, Vinci, Scarinci, 2021)
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