ECPS - Educational Cultural and Psychological Studies最新文献

E-learning inclusivo e studenti con DSA a Roma Tre: dati di ricerca e prospettive di sviluppo. 罗马的包容性电子学习和DSA学生三:研究数据和发展前景。

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-chia

Lucia Chiappetta Cajola

{"title":"E-learning inclusivo e studenti con DSA a Roma Tre: dati di ricerca e prospettive di sviluppo.","authors":"Lucia Chiappetta Cajola","doi":"10.7358/ecps-2020-021-chia","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-chia","url":null,"abstract":"The growing presence of students with specific learning disorders (SLD) at Italian universities and the expansion of e-learning stimulate a reflection about the relationship between university e-learning and the right to study of students with SLD keeping in consideration of the typical characteristics of disorders of learning and the implications that these entail in the use of technology and the web. Even for students with SLD, technologies and e-elearning have to be facilitators of learning and participation. For this purpose, it is very important to guarantee technological support and an inclusive e-learning environment. This is necessary for going beyond the mere transmission of contents and represent a way of interpreting teaching that increases the value of traditional teaching thanks to the integration of communication. Within the debate about the inclusive dimension of university education and in the perspective of the bio-psyco-social model of the «human functioning», the paper presents a descriptive research aimed to investigate the real situation about both the use of technologies and the participation in e-learning environments for students with SLD of Roma Tre University.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124486057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sviluppare ambienti inclusivi nella formazione universitaria online: esiti di una ricerca esplorativa. 开发在线大学教育的包容性环境:探索性研究的结果。

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-bocc

F. Bocci, Gianmarco Bonavolontà

{"title":"Sviluppare ambienti inclusivi nella formazione universitaria online: esiti di una ricerca esplorativa.","authors":"F. Bocci, Gianmarco Bonavolontà","doi":"10.7358/ecps-2020-021-bocc","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-bocc","url":null,"abstract":"This paper refers to the «Interdisciplinary Research Project» of the Department of Education at Roma Tre University. The title of the project is «E-learning for higher education: setting up an integrated model for the qualification of learning and educational relationships in online courses» and represents a development of a previous research (Bocci, 2019a), which was aimed at outlining some dimensions and issues of inclusive online education. Taking as a background the different theoretical perspectives that study inclusion and inclusive processes (such as the Bio-Psycho-Social Model, the Social Model, the Capability Approach and the Universal Design) in the present paper the authors show the results of an exploratory survey aimed at verifying the validity of a new search tool − an analysis form developed starting from the work of Grainne Conole (2013) on MOOCs − used to analyze the level of inclusion of some university online courses of the EduOpen platform. The aim of the work is to provide a self-analysis tool to better guide in an inclusive perspective those who design and deliver e-learning courses. The first results are encouraging and lead to further investment of resources in this direction.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127869329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

L’empowerment dei docenti universitari: formarsi alla didattica e alla valutazione 大学教师赋权:教学和评估方面的培训

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-cogg

C. Coggi, P. Ricchiardi

引用次数: 0

L’utilizzo del podcasting nella didattica universitaria. 在大学教育中使用播客。

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-more

G. Moretti, A. Morini

引用次数: 0

Metodi autobiografici e coding per lo sviluppo dell’autoconsapevolezza e delle competenze trasversali. 用于发展横向自我意识和能力的自传体和编码方法。

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-alea

G. Aleandri, E. Consoli

{"title":"Metodi autobiografici e coding per lo sviluppo dell’autoconsapevolezza e delle competenze trasversali.","authors":"G. Aleandri, E. Consoli","doi":"10.7358/ecps-2020-021-alea","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-alea","url":null,"abstract":"In the current knowledge society, the meta-competence of Learning to learn and transversal skills are fundamental. It is therefore necessary for individuals to understand what their level of mastery of these skills is and what strategies they can implement to improve themselves. Self-awareness, creativity and digital technologies, as well as being fundamental tools for operating in the constantly changing contemporary world, are also valid support tools for the literacy and training of active and informed citizens. With this in mind, in the academic year 2019/20, a research project was carried out through using autobiographical methods and coding. The autobiographical writing formats and the multimedia products created through coding with the Scratch language have been developed during workshops in the presence and online, remotely, on a portal. Students wrote their life experiences in order to better understand them, to know the level of mastery of certain skills, what factors or events influenced their choices and creatively rethink and rework their experiences. This article reports the main results of this study, which confirm that both the autobiographical format and the use of digital technologies are useful tools for the education and training of people, especially in a lifelong learning perspective.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114573930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

E-learning e strategie inclusive: uno studio per rilevare le opinioni dei docenti dell’Università Roma Tre. 电子学习与包容性战略:一项了解罗马大学教授意见的研究。

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-dean

Barbara De Angelis

{"title":"E-learning e strategie inclusive: uno studio per rilevare le opinioni dei docenti dell’Università Roma Tre.","authors":"Barbara De Angelis","doi":"10.7358/ecps-2020-021-dean","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-dean","url":null,"abstract":"This contribution addresses aspects of the reflection on e-learning for higher education, with the purpose of outlining some operational considerations related to the presence of technologically mediated practices within university’s educational contexts. The culture of functioning in enabling contexts and the principle of accessibility as a cornerstone of inclusive teaching were the two perspectives considered here and applied to focus the implementation of inclusive e-learning, and to assess its usability and sustainability from an educational and methodological point of view. It is intended to highlight how fundamental, in the educational planning phase, the function of the teacher who consciously chooses the use of educational tools and devices. The study in question intends to explore, through the administration of a specific questionnaire, the opinions of university teachers in relation to the design and organization in an inclusive sense of their e-learning training offer in the university context. An investigation of this type may also encourage the launch of further studies on the philosophy of Universal Design to be deepened within higher education in our country, according to practices already present at an international level.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126125050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring Good Teaching Practices and Needs for Improvement: Implications for Staff Development 探索良好的教学实践和改进的需要:对员工发展的影响

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-serb

Anna Serbati, Debora Aquario, L. D. Re, O. Paccagnella, Ettore Felisatti

{"title":"Exploring Good Teaching Practices and Needs for Improvement: Implications for Staff Development","authors":"Anna Serbati, Debora Aquario, L. D. Re, O. Paccagnella, Ettore Felisatti","doi":"10.7358/ecps-2020-021-serb","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-serb","url":null,"abstract":"The article presents the results of a study that mapped academics’ teaching excellences, needs and areas for improvement to tailor educational staff development initiatives. Academics from seven Italian universities (Bari, Camerino, Catania, Florence, Foggia, Genoa, Turin) completed a survey that included three open-ended questions, aimed at exploring innovative practices, critical aspects and types of desired support. The study involved 7.278 professors who received the survey; 4.289 completed the main questionnaire, with a response rate of about 59%. Academics’ answers were analyzed by content analysis through the software Atlas.ti. For each question, results offer a wide picture of main elements mentioned by respondents. This experience represents an integrated systemic initiative using research to inform practices, promoting a shared culture of teaching and learning in higher education, that is critical for the vitality of the academic environment, as well as a scholarly approach aimed at valuing teaching and identifying tailored strategies to improve it. In fact, content analysis allowed researchers to design a multi-level action plan, taking into account three different stages: an institutional level, an inter-institutional one, and a national one.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"42 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131283567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Processi autoregolativi e feedback nell’apprendimento online 在线学习的自我调节和反馈过程

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-marg

Massimo Margottini, F. Rossi

{"title":"Processi autoregolativi e feedback nell’apprendimento online","authors":"Massimo Margottini, F. Rossi","doi":"10.7358/ecps-2020-021-marg","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-marg","url":null,"abstract":"The e-learning training, both within most traditional formal education contexts and in the latest version of MOOCs, is growing. However, the limits are also highlighted: high risk of drop-out, high variability in the quality of education and learning outcomes. The commitment to further qualify e-learning training implies a redefinition of educational and evaluation models and tools that consider aspects of cognitive, metacognitive and motivational nature. Specifically it seems interesting to study the self-regulation processes which many have highlighted as one of the main success factors in the study and which we must consider as particularly critical when the regulation of learning processes is completely or almost at the expense of the subject, as typically happens in e-learning contexts. It is therefore interesting to develop tools and strategies that help students to reflect and become aware of those dimensions that are basis of self-regulating behaviour. In this way also Social Learning Analytics perspective, through the implementation of feedback tools, offers interesting solutions to improve levels of awareness and trust of students in e-learning environments.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125084747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The Street Lamp Paradox: Analysing Students’ Evaluation of Teaching through Qualitative and Quantitative Approaches 路灯悖论:用定性和定量方法分析学生对教学的评价

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-ghis

P. Ghislandi, J. Raffaghelli, A. Sangrà, G. Ritella

{"title":"The Street Lamp Paradox: Analysing Students’ Evaluation of Teaching through Qualitative and Quantitative Approaches","authors":"P. Ghislandi, J. Raffaghelli, A. Sangrà, G. Ritella","doi":"10.7358/ecps-2020-021-ghis","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-ghis","url":null,"abstract":"This paper presents a study about Students Evaluation of Teaching (SET). Student surveys delivered at the end of the academic course is an approach currently applied in all Italian university courses. However, the quality of teaching is a multi-layered phenomenon whose evaluation might require additional methods. In this study, concerning a course offered during the academic year 2016/2017, we propose the qualitative analysis of students’ final essays, which includes the students’ opinion about teaching quality. The qualitative evaluation of teaching is then compared with the results of the standard SET survey. 48 students filled in the survey, while 47 delivered their final essay (a corpus of about 650 text pages). Our study shows that while the standard survey provides an overall picture useful at institutional level for Quality Assurance (QA), the qualitative approach captures an accurate account of students’ reactions, sensitive to the pedagogical approach adopted. This provides additional information on the students’ perspectives regarding the specific features of the course. Our case study suggests that the integration of traditional SET survey with qualitative teaching evaluation approaches, at least for innovative courses based on socio-constructivist learning, might provide information, overlooked in the Italian SET survey, that is useful for Quality Enhancement (QE) of teaching.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132907133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Open Badge a scopo formativo: resoconto di una esperienza didattica in ambito universitario. 开放培训卡:大学教学经验报告。

ECPS - Educational Cultural and Psychological Studies Pub Date : 2020-06-08 DOI: 10.7358/ecps-2020-021-laro

Concetta La Rocca

{"title":"Open Badge a scopo formativo: resoconto di una esperienza didattica in ambito universitario.","authors":"Concetta La Rocca","doi":"10.7358/ecps-2020-021-laro","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-laro","url":null,"abstract":"This paper questions the possibility to use Open Badge for educational goals. A pilot experience was carried out in the Department of Education, Roma Tre University. The OBs were designed by the author and assigned to the students who successfully performed the laboratory activities within her course, titled «Comunicazione di Rete». The online Cooperative Learning laboratory engaged 31 students in the construction of a digital product and in the activation of the communication and relational modalities required in the online learning communities, as recommended by the related scientific literature. All the planned activities have been indicated in specific operating protocols, and rigorously monitored using a checklist and a rubric. The assignment of the OB allows to declare that the subject has acquired a methodology fostering the development mediation, collaboration and cooperation skills. Not all students earned the OB, but all those who have earned it have passed the exam with excellent results. Despite the inevitable critical features of a pilot project, the observation data seem to confirm the line of research that guided the activity: the use of the OB for educational purposes lies in its capability to make other-directed evaluation processes transparent and to promote forms of self-evaluation and self-direction.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121795184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0