IF 1.3

Qwerty Pub Date : 2020-12-01 DOI: 10.30557/QW000032

V. Perrucci, Ahmad Khanlari, S. Cacciamani

引用次数: 0

Automatic feedback, self-regulated learning and social comparison: A case study 自动反馈、自我调节学习与社会比较:个案研究

IF 1.3

Qwerty Pub Date : 2020-12-01 DOI: 10.30557/QW000029

D. Persico, M. Passarelli, Flavio Manganelli, F. Pozzi, F. Dagnino, Andrea Ceregini, G. Caruso

引用次数: 3

To assign or not to assign? Role Taking in Higher Education. 分配还是不分配?高等教育中的角色定位。

IF 1.3

Qwerty Pub Date : 2020-09-20 DOI: 10.30557/QW000026

Manuela Fabbri

引用次数: 1

Assessment of university teachers on their digital competences 大学教师数字化能力评估

IF 1.3

Qwerty Pub Date : 2020-05-22 DOI: 10.30557/qw000025

Sara Dias-Trindade, J. Moreira, A. G. Ferreira

引用次数: 17

COVID-19: turning a huge challenge into an opportunity COVID-19:化巨大挑战为机遇

IF 1.3

Qwerty Pub Date : 2020-05-22 DOI: 10.30557/qw000024

G. Ritella, N. Sansone

{"title":"COVID-19: turning a huge challenge into an opportunity","authors":"G. Ritella, N. Sansone","doi":"10.30557/qw000024","DOIUrl":"https://doi.org/10.30557/qw000024","url":null,"abstract":"Over the last two decades, educational institutions at all levels have been struggling to make “good use” of digital technology (Henderson, Selwyn, Finger, & Aston, 2015). Even in those countries where the infrastructure is sufficiently developed, the features of emerging technologies are not always exploited. Instead, many teachers make limited use of technology and merely relocate part of their teaching online (Sansone, Cesareni, Bortolotti, & Buglass, 2019) without fully appropriating the technology (Ritella, Ligorio, & Hakkarainen, 2016). As a consequence, technology-enhanced learning is not the first choice when it comes to planning learning paths, both at school and at university level. Suddenly, in February 2020, the COVID-19 crisis forced the Italian educational system to embrace distance education after the forced closure of schools and universities. Since then, the widespread efforts of the teaching community have been summoned to resume the scholastic or academic year. The results, however, are variable, depending – for instance – on the educational level of the institution and its geographical location. The general impression is that teachers are facing the complex issues rising from this crisis on their own, without clear coordination and sufficient information, nor the support of the academic community.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76286137","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

Formazione insegnanti “aumentata”: integrazione di metodologie e tecnologie al servizio di una didattica socio-costruttivista “加强”教师培训:将方法和技术结合起来，服务于社会建构主义教学方法

IF 1.3

Qwerty Pub Date : 2020-05-15 DOI: 10.30557/qw000023

Nadia Sansone, G. Ritella

{"title":"Formazione insegnanti “aumentata”: integrazione di metodologie e tecnologie al servizio di una didattica socio-costruttivista","authors":"Nadia Sansone, G. Ritella","doi":"10.30557/qw000023","DOIUrl":"https://doi.org/10.30557/qw000023","url":null,"abstract":"The exploratory study here described focuses on a training course for first grade secondary school teachers. During this course, 17 in-service teachers experienced methodologies and tools for innovative and technology-mediated teaching, fostering awareness and understanding of how to support meaningful learning based on collaborative work practices. The course is based on a blended approach: Six face-to-face meetings alternated with online activities on a Moodle platform for a total amount of 50 hours-training. In between the first phase – connotated by a “theoretical” nature - and the second phase – more “practical”- teachers were asked to design a teaching unit for students to work in groups using collaborative writing tools. The objective of the study was to investigate how the course impacted teachers' ability to put into practice what they have experienced during the training as well as their perception about the real value that technology can bring in their daily teaching. To this end, the responses to a semi-structured questionnaire administered at the beginning and at the end of the course were analyzed (N=15), as well as the pedagogical scenarios built by the teachers during the course (N=12). Results show a correct practical application of what has been learned, an increased good perception of educational technologies, combined with a general consistent appreciation of the training carried out.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79677270","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: 2

Transforming the space-time of learning through interactive whiteboards: the case of a knowledge creation collaborative task. 通过交互式白板转换学习的时空:以知识创造协作任务为例。

IF 1.3

Qwerty Pub Date : 2020-05-15 DOI: 10.30557/qw000022

G. Ritella, N. Sansone

{"title":"Transforming the space-time of learning through interactive whiteboards: the case of a knowledge creation collaborative task.","authors":"G. Ritella, N. Sansone","doi":"10.30557/qw000022","DOIUrl":"https://doi.org/10.30557/qw000022","url":null,"abstract":"The present article aims at qualitatively exploring the emergent space-time configurations of Interactive Whiteboard (IWB) usage within a collaborative media design task at a university of applied sciences. During this course, the students had an opportunity to use the IWB technology to support the collaborative learning process within small groups of 4-5 members. It is argued that research on the space-time transformations enabled by digital technology, carried out by adopting the dialogical concept of chronotope, is useful to improve the understanding of learning in technology rich settings. Participant observation was conducted on two groups of students. Video-audio records of the students' activity and of group interviews were collected and qualitatively analyzed. The findings reveal that the IWB was only partially integrated within the students’ activity. Most of the IWB usage took place during the first phase of the course. The IWB use was characterized by specific space-time configurations that allow to examine how the students attempted to integrate the IWB in their learning space. The students’ reflections during the group interview allow to advance our understanding concerning the emergence of the space-time configurations identified by the researcher, as well as on the students’ perception of the learning environment. It is concluded that the potentiality of IWB and the effectiveness of the emergent space-time configurations is strictly dependent on the nature of the learning task and the pedagogical approach adopted.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88291565","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: 3

Fear the Instagram: beauty stereotypes, body image and Instagram use in a sample of male and female adolescents 对Instagram的恐惧:对男性和女性青少年的美貌刻板印象、身体形象和Instagram的使用

IF 1.3

Qwerty Pub Date : 2020-05-15 DOI: 10.30557/qw000021

V. Verrastro, L. Fontanesi, F. Liga, F. Cuzzocrea, M. C. Gugliandolo

引用次数: 20

Editorial. Learning and assessment in natural and artificial systems 社论。自然和人工系统中的学习和评估

IF 1.3

Qwerty Pub Date : 2019-12-01 DOI: 10.30557/qw000014

D. Marocco, Elena Dell’Aquila, Onofrio Gigliotta

引用次数: 0

Playing hybrid cards as an assessment tool for cognitive and emotional dimensions 将混合牌作为认知和情感维度的评估工具