Research on Education and Media最新文献_第2页

Editorial: Algorithmic pedagogy 编辑:算法教学法

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0001

Pier Cesare Rivoltella

引用次数: 0

A personalized feedback system to support teacher training 支持教师培训的个性化反馈系统

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0005

Marta De Angelis, Sergio Miranda

引用次数: 0

One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response 一年后:大流行时期的数字化高等教育。高等教育教师回应的国际研究

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0009

Ottavia Trevisan, Marina De Rossi

{"title":"One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response","authors":"Ottavia Trevisan, Marina De Rossi","doi":"10.2478/rem-2023-0009","DOIUrl":"https://doi.org/10.2478/rem-2023-0009","url":null,"abstract":"Abstract The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument’s reliability and structure will also be provided. We are exploring how the DE is changing teachers’ routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"15 1","pages":"64 - 71"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41573961","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

Innovation as socially shared practice: the contribution of the Teaching and Learning Center 作为社会共享实践的创新:教学中心的贡献

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0013

L. Fabbri, P. Rossi, L. Giannandrea, A. Romano

引用次数: 0

Innovating university teaching with micro-credentials: an ongoing research experimentation 用微型证书创新大学教学：一项正在进行的研究实验

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0010

L. Perla, V. Vinci, A. Scarinci

引用次数: 0

Learning in the post-digital era. Transforming education through the Maker approach 后数字时代的学习。以创客方式转变教育

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0015

Francesca Gratani, L. Giannandrea, P. Rossi

{"title":"Learning in the post-digital era. Transforming education through the Maker approach","authors":"Francesca Gratani, L. Giannandrea, P. Rossi","doi":"10.2478/rem-2023-0015","DOIUrl":"https://doi.org/10.2478/rem-2023-0015","url":null,"abstract":"Abstract In today’s world, technology and digital media are no longer separate, “other” than “natural” human and social life. Technology has become pervasive, transparent, reaching a “stable” form, no longer revolutionary. A new concept, “the post-digital,” is emerging and gradually taking hold in a wide range of fields. The resulting complexities call for overcoming the binary and hierarchical approach between theory and practice by rethinking traditional teaching patterns and remediating knowledge. Maker Education is moving in this direction. It is considered a technology-based extension of activism, developing STEAM and 21st-century skills. Its main exponents believe that it can “disrupt” or transform traditional educational methods. The Maker Movement, indeed, overlaps with the natural inclinations of children and the power of learning by doing. This contribution presents an ongoing research project that aims to outline a proposal for integrating this approach into the primary and lower secondary school curriculum. We detected its impact on students’ school self-efficacy and attitude toward STEM and 21st-century skills. The results collected in the first part of the project look promising. The data underline the pupils’ interest in STEM subjects and the improvement of their organizational and interpersonal skills.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"15 1","pages":"111 - 119"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46005711","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

What kind of teaching in the post-digital era? The challenges of schools and universities after the pandemic: An explorative survey at University of Bari Aldo Moro 在后数字时代，怎样的教学?大流行后学校和大学的挑战:巴里奥尔多莫罗大学的探索性调查

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0012

A. Fornasari, M. Conte

{"title":"What kind of teaching in the post-digital era? The challenges of schools and universities after the pandemic: An explorative survey at University of Bari Aldo Moro","authors":"A. Fornasari, M. Conte","doi":"10.2478/rem-2023-0012","DOIUrl":"https://doi.org/10.2478/rem-2023-0012","url":null,"abstract":"Abstract All around the world, schools and universities should re-think and update teaching to adjust to technological changes and exploit their potentialities by means of hybrid teaching (Limone, 2013). Considering teaching in presence as absolutely good and online teaching as bad and necessary only during the pandemic is ideological, reductive and wrong (Ferri, Moriggi, 2018). If properly used in an ad-hoc pedagogical approach, technology represents an opportunity for students (Bonaiuti, Dipace, 2021), who can participate in training and updating processes and better adapt to changes. The long and complex post-pandemic period should allow the experimentation of a better integration between teaching in the classroom and technologically ‘augmented’ teaching. The process of digitalisation and methodological innovation should become permanent, as suggested in Mission number 4 – Education and Research of the NPRR. This was the starting point for an explorative survey (Lucisano, Salerni, 2002) conducted with 400 students of the University of Bari in order to research their challenges and levels of satisfaction with the online courses attended in the a.a. 2020/2021. The survey shows the difficulties with distance teaching and presents an overview on possible future blended approaches.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"15 1","pages":"88 - 94"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44230704","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

Technologies and innovation in secondary schools: rethinking teaching to improve student satisfaction 技术与中学创新：反思教学提高学生满意度

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0008

F. Storai, F. Rossi, S. Mori, Valentin Toçi

{"title":"Technologies and innovation in secondary schools: rethinking teaching to improve student satisfaction","authors":"F. Storai, F. Rossi, S. Mori, Valentin Toçi","doi":"10.2478/rem-2023-0008","DOIUrl":"https://doi.org/10.2478/rem-2023-0008","url":null,"abstract":"Abstract The use of new technologies is one of the themes at the centre of the educational debate, especially following Distance Education. The Avant-garde Educative Movement gathers schools from all over the country that share experiments based on a model in which the student is at the centre of his or her own educational path, a model capable of promoting meaningful learning. The Self Determination Theory (Deci & Ryan, 1985) highlights the extent to which the satisfaction of the needs for autonomy, competence and relationships contributes to student motivation. The purpose of the present study is to understand whether the rethinking of teaching promoted by widespread use of new technologies has had an impact in terms of student satisfaction. For the analysis, a Multilevel Model was used that assumes as the dependent variable students’ satisfaction with their school life from the Clipper Test, a-Portfolio for the orientation of students aged 15–19 (Soresi & Nota, 2003). The scale captures satisfaction with the school experience in terms of preparation received, relationships established and congruence with expectations. Results show that satisfaction increases as the use and frequency of innovative teaching methodologies employed by the teacher increases and as the frequency of use of technological resources employed in the classroom and in homework assignments increases.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"15 1","pages":"55 - 63"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45865638","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-tutoring layout in higher education: skills and efficacy perception 高等教育网络辅导布局:技能与效能感知

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0011

P. Raviolo, Salvatore Messina, Irene Mauro, Marco Rondonotti

引用次数: 0

Coding and childhood between play and learning: Research on the impact of coding in the learning of 4-year-olds 编码与游戏与学习之间的童年：编码对4岁儿童学习影响的研究

Research on Education and Media Pub Date : 2023-01-28 DOI: 10.2478/rem-2023-0003

Federica Pelizzari, Michele Marangi, Pier Cesare Rivoltella, G. Peretti, D. Massaro, D. Villani

{"title":"Coding and childhood between play and learning: Research on the impact of coding in the learning of 4-year-olds","authors":"Federica Pelizzari, Michele Marangi, Pier Cesare Rivoltella, G. Peretti, D. Massaro, D. Villani","doi":"10.2478/rem-2023-0003","DOIUrl":"https://doi.org/10.2478/rem-2023-0003","url":null,"abstract":"Abstract We propose the results of a research that combines the educational and psychological media approach, to verify the pedagogical potential of coding and robotics in the learning processes of 4-year-old children at the cognitive and socio-relational level. The study investigated the impact of unplugged and plugged coding on the skills of spatiality, movement and problem-solving skills, storage and decoding of progressively more complex indications, and single-group interaction of 51 children and three kindergartens using storytelling and the educational robot Cubetto. The work is based on the research carried out by Lee (2020) on the inclusion of coding in early childhood, the theoretical references of Wing (2010) about computational thinking and the theoretical frameworks proposed by Bers (2020) regarding coding as a playful dimension. The data collected through the quantitative and qualitative tools of a pre- and post-intervention questionnaire to educators and a checklist of observations on children recorded the following: • an increase in children’s space, motor and information-storage/decoding skills; • a change in children’s collaborative skills when comparing the results of the plugged and unplugged coding workshops and • the impact of coding to increase children’s performance skills through narrative dimension and play.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"15 1","pages":"9 - 19"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41810387","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