Portfolios are often used in higher education for learning, promotion, assessment and appraisal. Thanks to technical developments in recent years, portfolios are increasingly digital rather than physical. E-portfolios provide a comprehensive way to document personal progress, to reflect on work activities, to support learning and to serve as a tool for feedback and evaluation. However, there has been very little research conducted on the use of e-portfolios for learning purposes in higher education. This paper focuses on the use of e-portfolios in teacher education. Six students in a master programme work with e-portfolios in the course of their practical vocational training. In a mixed-methods design, the students were interviewed about their experiences and the process of writing e-portfolios. In addition, a document analysis of the e-portfolio entries has been conducted in terms of content and structure. The findings of this study provide indications on how e-portfolios can be used effectively in teacher training and which promoting and inhibiting conditions students encounter.
Eric G. Poitras, Shan Li, Laurel Udy, Lingyun Huang and Susanne P. Lajoie
Investigating disengagement is a continuing concern within computer-based learning environments. Drawing upon several strands of research into preservice teacher learning with network-based tutors, this paper outlines an object orientation to conceptualize a type of disengaged behaviour referred to as carelessness. We further differentiate this construct in terms of carelessness towards one’s own learning as opposed to other’s learning. In support of our claims, we review research into carelessness in the context of nBrowser, an intelligent web browser designed to support preservice teachers learn about the pedagogical affordances of novel technologies while designing lesson plans. The key aspects of this research can be listed as follows: (1) a knowledge engineering approach to implement a set of production rules within the learning environment to detect instances of carelessness and intervene; (2) a data-driven approach to infer learner behaviours in their absence due to carelessness; and (3) a model-driven approach to improve the functioning of the learning environment despite instances of carelessness. We discuss the limitations of these different approaches and draw implications for future research into preservice teacher disengagement with computer-based learning environments.
Margot Zanetti, Giulia Iseppi and Francesco Peluso Cassese
This work analyses the use of artificial intelligence in education from an interdisciplinary point of view. New studies demonstrated that an AI can “deviate” and become potentially malicious, due to programmers’ biases, corrupted feeds or purposeful actions. Knowing the pervasive use of artificial intelligence systems, including in the educational environment, it seemed necessary to investigate when and how an AI in education could deviate. We started with an investigation of AI and the risks it poses, wondering if they could be applied also to educative AI. We then reviewed the increasing literature that deals with the use of technology in the classroom, and the criticism about it, referring to specific use cases. Finally, as a result, the authors formulate questions and suggestions for further research, to bridge conceptual gaps underlined by lack of research.
Although LinkedIn is the world’s largest professional networking site, the research concerning self-presentation on the platform is limited and fragmented. The main goal of the study was to explore the self-presentation of Polish football managers on LinkedIn in four dimensions: completeness and attractiveness of the profile, network-embeddedness, and activity. Using quantitative content analysis of managers’ profiles (N=319), the research shows that the managers exploit the potential of LinkedIn to build their personal professional brand only in a very limited and mostly static way. In addition, the self-presentation in LinkedIn is the best among managers working in Polish Football Association, improves with the length of professional experience, and shows only slight differences between women and men.
Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).
Nicoletta Balzaretti, Andrea Ciani, Chelsea Cutting, Lisa O’Keeffe and Bruce White
Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs’ use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan ‘around’ the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to ‘notice’ additional areas for improvement in their own practice.
This document presents the modelling and engagement process that emerge from content creation on a social network device. The latter is used informally and collaboratively to provide a meaningful learning environment and to constitute the distant side of a blended learning. This device puts into perspective the use of social network that can be beneficial for training. It also shows a creative approach to a mediation initially designed for entertainment. This is an action research project conducted in the form of grounded theory in the context of a communication course. The results of this research make it possible to understand the stakes of distant social experience on training. They are useful to the trainer through the conceptual modelling of processes. They are also useful for research that addresses training issues such as engagement through information and communication technologies. We finally see that this device can serve as a springboard for more immersive technologies such as artificial intelligence.
Elena Boldrini, Alberto Cattaneo and Alessia Evi-Colombo
In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching practices analysis is a well-established training method to foster reflection on professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various, although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot experience in the field of in-service teachers training in the vocational sector. A two-year training programme using video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the integration of a structural programme of analysis of practices based on video annotation are presented.
This contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education.
Specifically, the article aims to reflect on the impact of augmented reality in learning for secondary school students, in relation to the co-constructive and participative approach of knowledge and to the expressive re-elaboration. For this purpose, the analysis of the data of a questionnaire is proposed, administered to secondary school teachers from various Italian regions, in regard to heritage education developed by means of augmented reality. Both the strengths, with particular reference to the elements of teaching innovation, and the critical aspects have been examined to identify the elements/processes capable of making innovative learning practices sustainable.