Editorial

<abstract xmlns="http://www.w3.org/1999/xhtml">This article describes Learning Analytics (LA) as a predictive and formative approach that enables the planning of educational scenarios in line with students’ needs and languages in order to set a priori and in progress systems of control and inspection of the following: consistency, relevance and effectiveness of training objectives, curriculum paths, students’ needs and learning outcomes. Thanks to LA, it is possible to understand how students learn. Training courses are designed to include the definition of those learning outcomes that respond effectively to students’ needs in terms of contents, methodologies, tools and teaching resources. The present article aims to describe and discuss, after reviewing the relevant literature, in what way LA represents a valid support not only in designing student-centred training courses, which assess outcomes, but also in carrying out a formative assessment considering the learning experience as a whole. The analysis of some case studies was a good opportunity to reflect and define the bridge existing between the use of LA for assessment purposes and personalized learning paths.</abstract>

From Big Data to Learning Analytics for a personalized learning experience

<abstract xmlns="http://www.w3.org/1999/xhtml">The academic world initially regarded Wikipedia with misgivings for a number of reasons, including the uncertainty concerning the reliability of its content, its anonymous authorship and the fact that students often use it as an easy way to cut and paste material for their coursework. In recent years, however, university instructors’ perception of Wikipedia has changed significantly: it is seen as a useful teaching resource, as well as a promising environment for learning and collaborative knowledge building. It can be used for teaching purposes by assigning students to create and edit encyclopaedia articles. Such assignments can have many benefits: in addition to improving students’ understanding of content, the assignments have been shown to increase their intrinsic motivation to learn, develop digital competences and build cross-cutting skills in online communication and interaction. Lastly, in connection with universities’ institutional role, editing Wikipedia can be an interesting channel for the public communication of science.</abstract>

Wikipedia in university courses: teaching practices and educational benefits

<abstract xmlns="http://www.w3.org/1999/xhtml">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.</abstract>

Augmented reality environments for teaching innovation

<abstract xmlns="http://www.w3.org/1999/xhtml">This study is an overview of the technologies used by students with learning disorder (LD) and has the purpose of investigating how and the conditions on which digital technology can be an integral part of a motivating and barrierless learning environment also for students with special educational needs. Classrooms of the 21st century could be equipped with a teacher’s PC, student devices, e-board, Internet connection and a full suite of technological equipment, content, software and applications specially designed for education. The aim of this research was to observe whether the didactic work carried out in digital classrooms is beneficial to students with LD. By comparing data from the quantitative analysis and the observations carried out in the classroom, it is possible to affirm that the introduction of technologies in the classroom provides the benefits described by international works on this topic.</abstract>

Digital classroom and students with learning disorders: a study to improve learning processes and teaching practices

<abstract xmlns="http://www.w3.org/1999/xhtml">Currently, there is a need to assess the impact of ICT educational policies in educational centres. In this study, the level of digital competence of students is proposed as an indicator of the impact of these policies. However, there is an international problem when it comes to measuring this competence due to its diversity and conceptual complexity. This study presents a theoretical model of conceptualisation and systematisation of digital competence through various constructs derived from the sociocultural approach (Command, Privileging, Appropriation and Reintegration). The empirical validation of this model is the main purpose of this article. The sample of this study consists of 1,881 students of primary and secondary education of the autonomous community of Andalusia (Spain). For the data collection, an ad hoc questionnaire of 22 items is created. A statistical analysis based on structural equation model (SEM) is applied using the SmartPLS 2.0 M3 programme. The results reveal that the theoretical model is valid and has a predictive power (R<italic>2</italic>0.712 and Q<italic>2</italic>0.7087). To conclude, the validation of this theoretical model is a first step for the consideration and creation of digital competence as an indicator of the impact of ICT educational policies.</abstract>

Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

AHEAD OF PRINT

Volume 15 (2023): Issue 2 (December 2023)

Volume 15 (2023): Issue 1 (June 2023)

Volume 14 (2022): Issue 2 (December 2022)

Volume 14 (2022): Issue 1 (June 2022)

Volume 13 (2021): Issue 2 (December 2021)

Volume 13 (2021): Issue 1 (June 2021)

Volume 12 (2020): Issue 2 (December 2020)

Volume 12 (2020): Issue 1 (June 2020)

Volume 11 (2019): Issue 2 (December 2019)

Volume 11 (2019): Issue 1 (June 2019)

Volume 10 (2018): Issue 2 (December 2018)

Volume 10 (2018): Issue 1 (June 2018)

Volume 9 (2017): Issue 2 (December 2017)

Volume 9 (2017): Issue 1 (June 2017)

Volume 8 (2016): Issue 2 (December 2016)

Volume 8 (2016): Issue 1 (June 2016)

Volume 7 (2015): Issue 2 (December 2015)

Research on Education and Media

 REM - Research on Education and Media is devoted to research on Education and Media in the broadest sense: Media Education, e-Learning, Education Technology, Teaching and Learning with Technologies, Digital Citizenship, Youth Media Consumption. The journal serves the interest of researchers, educators and teachers, and publishes original research works, case studies, systematic reviews, along with editorials and brief reports, covering recent developments in the field. Issues on Education and Media are discussed with the aim to encourage debate and stimulate new research.  Rejection Rate   10%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 