The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.
Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.
The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.
The university has been called to run a Third mission of a socio-entrepreneurial nature that deals with the interaction in communities favouring the use of knowledge to contribute to social, cultural and economic development in society. This study case can fit in the main objectives of the mission in which public and local assets, such as museums, become accessible to everyone. The ModE project - the Musueum Laboratory of Education of Bologna University - has been included in this context with reference to the widespread diffusion of the teaching of cultural heritage.
Summing up, the aim of the project “I giovani per la cultura” is to prepare and strengthen the professional profiles of cultural heritage, in particular by museum educators, cultural mediators and teachers, who, according to a training plan “domino effect”, become educators themselves and, along with young people, achieve high-quality experiences with our wealth of museums.
Fedela Feldia Loperfido, Anna Dipace and Alessia Scarinci
What emotions can students experience in digitally mediated learning processes? In this paper, we connect Learning Analytics to the Grounded Theory in order to analyse the emotional world of students of 11 courses within the EduOpen (www.eduopen.org) massive open online course (MOOC) platform. Namely, we have used NVivo 11 Plus software and have adopted a bottom–up process to analyse the forum dedicated to students’ self-presentation from all the courses. Proceeding with the analysis, we defined a set of categories composed of a three-level system. At a more general level, we have two dimensions that we named, respectively, ‘Sentiments about shell’ and ‘Sentiments towards the pulp’. Each of these dimensions is composed of a number of ‘child’ categories and subcategories (which are the nodes in NVivo’s language). After defining the entire set of categories and categorising all the texts (which was a circular process), we run some graphs on NVivo showing the hierarchical structure of the dimensions, the relations between the dimensions and the sources and the clusters of dimensions by coding similarity. The results show how some courses are composed of more negative or more positive sentiments (towards the topic and/or the logistic arrangement of the course) and how the motivation dimension characterises the broad emotional dimension of students heavily. In an evidence-based action-research perspective, these results provide interesting suggestions to personalise the learning activities proposed to students by EduOpen.
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