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Digital artefacts to change the teacher’s practices

Abstract

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.

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University museums and the Third Mission: the project “Young people for culture” in the Museum Laboratory of Education of Bologna University

Abstract

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.

Open access
Qualitative learning analytics to detect students’ emotional topography on EduOpen

Abstract

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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Social robotics to help children with autism in their interactions through imitation

giocattoli robotici nella riabilitazione cognitiva. Proceedings of the National Congress of the Italian Psychology Association (AIP). Bari, Italy. Dautenhahn, K., Werry, I., Ogden, B. & Harwin, W. (2001). Can Social Interaction Skills Be Taught by a Social Agent? The Role of a Robotic Mediator. Autism Therapy, Proceedings CT, The Fourth International Conference on Cognitive Technology: Instruments of Mind (CT2001). University of Warwick, United Kingdom, Springer Verlag. Dautenhahn, K. & Robins, B. (2007). Learning and Interaction in Children with Autism

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A framework to evaluate the educational potential of a digital artefact for math learning

.M., & Chiappini, G. (1998). User action and social interaction mediated by direct manipulation interfaces. Education and Information Technology, 3, (3-4), 203-216. Bruner, J. (1997), La cultura dell’educazione, Milano, Feltrinelli (pp.129-173) traduzione di The Culture of Education, Harvard University Press,1996. Bruner, J. (1991), The Narrative Construction of Reality, Critical inquiry, vol. 18 (1), 1-21 Bruner, J. S. (1962). The conditions of creativity. In H. Gruber, G. Terrell & M. Wertheimer (Eds.), Contemporary approaches to cognition (pp

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Forums as a tool for negotiating knowledge in Higher Education

: Where Old and New Media Collide . New York: New York University Press. Jonassen, D. H. (1994). Thinking Technology: Toward a Constructivist Design Model, Educational Technology , 34 (4), 34-37. Ligorio, M. B. (2009). Identity as a product of knowledge building: The role of mediated dialogue, Qwerty , IV , 1, 33-46. Muukkonen, H., Hakkarainen, K. e Lakkala, M. (1999). Collaborative technology for facilitating Progressive Inquiry: The future Learning Environment tools. In C. Hoadley & J. Roschelle, (Eds.), Proceedings of the CSCL ‘99 conference

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Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

, S. L., & Payne, J. S. (2013). Evolutionary trajectories, Internet-mediated expression, and language education. CALICO journal, 22(3), 371-397. Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-Based Learning: A Critical Analysis of The Research Published in 2003-2013 and Future Visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On - line Learning,112 - 119 Toci, V., Camizzi, L., Goracci, S., Borgi, R., De Santis, F., Coscia, L.,Perrone F., Cigognini E., Pettenati, M. C. (2015). Designing

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