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IN VETRINA

Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727
STUDI E CONTRIBUTI DI RICERCA
 
 
 
Out of the Fishbowl: The Uberization of Teaching
di Rosanna De Rosa , pubblicato il 2015-10-30
In terms of recent innovations affecting the Higher Education sector, two are generating significant interest: the creation and delivery of MOOCs as Open Education Resources, and the concept of the flipped classroom, a pedagogic approach whereby the roles of teacher and learner are inverted. Although the connection between the two may not be immediately obvious, they represent different sides of the same coin, and they can be brought together in a blended learning approach. Using both MOOCs and flipped classroom in a blended setting can help to evaluate the potential impact of MOOCs in a changing society. The following paragraphs are based on a non-systematic observation of disintermediation phenomena in educational experiences during the pilot phase of the Emma Project1, accordingly to its objectives and challenges.
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Su misura. Evaluation, Instructional Design and Improvement.
di Andrea Giacomantonio e Licia Piancastelli , pubblicato il 2015-07-30
Bespoke school. Almost a paradox: a meticulous attention to detail - similar to what happens in an atelier - for a large number of beneficiaries, school students, for which a prêt-à-porter solution would seem the only alternative. Nevertheless, during the clash with the organizational level, a reassessment of the assessment might be useful, aimed at promoting knowledge and as first step in instructional design and programming of educational activities. Su misura, digitized evaluation device, can therefore help to overcome the paradox. This service, through the diagnostic assessment, provides the information to build a in-progress student profile, which is essential for the next step: the instructional design of an individualized didactic activity that at the end of the year will be subject to a new evaluation function, summative assessment, conceived as a medium to promote greater awareness of the reasons of successes and failures and so promote improvements.

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The use of e-learning in the lifelong learning
di Roberto Orazi , pubblicato il 2015-07-30
From beginning of the new millennium the evolution and the widespread availability of telecommunication systems has allowed the birth of current information system and interconnection system (Internet) within which everybody can exchange information. Thanks to this fast developing today the online education is taking an important and growing interest and the training institutions use the e-learning in their training activities aware that these foster a learning which places the learner at the centre of a training program that does not require and does not produce only a memorization of content, but it also allows to produce new knowledge and new skills, through the teaching activities online, increasing the motivation to learn. This paper describes a study that starting from the introduction of the technologies in the training and retraining will explore the educational potential of new technologies in an environment dedicated to vocational training, for this aim will reported the results of a study carried out on an institute training that arrange e-learning courses in the field assisting of the elderly and in the medical field.
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Learning in the 21st century: the digital challenge for teachers
di Stefania Capogna , pubblicato il 2015-07-30
Today there is a widely shared view concerning the importance of the promotion of Information Communication Technologies (ICT) in the educational area, thanks to the efforts undertaken by the European Community with the inception of the Bologna Process (1999) which assigns to ICT an important role in the promotion of Life Long Learning. The state of maturation of these technologies allows the development of learning environments inspired by different approaches. The spread of distance e-learning courses, of which the MOOCs are just the latest milestone, opens a significant debate on what should be considered for e-learning and its related quality standards. Scientific literature offers several contributions regarding the quality of e-learning. There can be no single view as the quality concept incorporates the "subjective", the "contextual" and the "objective” dimension and the issue can be explained  in several ways, according to the perspective adopted.
In this essay, we want to illustrate that any debate regarding the nature of e-learning standards cannot exclude a reflection regarding the quality of teaching and the importance of a positive interaction to analyse the online relationship in a virtual classroom.

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School-work alternance the new challenge: to enhance the experiences of the German model in Italy
di Antonio Cocozza , pubblicato il 2015-04-30
The relationship between the educational system, the world of work and the territory becomes strategic, since in the information and knowledge society to be able to field an effective local (glocal strategy), active policies in the field education, training and lifelong learning are presented as an essential factor for structural development in the modernization process of the country.
In this new perspective, the school-work alternance becomes an irreplaceable role, since the application of experience gained in the German model, that "force" the introduction of a significant innovation of teaching methods and lead to face the challenge of forming new technical and interpersonal skills. Ultimately, we should reverse the traditional epistemological approach and point to: "do not train more people for the job, but do the job training experience for the person".

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Complex society and education
di Carmelo Piu , pubblicato il 2015-04-30
The analysis of nowadays society, characterized by complexity, globalization and cosmopolitanism, detects the need for an educational process, characterized not only by being able to read and interpret these phenomena, but also to know how to learn, how to reason and essentially knowing how to think and knowing how to act and intervene in the reality in an original and creative way.
This process request the ability of the learner, through proper cognitive apprenticeship, to acquire cognitive autonomy, in order to learn how to learn independently as well as being aware of his learning process. This outcome has to be pursued in all stages of life and in every time and place of daily life. School, from this point of view, is called to use appropriate strategies and teaching practices, which are closely linked to the experience acting ad thinking of the learning person.

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Instructional method of Problem Based Learning
di Stefania Nirchi , pubblicato il 2015-04-30
Problem Based Learning (PBL) is an instructional method by which students learn through simplified problem solving. Students work in collaborative groups to identify what they need to learn to solve a problem. This paper deals the nature of Problem Based Learning and examines as it helps students for developing flexible understanding and lifelong skills.   
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Teacher's training and evaluation culture
di Savina Cellamare , pubblicato il 2015-01-20
Italian school is wondering about the changes to be introduced to improve the effectiveness of educational paths. These questions highlight the need to promote a culture of evaluation approaches by adopting new assessment on which to base educational decision-making processes in order to improve the quality of learning. To meet this requirement were initiated training projects for teachers, aimed in particular at schools in the regions of southern Italy, such as the "Plan of information and education on OECD-PISA and other national and international research", funded by PON. The project is based on the assumption that the improvement of learning outcomes and quality of teaching is inextricably tied to a strong renewal of in-service teacher's training. Has therefore developed a possible operational response to these needs, of that are presented lines of development and results.
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The school dimensioning through the study of the case IC 'T. Mommsen'
di Gabriella Tanzi , pubblicato il 2015-01-20
This essay presents the analysis of the school dimensioning which has been realized through the vertical organization choice of “Istituto Comprensivo of the school ”Mommsen” in Rome. The objective of this reflection is to consider risks and chances laid ahead by dimensioning. Our intention is to observe the experience of Mommsen school, to recognize improvements in strategy. The essay is articulated as follow. We start showing the “scenarios change” and normative references. Then, we present the procedure which trought the “IC Mommsen” school has faced this change to promote a general critical reflection. In fact, our goal is to replay to some important problems as the continuity, the closeness of local authorities or   the “new” school organization.
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Using Social Networks at school. A case study
di Stefania Capogna , pubblicato il 2014-10-20
With the advent of the web, the way we produce and manage knowledge has been profoundly changed. This technological development makes available ever more versatile instruments that are able to access and manage increasing quantities of diversified information. It is important to observe these new spaces of socialization in order to understand the way in which: new forms of sociability develop; different types of communities can interact within the new techno-social spaces and the incorporation process of new technologies in teaching and social practices in education. The essay focuses on the use of social network at school, with the intent of reconstructing the latest trends in the use of new and old mass-media methodologies applied to teaching, at the same time, observing the more interesting professional practices and experiences which emerge from the viewpoint of study and critical reflection.
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Invia il tuo articolo
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Indexing and Abstracting
Call for Paper July 2015

Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
qtimes
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino


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