SEARCH RESULTS

Progettare pratiche didattiche partecipative in ambienti universitari, in sinergia con i servizi educativi locali, significa coltivare il dialogo tra professionalità presenti e future, creando un terreno di scambio e di arricchimento reciproco, dove teoria e prassi si nutrono vicendevolmente per co-costruire strategie inedite in risposta a sfide emergenti.All’interno di percorsi formativi online in chiave professionalizzante – messi in campo durante l’emergenza pandemica – i processi di produzione-ricezione di feedback tra gli attori in gioco hanno alimentato riflessioni pedagogiche e azioni progettuali, dando vita a una “palestra di incontri” in cui affinare competenze professionali e coltivare sguardi consapevoli sul profilo del professionista educativo, grazie anche alla testimonianza degli operatori sul campo. La sperimentazione di tali processi – ripercorsi in chiave riflessiva per rintracciarne gli snodi significativi – apre a ulteriori piste di progettazione didattica in prospettiva laboratoriale e chiama in causa l’Università come comunità viva, affinché mantenga il dialogo con gli studenti e le studentesse, accompagnandoli nell’esplorazione di identità personali e professionali.

In this paper, we present an example of a Digital Learning Ecosystem, set up during the first period of the pandemic emergency and then remodelled and re-proposed for hybrid didactics provided afterwards, involving five pedagogical-didactic courses of two universities in central Italy. The central device in this Ecosystem was recursive feedback, which in contexts of didactics mediated by screens can anyhow activate discursive, adaptive, interactive and reflexive dynamics. In order to understand if these aims were pursued, we administered an open-ended questionnaire to 274 students, which was not intended to measure their enjoyment of the method and the environment, but their perceptions regarding the effectiveness of the system on their learning processes, not only at a cognitive level, but also on at an interpersonal and intrapersonal level. The analysis was conducted according to the Structural Topic Model, which allowed us to re-read the responses as a unique corpus of reflective writings, generated by the students after the input provided by the assigned task.

Il feedback interno è un costrutto divenuto recentemente rilevante per il suo impatto sulla regolazione metacognitiva e affettivo-relazionale, in relazione a diverse skills e contesti formativi. In particolare, il concetto di comparator, ovvero gli strumenti, gli interventi o le risorse che attivano il feedback interno, necessita di approfondimento tramite ricerca empirica. In questo contributo si parte dall’ipotesi che la componente visiva delle mappe argomentative (MA), già legate allo sviluppo di  skills argomentative e di pensiero critico, possa essere una fonte generativa di comparazione concreta, permettendo una comprensione facilitata ed una migliore ricostruzione del senso dell’informazione testuale argomentativa. Infatti, le AM diagrammano le relazioni logiche fra i diversi enunciati, permettendo di seguire e di comprendere meglio la catena di ragionamento. Per verificare la suddetta ipotesi, è stato condotto uno studio sperimentale per indagare in che misura un percorso con le AM favorisse gli studenti nell’incremento di: a) feedback interno (FI) associato quindi a b) il livello di competenza di comprensione del testo (CoT) e a c) lo sviluppo di pensiero critico (CT).

In order to make feedback become a process leading didactic practises it is necessary to overcome the static and single-directional vision linked to providing and receiving feedback and to go towards an interactive and generative feedback, foreseeing some peer feedback moments, some self-evaluation and self- regulation. In this paper we would like to describe a didactic path focused on feedback, activated in two University courses in different Universities with the following aims: activating subsequent feedback spirals (Carless, 2019), first between Professor and students, then between peers, to get to a self-awareness interior process, that is an incorporation of reflexivity on one’s own practices. Promoting feedback literacy (Carless & Boud, 2018) in the student through the experimentation in the practice. In particular, we will account for a peer feedback process realised in the following steps: a) the group production of a learning design; b) the peer review of the colleagues’ designs, through the "Ladder of Feedback" protocol, with a following sharing of the reviews; c) the subsequent reflection on the activated processes through a questionnaire on the students’ perceptions. The analysis of those productions enables us to reflect upon the sense of effectiveness granted to the peer feedback, on the differences between the Professor’s and the peer feedbacks, on the comprehension of the role of the peer feedback within the training process.

In this paper we present a model for formative assessment based on peer-review workshops on MOODLE, designed by researchers of te University of Salerno and  the University of Torino. The model has been implemented in the Mathematics and Mathematics education courses in Primary Education at the University of Torino. The peer-review workshops are intended to pursue the following objectives: (1) strengthening the argumentative skills of prospective teachers to direct them towards a relational view of mathematics; (2) provide them with models of formative assessment rooted in peer-review feedback managed by the university lecturer. We present an example of peer-review that intertwines effective feed-back with a relational understanding of mathematical thinking.

The article describes a technology-mediated collaborative peer-feedback experience. 125 students took part into the activity during the delivery of a 3-months teaching in “Methodology of Action Research”, within a 3-year Degree Course in Psychological, Social and Occupational Sciences. The activity was based on a 4-phases cycle of collaborative output production, structured peer-feedback, collaborative output improvement, individual reflection. The aim of the exploratory case-study here presented is to observe if and how the peer-feedback activity supported the development of collaborative, meta-cognitive and digital skills, other than knowledge acquisition. To answer our research questions, we used a mixed system, able to provide both objective data with respect to the activity carried out and the skills put in place, and subjective data related to the students' personal experience and the perceived impact on their learning. Results show a good appropriation of metacognitive skills and offer numerous hints on the design aspects which have been found to be effective in supporting students’ learning.

Educational research on learning models highlights the need to activate awareness in the individual to assess knowledge and its function. This presupposes that the very knowledge does not have the character of a passive reflection of an already existing order of things. Rather, it is a question of recognizing in the individual the dynamic identity between learning and acting. In this context of investigation, it may be useful to revisit some fundamental lines of thinking expressed by classical American pragmatism, according to which human being is essentially action. Hence, everyone at the same time, is responsible to contributing to the production of a situational truth and to its con-validating. In this sense, the function of knowing as learning cannot be separated from its connection with a social praxis.

This survey, which involved 258 students of the Primary Education Sciences degree course at the University of Molise, intends to examine the effects of feedback literacy activities in supporting student learning. With this purpose, a qualitative analysis of the reflective narratives contained in the e-portfolios produced by the students during the lessons was conducted. The results demonstrate a particular utility of peer feedback activities in increasing forms of self-assessment and autonomous review of the work performed.

The topic concerning both identification, recognition, evaluation and validation of the competences acquired in non-formal and informal contexts, as well as the link with those acquired in formal contexts, has assumed increasing centrality in the last fifteen years in the European and national debate. Within this debate, also with reference to the Italian regulatory framework of Law no. 4 of 2013, the Scuola Nazionale di Improvvisazione Teatrale – Improteatro – has embarked on a path of participatory research-action in order to define both training standards aimed at qualifying the training activities of theatrical improvisation and professional standards aimed at make explicit and maintain the competences of the performers- professional trainers belonging to the organization. This process therefore has intended to strengthen the professional community of Improteatro by qualifying their internal professionalism and the training activities of theatrical improvisation. Starting from the discussion of the normative, theoretical and methodological framework and of the first results produced, the paper aims to offer a methodological and operational contribution for organizations intending to start processes such as the one presented here.

Valutare il guadagno formativo di un’esperienza è tema attuale e cogente in ambito di apprendimento non formale e informale. A tal proposito, l’articolo presenta un modello di valutazione formativa utilizzato nelle attività di apprendimento esperienziale denominata “Sentirsi in alto mare” dell’associazione EFESP (Ecosistemi Formativi Esperienziali) e rivolto a professionisti quali docenti, insegnanti, educatori, facilitatori, psicologi ed esperti delle risorse umane sia ai fini della loro formazione iniziale1, sia per la loro formazione in servizio. Nella complessa articolazione del modello valutativo utilizzato, coerentemente con il modello formativo esperienziale, in questa sede si discute, nello specifico, un questionario strutturato per mappare il mindset per l’agire competente dei soggetti coinvolti nelle attività formative. Si discuteranno alcune questioni teoriche e implicazioni metodologiche rispetto alla funzione formativa della valutazione che accompagna attività di apprendimento esperienziale, fornendo  alcune indicazioni operative.

The paper explores teachers’ interactional uses of stereotypes and prejudices in the Italian L2 classroom. Drawing from video-ethnographic research in a voluntary association, this study adopts a discursive approach to stereotypes and prejudices, analyzing their pragmatic uses during classroom activities. Even though previous literature has mostly argued against these social devices, the analysis illustrates that teachers make use of stereotypes and prejudices to pursue their local aims in the classroom. Specifically, teachers mobilize stereotyped talk to achieve specific social and didactic aims (e.g., to explain a lexical items or to prompt laughter). In the discussion, we critically consider the risks and opportunities of this kind of practice and advance few implications for teachers’ professional practice, arguing for the relevance of video-based teacher training.

The current socio-cultural context calls for a rethinking of teaching and assessment practices to turn assessment into a continuous and pervasive process that takes into account not only the final outcome but also the processes and reflections that led the student to achieve that result, with a view to continuous improvement. The main shift from the past is achieved with the adoption of the ‘assessment as learning’ paradigm, in which the student becomes an active player in the assessment and meta-reflection processes. Assessment is no longer perceived as a mere bureaucratic fulfillment of the teacher, but as a shared tool between students and teachers to build the learning path together, co-define goals, and make explicit expectations and critical issues. The design of authentic, open-ended, challenging tasks and the co-design and sharing of assessment rubrics, useful not only to ensure objectivity but also to guide the student in carrying out the task and implementing self-assessment, gains centrality. This paper describes a research-training pathway on assessment, conducted in 2022 and aimed at primary and secondary school teachers in the Marche Region, in Italy. The experience allowed teachers to approach the assessment as learning processes and to practice them in their own classrooms. The analysis of the data, collected through quantitative and qualitative tools and related to lower secondary school teachers, shows an increased focus on student activation in assessment dynamics and an increased awareness of the relevance of self-assessment processes. We also gained valuable feedback useful in guiding future research perspectives to improve the proposal’s sustainability.

I rapporti tra valutazione ed autodirezione meritano una rinnovata attenzione anche in considerazione dell’utilizzo crescente delle tecnologie in qualunque contesto educativo-formativo formale, non formale e informale. A partire da tale evidenza lo studio si interroga sui riflessi di tale rapporto con specifico riferimento alla didattica universitaria, che chiama in causa una pluralità di attori sociali. Un processo che la pandemia ha sollecitato in modo spontaneo a causa della situazione emergenziale, e che oggi merita di essere analizzato e valorizzato negli aspetti capaci di determinare vantaggi nel processo dell’insegnare e dell’apprendere sul duplice piano dell’autonomia degli studenti, della loro partecipazione attiva e della co-responsabilità nel conseguimento dei risultati attesi

Le nuove concezioni di assessment come assessment as learning e di attivazione cognitive stanno modificando le pratiche dell’intero processo di apprendimento. Nuovi strumenti digitali si stanno inserendo nelle classi virtuali e in presenza, consentendo agli studenti e ai docenti nuove strade all’interazione e allo scambio di feedback. Test a risposta multipla, attraverso app come Mentimeter, sono sempre più comuni sia tra gli insegnanti di scuola che di università. Attraverso Mentimeter l’insegnante può creare opportunità di valutazione formante e attivazione cognitiva con un approccio gamificato. Un ulteriore passo è l’inclusione degli studenti nella creazione delle domande, che consente loro di partecipare attivamente in tutte le fasi dell’attività. Questo contributo descrive una sperimentazione in corso presso l’università di Foggia e L’università di Reggio Emilia, dove nel corso del’anno accademico 2021-2022 l’uso sistematico di Mentimeter all’inizio del corso ha mostrato promettenti risultati e un maggiore convolgimento favorendo un approccio innovativo al feedback.

Il contributo verte su un modello valutativo impiegato in un insegnamento universitario rivolto a studenti e studentesse del triennio di Scienze dell’Educazione. Il modello, che si basa su una didattica gamificata, è teso a coinvolgere maggiormente gli studenti nelle attività dell’insegnamento e li sprona a riflettere maggiormente sui propri processi di apprendimento. La specificità di tale modello è data non soltanto dalle modalità con le quali è stato applicato, ma anche dal processo di costruzione dello stesso, cui hanno contribuito gli stessi studenti definendone i criteri e migliorandolo edizione dopo edizione

L’apprendimento in situazione, mediato da esperienze di partecipazione e dinamiche di gruppo cooperativo, sollecita la didattica universitaria ad una revisione delle forme con cui declinarsi. La scelta delle modalità d’interazione, di costruzione di saperi condivisi, di riflessione sulle competenze portate da ogni soggetto in formazione e degli strumenti di feedback diventa essenziale per una progettazione che accolga i contesti con cui s’interfaccia. Il paper presenta una prima analisi di un percorso formativo condotto tra Università e servizi 0-6 in cui la sostenibilità della didattica in ricerca, a fronte dei ritmi di lavoro dell’educare, costituisce una riflessione rilevante di cui farsi testimoni. Attraverso alcuni snodi significativi dei feedback sul processo di apprendimento immaginato, attuato e in itinere, sarà restituita parte dell’architettura riflessiva che connota pratiche problematizzanti in sviluppo in cui l’engagement dei partecipanti diventa parte costitutiva dell’esperienza.

Assessment is one of the most controversial and difficult topics to deal with in the context of Higher Education. The following contribution aims to present the proposal of Embedded Assessment within the Didactics workshops included in the Degree Course in Primary Education, which are configured as a mediating activity between Courses and Apprenticeship. Starting from the framework of Pellerey’s (2004) trifocal perspective, the trajectories of observation and monitoring of the workshop have been rethought based on the triangulated system of objective, subjective and intersubjective dimensions of assessment. From this point of view, our assessment shows the objectives to be achieved and suggests which strategies and operational proposals to put in place to enable students to orchestrate a series of skills and competences and knowledge necessary for the achievement of the envisaged objectives. When this formative focus translates into the constant effort to turn every teaching activity into an opportunity for assessment, we enter the logic of assessment as learning.