Learntwist, l’arte e la scienza di facilitare la didattica online in Università: uno studio di caso

Autori/Curatori: Mario Giampaolo, Susan Isenberg
Anno di pubblicazione: 2017 Fascicolo: 1 Lingua: Italiano
Numero pagine: 26 P. 110-135 Dimensione file: 324 KB
DOI: 10.3280/ERP2017-001008
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit.
Acquista Download Credits per scaricare questo Articolo in formato PDF

anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Learntwist is a web-based software that aims to facilitate learning in adults. Developed by Susan Isenberg, the software is an electronic version of an apprenticeship contract. The article introduces the framework of andragogy and self-directed learning, presents the methodology of learning contracts, focuses on the principles of adult education applied to internet learning and describes a research conducted at the University of Siena. The research illustrates how students validated and used the Italian version of Learntwist. Participants have been engaged in a cognitive walkthrough to assess the usability of the software and in the planning of a personalized learning plan. Students evaluated that the learning experience can be improved by working on the different steps, the customization and the graphic interface of the software. The activities planned by the students are characterized by arguments and subjects related to students’ passions and interests, strategies based on research, collaboration with experts, learning evidence and methods of assessment. Limits of the experience and hypothesis for further researches are also discussed.

  1. Ausubel, D. (1967). A cognitive structure theory of school learning. In L. Siegel (Ed.), Instruction: Some contemporary viewpoints. San Francisco: Chandler.
  2. Berger, N.O., Caffarella, R.S. & O’Donnell J. M. (2004). Learning Contracts. In M.W. Galbraith (A cura di), Adult Learning Methods. A Guide for Effective Instruction. (3a ed. pp. 289-320). Malabar, FL: Krieger.
  3. Billington, D. (2000). The adult learner in higher education and the workplace: Seven characteristics of highly effective adult learning programs. Seattle, WA: New Horizons for Learning.
  4. Blackmon, M. H., Polson, P. G., Kitajima, M., & Lewis, C. (2002, April). Cognitive walkthrough for the web. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 463-470). ACM.
  5. Boak, G. (1998). A Complete Guide to Learning Contracts. Hampshire: Gower Publishing, Ltd.
  6. Brockett, R. G. & Hiemstra, R. (1991) A Conceptual Framework for Understanding Self-direction in Adult Learning. In Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice, London and New York: Routledge. Recuperato da: --http://www.infed.org/archives/etexts/hiemstra_self_direction.htm
  7. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  8. Colazzo, S. & Patera, S. (2008).Verso un’ecologia della partecipazione. Lecce: Amaltea edizioni.
  9. Cooper, M., & Henschke, J. (2003, February 27–March 2). Andragogy: The international foundation for its research, theory and practice linkage and HRD. In S. A. Lynham & T. M. Egan (Eds.), Academy of Human Resource Development
  10. AHRD: Vol. 1. 2003 Conference Proceedings (pp. 427–434). Bowling Green, OH: Bowling Green State University.
  11. Creswell, J. W. (2008). Educational research. Planning, conducting, and evaluating quantitative and qualitative research. Columbus, OH: Pearson Merrill Prentice Hall.
  12. Fabbri, L. (2016). La competenza riflessiva. In L. Perla & M.G. Riva (a cura di). L’agire educativo. Brescia: Editrice La Scuola pp. 230-245.
  13. Freire, P. (1973). Education for critical consciousness (English language edition). New York: The Seabury Press.
  14. Giampaolo, M. (2017). Come personalizzare l’apprendimento. Teorie e metodologie per innovare la pratica didattica. Lecce: Pensa Multimedia.
  15. Huart, J., Kolski, C., & Sagar, M. (2004). Evaluation of multimedia applications using inspection methods: the Cognitive Walkthrough case. Interacting with computers, 16(2), 183-215.
  16. Isenberg, S. (2007). Applying andragogical principles to internet learning. New York: Cambria Press.
  17. Knowles, M. S. (1973). The adult learner: A neglected species. Houston, TX: Gulf.
  18. Knowles, M. S. (1975). Self-directed learning: for learners and teachers. Chicago: Follett Publishing Company.
  19. Knowles, M. S. (1980). The modern practice of adult education. Englewood Cliffs, NJ: Cambridge.
  20. Knowles, M. S. (1995, November). Designs for adult learning: Practical resources, exercises, and course outlines from the father of adult learning. American Society for Training & Development Handbook. New York: McGraw-Hill.
  21. Knowles, M. S. (1996). Adult learning. In Craig, R. L. (Ed.). ASTD training & development handbook: A guide to Human Resource Development, Fourth Edition. (pp. 253–265). New York: McGraw-Hill.
  22. Knowles, M. S., & Associates. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.
  23. Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner(5th ed.). Houston, TX: Gulf.
  24. Lewin, K. (1951). Field theory in social science : Selected theoretical papers. In D. Cartwright (Ed.), New York: Harper & Row.
  25. Lindeman, E. C. (1961). The meaning of adult education. Montreal: Harvest House (originally published in 1926).
  26. Mahatody, T., Sagar, M., & Kolski, C. (2010). State of the art on the cognitive walkthrough method, its variants and evolutions. Intl. Journal of Human–Computer Interaction, 26(8), 741-785.
  27. Merriem, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
  28. Merriem, S.B. & Caffarella, R.S. (2004). Learning in Adulthood. A Comprehensive Guide. San Francisco: Jossey-Bass.
  29. Mezirow, J. (1978). Education for perspective transformation: Women’s re-entry programs in community college. New York: Center for Adult Education, Teachers College, Columbia University.
  30. Mezirow, J. (1981, Fall). A critical theory of adult learning. Adult Education, 32 (1), 3–24.
  31. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
  32. Mezirow, J. (2000). Learning to think like an adult: Transformation theory: Core concepts. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
  33. Ormrod, J. E. (1999). Human Learning (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
  34. Papert, S. (1993). Mindstorms: children, computers, and powerful ideas(2nd ed.).New York: Basic Books.
  35. Savicevic, D. (1999). Adult education: From Practice to Theory Building. In F. Poggeler, (a cura di), Studies in Pedagogy, Andragogy, and Gerontagogy. Vol. 37. Frankfurt am Main: Peter Lang.
  36. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and learning at a distance: Foundations of distance education (2nd ed.). Columbus, OH: Merrill Prentice Hall.
  37. Smith, R. M. (1982). Learning how to learn: Applied theory for adults. Chicago: Follett.
  38. Stites, R., Hopey, C. E., & Ginsburg, L. (1998). Assessing lifelong learning technology—ALLTECH. Practice Guide No. PG98-01. Philadelphia: National Center on Adult Literacy, University of Pennsylvania.
  39. Stephenson, J., & Laycock, M., (1993). Learning Contract: Scope and Rationale. In J. Stephenson (a cura di), Using learning contracts in higher education (pp.17-28) London: Kogan Page.
  40. Taylor, M. (1986). Learning for self-direction in the classroom: The pattern of a transition process. Studies in Higher Learning, 11 (1), 55–72.
  41. Tough, A. (1971). The adult’s learning projects: A fresh approach to theory and practice in adult learning. Toronto: Ontario Institute for Studies in Education.
  42. Tough, A. (1981). Learning without a teacher: A study of tasks and assistance during adult self-teaching projects. Toronto: The Ontario Institute of Studies in Education.
  43. Verner, C. (1962). Adult education theory and method: A conceptual scheme for the identification and classification of processes. Washington, DC: Adult Education Association of the USA.

Mario Giampaolo, Susan Isenberg, Learntwist, l’arte e la scienza di facilitare la didattica online in Università: uno studio di caso in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2017, pp 110-135, DOI: 10.3280/ERP2017-001008