Issue 2/2023 Art, fashion and environment. Contemporary itineraries among landscapes, curves, and epistemological bumps
Editoriale/Editorial
- Michele Corsi, Massimiliano Stramaglia, Paula Guerra, Tommaso Farina, Humani nihil a me alienum puto. La pedagogia "intera"
- Michele Corsi, Massimiliano Stramaglia, Paula Guerra, Tommaso Farina, Humani nihil a me alienum puto. The "whole" pedagogy
Articles/Articoli
- Marianna Di Rosa, Moda, arte ed educazione: le innovazioni di Palma Bucarelli (Fashion, art and education: Palma Bucarelli's innovation)
- Angela Arsena, La moda come paradigma educativo nelle dinamiche della socialità digitale (Fashion as an educational paradigm in the dynamics of digital sociality)
- Massimiliano Stramaglia, Queer and Fluid Culture and The Rights of The LGBTQ+ Community: Madonna, Lady Gaga and Elodie
- Maria Laura Belisario, Dar voce ai tessuti. Tagliare, scucire e ricucire le storie di cui siamo fatti (Giving voice to fabrics. Cutting, unstitching and mending the stories we are made of)
- Francesca Salis, Annamaria Riccioni, Arte irregolare. Connessioni, confini, visioni. Oltre le etichette verso una nuova estetica inclusiva (Outsider art. Connections, boundaries, visions. Beyond labels towards a new inclusive aesthetic)
- Oronzo Francabandera, New technologies and geographies in performing art: A study on environments and relationships in some recent shows in Europe
- Alessandra Altamura, L’ora d’arte per imparare ad abitare il mondo: l’approccio LTTA (The art hour to learn to inhabit the world: The LTTA approach)
- Alessia Rosa, Michela Bongiorno, La bellezza salverà il mondo... Se sapremo coglierla (Beauty will save the world.... If we can grasp it)
- Orietta Vacchelli, Per abitare il mondo tra cura e bellezza (Inhabiting the world between care and beauty )
- Massimiliano Stramaglia, Franco Califano e la bellezza collaterale. Oscurità e numinosità di un personaggio “sopra le righe” (Franco Califano and The Hidden Beauty. Darkness and Numinosity of an “Over the Top” Songwriter)
- Tommaso Farina, Una prospettiva pedagogica sulle relazioni familiari di tre dei più importanti cantautori americani del Novecento (A pedagogical perspective on family relationships by three of the most important American songwriters of the twentieth century)
- Stefano Polenta, La riflessività estetica: fra estetizzazione e ricerca di nuove forme di autenticità (Aesthetic reflexivity: Between aestheticization and the search for new forms of authenticity)
- Dalila Forni, Solarpunk visions in youth fiction. The pedagogical utopia of Nausicaä of the Valley of the Wind
- Stefano Bonometti, Prendersi cura di chi cura. Arte e natura come mediatori per la formazione degli operatori sanitari (Caring for the carer. Art and nature as mediators in the training of health professionals)
- Maddalena Sottocorno, Prospettive progettuali e pedagogiche per un Centro di Docu-mentazione Digitale sulle pratiche di sostenibilità (Pedagogical and planning perspectives for a Data Documentation Center on sustainability practices)
- Philipp Botes, Massimo Bonechi, La pratica teatrale nei contesti multiculturali per la formazione degli adulti (Theatrical practice in multicultural contexts for adult education)
- Gennaro Balzano, Technological trends, transformations, and new learning models: The San Francisco Bay Area case
- Grazia Romanazzi, The Resistance of Montessori Education to Social-Media Regimentation
- Chiara Bellotti, Apprendere in tutti gli spazi e tempi del vivere umano (Learning in all contexts and times of human life)
- Paula Guerra, Sofia Sousa, Editing gender and editing life: DIY, digital artivism and new forms of pedagogy in the contemporary Portuguese society
Alia
- Rosita Deluigi, Grazia Romanazzi, L’educazione esperienziale come “aiuto alla vita” dai servizi edu-cativi per l’infanzia all’università. Dialoghi aperti con il metodo di Maria Montessori tra l’Università di Macerata e Chiaravalle (Experiential education as an “aid to life” from kindergarten to university. Open dialogues with Maria Montessori’s method between the University of Macerata and Chiaravalle)
- Renata Maria Viganò, Conoscenza e visione per una scuola come salvaguardia della democrazia (Knowledge and vision for a school as a safeguard of democracy)
- Melissa Ockerman, Marta Milani, Elisa M. F. Salvadori, Agostino Portera, Global Learning Experience: Developing Intercultural Competence Through Virtual Exchange
- Marta Salinaro, Marta Ilardo, The interrelation between migration and homelessness. Searching for inclusive solutions in the local context
- Stefano Scarpa, La nascita e l’implementazione dell’educazione fisica dalla Legge Casati alla Riforma Gentile sino alla fondazione del Centro Sportivo Italiano da parte dell’Azione Cattolica (The birth and implementation of physical education from the Casati Law to the Riforma Gentile until the founding of the Italian Sports Center by Catholic Action)
- Lívia Gomes Véras Farias, Augusto César Leal da Silva Leonel, Danyel Elias da Cruz Pérez, Fábio Barbosa de Souza, Thayane Keyla de Souza Gomes, Elaine Judite de Amorim Carvalho, Team-Based Learning in oral pathology teaching: Analysis of students’ perception and impact on academic performance
Issue 1/2023
Editoriale/Editorial
- Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Naomi Winstone, Didattica universitaria, innovazione e inclusione. Valutazione e feedback
- Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Naomi Winstone, University didactics, innovation and inclusion. Assessment and feedback
Articles/Articoli
- Federica Pelizzari, Maria Cristina Garbui, Pier Cesare Rivoltella, Designing embedded assessment in Higher Education workshops: A pilot study with pre-service teachers
- Rosita Deluigi, Ilenia Marino, Apprendere in situazione: la didattica universitaria partecipativa in dialogo con il sistema integrato 0-6 (Situational learning: Participatory university didactics in dialogue with the integrated education and training system 0-6)
- Barbara Bruschi, Manuela Repetto, Melania Talarico, La didattica universitaria gamificata: un modello di valutazione partecipata (Gamified learning in higher education: A model of participative assessment)
- Delio De Martino, Andrea Tinterri, Anna Dipace, "Mentimeter" e valutazione: una sperimentazione di gamification. ("Mentimete" and assessment: A pilot-study with a gamified approach)
- Franco Bochicchio, Valentina Pennazio, Samantha Armani, Sissi Pisano, Rapporti tra valutazione e autodirezione, e riflessi sulla didattica universitaria (Relationships between evaluation and self-direction, and reflections on university learning)
- Francesca Gratani, Lorenza Maria Capolla, Lorella Giannandrea, Pier Giuseppe Rossi, Rethinking assessment practices in schools. A research-training pathway to foster assessment as learning
- Nicola Nasi, Letizia Caronia, Stereotypes and prejudices in the Italian L2 class. A conversation analysis of their emergence in teachers’ talk
- Andrea Tarantino, Ezio Del Gottardo, Salvatore Patera, Valutare la formazione esperienziale. Il caso "Sentirsi in alto mare" (Assess the experiential training. The "sentirsi in alto mare" case)
- Salvatore Patera, Ezio Del Gottardo, Towards a model of evaluation, validation and maintenance of competences acquired in a non-formal context. The case of Improteatro, Scuola Nazionale di Improvvisazione Teatrale
- Marta De Angelis, Filippo Bruni, Livia Petti, Developing feedback literacy in initial teacher education: Results from an investigation
- Flavia Stara, Knowledge and Learning Con-Validation Processes
- Nadia Sansone, Ilaria Bortolotti, Manuela Fabbri, Collaborative peer-feedback practices in hybrid learning environments
- Gemma Carotenuto, Cristina Coppola, Michele Fiorentino, Antonella Montone, George Santi, The role of peer-review workshops in prospective teacher training
- Chiara Laici, Maila Pentucci, Developing university students’ feedback literacy through peer feedback activities
- Francesca Crudele, Juliana E. Raffaghelli, Le mappe argomentative come comparator di feedback interno: un laboratorio per studenti universitari (Argument maps as comparator for internal feedback: A Lab for undergraduate students)
- Maila Pentucci, Annalina Sarra, Chiara Laici, Feedback to align teacher and student in a Digital Learning Ecosystem
- Giovanna Cioci, Ecosistema formativo digitale di un corso online svolto dall’Università per i docenti di un Istituto Comprensivo: analisi dei feedback raccolti con dispositivi tecnologici (Digital learning ecosystem of an online course provided by the University for teachers of a school: Analysis of feedbacks collected with technological devices)
- Miriam Cuccu, Francesca Mondin, Didattiche laboratoriali e feedback condivisi per la prefigurazione delle professionalità educative (Laboratory teaching and shared feedback for the prefiguration of educational professionalism)
- Antonio Marzano, Encourage reflective and self-assessment processes through the automatic processing of personalized feedback
- Francesca Storai, Ilaria Salvadori, What feedback do students expect for effective learning?
- Filomena Faiella, Giuseppina Albano, Paola Attolino, Maria Chiara Castaldi, Marco Giordano, Maria Grazia Lombardi, Emiliana Mannese, Valentina Mascolo, Maria Ricciardi, Giulia Savarese, Improving higher education teaching with feedback of eye tracking glasses: An international and interdisciplinary study
- Maria Ranieri, Ilaria Ancillotti, Alice Roffi, Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers
- Stefano Cacciamani, Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions
- Emanuela Zappalà, Paola Aiello, Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact
- Catia Giaconi, Noemi Del Bianco, Ilaria D'Angelo, Aldo Caldarelli, Simone Aparecida Capellini, Il video come mediatore didattico: un’indagine esplorativa sulle percezioni dei docenti in formazione (Video as educational mediator: Exploratory reserch to perceptions of teachers in training)
- Ignacio Pais, A possible dialogue between Accessibility and Assessment in university context. Considerations from a case study
- Mirca Montanari, La valutazione inclusiva degli apprendimenti per e con gli studenti e le studentesse all’Università (Inclusive learning assessment for and with university students)
- Tiziana Mascia, The Creative evolution of children's and adolescents' nonfiction literature. An international perspective