Feedback with technologies in higher education: a systematic review

Il contributo presenta una review sistematica della letteratura riguardante l\u2019attivazione di processi di feedback nelle aule universitarie, attraverso l\u2019utilizzo diStudent Response Systems di varia tipologia. I nove articoli selezionatiattraverso la ricercapuntano a far emergere procedure di feedback pi\uf9 complesse, multidimensionalie multidirezionali, trasformative non solo rispetto agli apprendimenti ma anche al learning design. Strategie di feedback ricorsivo attraverso le tecnologie sono pi\uf9 difficili da attuare e necessitano di ecosistemi formativi complessi, strutturati a partire dapresupposti pedagogici fondati e scientificamente validati. Esse risultano efficaci non solo al fine di migliorare le pratiche e diminuire la dimensione trasmissiva della didattica universitaria, ma anche per strutturare vere e proprie posture dialogiche tra studenti e docentiche conducano ad una co-progettazione dei percorsi di insegnamento-apprendimento, all\u2019allineamento degli obiettivi e ad una co-strutturazione di nuovi costrutti di sapere.This contribution is a systematic review of the literature concerning the activation of feedback processes in university classes through the use of different types of Student Response Systems. The nine articles selected through the search aim at making more complex feedback procedures emerge, both multi-dimensional and multidirectional, transformative, not only in comparison to learning, but also to the learning design. Recursive feedback strategies through technologies are more difficult to realise and need complex training ecosystems, which are structured starting from valid pedagogic requirements and have been scientifically validated. They need active didactic strategies involving the students alongside the action. They are effective, not only in improving the practice and decreasing the transmissive dimension of university didactics, but also in structuring true dialogic postures between students and instructors, leading to a co-designing of the learning-teaching paths, to the alignment of the objectives, and to a co-structuring of new knowledge outcomes

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Gamification Strategies for Music Educators: An Online Continuing Education Course

This curriculum project is designed to provide music educators in the public and private sector with introductory knowledge about the topic of gamification and game-based learning, framed within the scope of an online continuing education course. It is meant for adult learners who teach young musicians in the K-12 range. The course offers a set of strategies and step-based processes that help transform a traditional music lesson plan into an interactive and meaningful learning experience that leverages games. The games created by the students in the course can serve to motivate music students by incorporating a sense of competition and personal achievement in and out of the classroom. Research in game-based design will demonstrate the usability of gamification within music education. This project aims to provide gamified knowledge delivery methods and assessment tools that apply to students in K-12. While one of the goals of gamification is to enhance music education through the creation of fun activities, the curriculum does not lose focus on the importance adhering to the National Core Arts Standards of creating and performing. 1 Game-based learning can complement hard-work and consistent practice through the use of game elements during a music lesson. Educational games can be a valuable method of instruction when a student struggles to understand complex subjects such as music theory by helping the student develop necessary critical thinking skills. Game-based music learning can also increase student interest and participation during class. Keywords: gamification, game-based learning, gamified system design, engagemen