AUTHENTIC EVALUATION OF COMPETENCE

Describe competence is a problematic operation that depends on the context and, at school, on the disciplinary character involved. It is believed that the competence is inherent to individual and that this represents his knowledge, experiences and abilities (Le Boterf, 1992). According to social constructivist model, competence refers to the subject intimate mental processes, that allow to break a critical situation and then implement original strategies for solution. McClelland (1973) to whom is attributed the authorship of word, believes that the competence needs motivation , occurs in a context and is achieved by means of appropriate behaviors. Particularly at school, active teaching strategies using the competence to indicate the student’s ability to independently solve a problem, deploying their knowledge in practice (Pellerey, 2004). To assess the competence you need to design tests of authentic assessment that encourage students to active their knowledge to solve complex tasks

Minimal information for studies of extracellular vesicles (MISEV2023): From basic to advanced approaches

© 2024 The Authors. Journal of Extracellular Vesicles, published by Wiley Periodicals, LLC on behalf of the International Society for Extracellular Vesicles. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/Extracellular vesicles (EVs), through their complex cargo, can reflect the state of their cell of origin and change the functions and phenotypes of other cells. These features indicate strong biomarker and therapeutic potential and have generated broad interest, as evidenced by the steady year-on-year increase in the numbers of scientific publications about EVs. Important advances have been made in EV metrology and in understanding and applying EV biology. However, hurdles remain to realising the potential of EVs in domains ranging from basic biology to clinical applications due to challenges in EV nomenclature, separation from non-vesicular extracellular particles, characterisation and functional studies. To address the challenges and opportunities in this rapidly evolving field, the International Society for Extracellular Vesicles (ISEV) updates its 'Minimal Information for Studies of Extracellular Vesicles', which was first published in 2014 and then in 2018 as MISEV2014 and MISEV2018, respectively. The goal of the current document, MISEV2023, is to provide researchers with an updated snapshot of available approaches and their advantages and limitations for production, separation and characterisation of EVs from multiple sources, including cell culture, body fluids and solid tissues. In addition to presenting the latest state of the art in basic principles of EV research, this document also covers advanced techniques and approaches that are currently expanding the boundaries of the field. MISEV2023 also includes new sections on EV release and uptake and a brief discussion of in vivo approaches to study EVs. Compiling feedback from ISEV expert task forces and more than 1000 researchers, this document conveys the current state of EV research to facilitate robust scientific discoveries and move the field forward even more rapidly.Peer reviewe

Minimal information for studies of extracellular vesicles (MISEV2023): From basic to advanced approaches

Extracellular vesicles (EVs), through their complex cargo, can reflect the state of their cell of origin and change the functions and phenotypes of other cells. These features indicate strong biomarker and therapeutic potential and have generated broad interest, as evidenced by the steady year-on-year increase in the numbers of scientific publications about EVs. Important advances have been made in EV metrology and in understanding and applying EV biology. However, hurdles remain to realising the potential of EVs in domains ranging from basic biology to clinical applications due to challenges in EV nomenclature, separation from non-vesicular extracellular particles, characterisation and functional studies. To address the challenges and opportunities in this rapidly evolving field, the International Society for Extracellular Vesicles (ISEV) updates its 'Minimal Information for Studies of Extracellular Vesicles', which was first published in 2014 and then in 2018 as MISEV2014 and MISEV2018, respectively. The goal of the current document, MISEV2023, is to provide researchers with an updated snapshot of available approaches and their advantages and limitations for production, separation and characterisation of EVs from multiple sources, including cell culture, body fluids and solid tissues. In addition to presenting the latest state of the art in basic principles of EV research, this document also covers advanced techniques and approaches that are currently expanding the boundaries of the field. MISEV2023 also includes new sections on EV release and uptake and a brief discussion of in vivo approaches to study EVs. Compiling feedback from ISEV expert task forces and more than 1000 researchers, this document conveys the current state of EV research to facilitate robust scientific discoveries and move the field forward even more rapidly

STUDENTS’ PERCEIVED ORGANIZATION AND SATISFACTION IN ONLINE LABORATORY DURING COVID-19 PANDEMIC

Pandemic a numbers of daily activities have been disrupted. Negative effects impacted on schooling and, globally, the majority of the Universities and Tertiary Institutions in general have shut down shifting to distance teaching. As a result of this, instructors world-wide had to quickly adapt strategies, methods and materials based on the new learning environment. Online learning refers to an electronic learning environment that imposes certain responsibilities on students and teachers, who are probably the most important variables in education. By reason of their peculiarities, distance learning actions also require specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process [1]. Specialist literature refers the ambiguity about how to teach (timing or methods), what to teach, the capacity of teachers and students, the teaching environment, and the implications for education equity [2] and highlights deficiencies such as the weakness of online teaching infrastructure, the inexperience of teachers or the information gap. The number of complications even increase if we reflect on Laboratory Instruction that is mandatory and connotative in Primary School Teacher education. In Italy, Single-cycle Primary Teacher Education degree programs provide opportunities for training with Laboratory methods, to develop in the future teacher both knowledge and strategies based on students age, education or cultural backgrounds. The purpose of this study is to investigate the students’ experience about online Laboratory classes during Pandemic crisis, focusing on the used platform, teaching materials and strategies adopted and the general organization. This article presents a quantitative, nonexperimental and ex-post-facto research focused on the perceptions of the future teachers of primary education about the organization of remote Labs they attended, due to the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. Data were collected through voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeum in Southern Italy, at the end of their last second semester. The quantitative results from the closed-response questions revealed a general satisfaction about Laboratory classes during University shut down and it prevails the recognition of instructors’ work adapting activities for distance Labs. Despite strengths, online Laboratory class is still a challenge for policy-makers, instructors and stakeholders if the concerns about Covid-19 Pandemic will remain unchanged

IMPROVING DIGITAL LITERACY IN PRIMARY EDUCATION

Over the last few decades, digital literacy has been used repeatedly and have emerged as the core of the debate in educational matters. In the international guidelines, the concept of digital literacy has been connected to “what kinds of skills and knowing people should have in a knowledge society, what to teach young people and how to do so”. The objective of this study is to examine strategies for the development and improvement of digital literacy in primary education. To this day, the integration of the communication and information technologies in the curriculum is still lacking, except maybe for media education. This raises several matters relating to school development, digital content, teachers' professional competences, access to technologies and the concept of learning. There is a problem of a linguistic nature that concerns the use of “digital competence” instead of digital literacy, although terms have different backgrounds and meanings. Indeed, digital competence implicates the “confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society”; digital literacy refers to cognitive skills and competences from a functional perspective aided by practices and work. The conceptual development of literacy in connection with information and communication technologies dates back to the late 1970s and 1980s of the last century, thanks to New Literacy Studies. As expected, the concept of digital literacy was extended to take account of social influences and school demand in knowledge society. In the field of Educational Technology, constructivist and socio-cultural theories of teaching and learning have been significant in defining learning as a collaborative and socially situated process. Starting from these theories, different authors have begun to conceive technological artefacts as cognitive tools acts to favour more personalized and active forms of learning, in particular through the generation and verification of hypotheses with problem solving activities mediated by technology. As mentioned, the use of digital technologies cannot be casual or spontaneous for everyone, especially for children. For this reason, it is important to dwell on teaching strategies that can favour the development of digital literacy in student of primary education. This paper starts revising new theories of teaching and learning, in order to emphasize an active role of the students in improving their digital literacy and through exploratory research approach wants to identify teaching practices that can favour the development of digital literacy in primary school. University students of Single Cycle Degree in Primary Teacher education were involved in this study: data was obtained from semi-structured interview and interpreted by hermeneutic analysis of texts. Results show that future teachers of Primary Education intend to invest in the development of digital literacy in connection with information and communication technologies, favouring an active approach to learning. According to the findings of the study, these authors we will summarize and discuss the proposed considerations by the specialist literature to offer some food for thought for educational reflection about the use information and communication technologies in primary education

Prefigurare il profilo dell'educatore professionale nelle pratiche di orientamento iniziale e in itinere

A fronte di uno sforzo istituzionale, nazionale e internazionale, teso ad un orientamento lungo tutto l’arco della vita, per sostenere i giovani nelle scelte iniziali, in itinere e di abbandono dei percorsi di istruzione terziaria (Consiglio Europeo, 319/02, 2008; DM 1047/2017; DM 774/2019), preoccupano i dati relativi agli abbandoni (ANVUR, 2018) nonché il numero crescente di trasferimenti e/o passaggi interni fra corsi di studio distinti per sbocchi professionali, in particolar modo se si analizza l’ambito delle professioni educative. Il contributo si propone di esaminare il profilo dell’educatore professionale alla luce dei cambiamenti normativi introdotti nella sua definizione (ovvero, DDL 2443/2017 e DM 378/18), soffermandosi sul valore aggiunto addotto dalle pratiche di orientamento in ingresso e in itinere nell’indirizzare le scelte di iscrizione, trasferimento e/o abbandono ai percorsi di studio degli studenti. Il presente lavoro getta le basi per una successiva indagine per il monitoraggio delle carriere degli studenti della L19 e della LM85bis, fra gli iscritti di un dipartimento di educazione e formazione di un noto Ateneo del sud d’Italia