A protocol for multidimensional assessment in university online courses

This paper presents a protocol developed for multidimensional assessment for e-learning experiences based on socioconstructivist principles. First, we describe the structure of an e-learning course where the protocol as been developed and tested; second, we describe the protocol and how it has been used in that course. We believe this protocol is a useful tool for a twofold reason: on the one hand, it takes into account the complexity of the pedagogical architecture of socioconstructivist courses – where many teaching models and learning strategies are mixed, different individual and collaborative activities are proposed and students are asked to build a variety of final products. On the other hand, it promotes students’ assumption of responsibility and active role, with a particular reference to self-assessment competences. Instances of how we have applied the protocol will be described in the paper. The assessment protocol we present here is complex, nevertheless flexible. Therefore, although we have tested it in a specific course, it could also be used in similar or simpler course

Introduction : what are knowledge work practices in education? How can we study and promote them?

New kinds of jobs require managing new kinds of work life compe-tences and a number of such key competences for lifelong learningwhich equip young people for further learning and employability ina knowledge society have already been identified. Research hashowever indicated that formal education is not providing adequatesupport and opportunities for acquiring the needed competenciesin practice. More discussion and empirical research is needed aboutknowledge work competences and related practices in secondaryschools, higher education and in the work life. The theme of thisspecial Issue is‘Knowledge work: educational practices preparingstudents for work life’and it has as its aim to contribute toa discussion on how changes in professional work can be takeninto account in educational settings. Of particular interest in thisspecial issue is how educational theory about‘knowledge-creation’is applied in practice. The trialogical approach to learning highlightscollaborative knowledge creation and the development of shared,mediating objects. This theory and its associated design principlesare introduced. The contributions of this special issue relate toimplementing ideas of the trialogical approach to learning in var-ious ways and each contribution is briefly presented.Non peer reviewe

An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation

[EN] This contribution presents a blended course model called Constructive and Collaborative Professional Participation (CCPP), developed since 2005. We will describe theories of reference, course structure, activities performed and methods adopted. Starting from a socio-constructivist framework, both online individual and group activities and offline individual and group activities were organized together with Role Taking, "expert" and "Jigsaw" groups inspired by the Aronson method, web-forum and in presence discussions aimed at building various products. The model has been implemented in university courses about Psychology of e-learning and involves companies from the field to professionalize the activities. Academic and business tutors have been purposely trained, to support student participation. Following the Design Based Research methodology, at the end of each edition various kinds of data were collected: questionnaires, interviews, and focus groups with the students and feedback from the tutors and the companies involved. The course trained students on skills related to the syllabus, together with communication, organizational and self-assessment skills. Our results also showed how it was possible to develop identity positioning, in particular the transition from positions as students towards professional positioning.Di Maso, R.; Ligorio, MB. (2019). An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 415-421. https://doi.org/10.4995/HEAD19.2019.9293OCS41542

L’orientamento attraverso i Social Network: il progetto “AAA Futuro Cercasi”

Il progetto “AAA Futuro Cercasi” è un percorso di orientamento rivolto agli studenti in uscita dalla Scuola Secondaria Superiore e supportato da Social Network. In alternativa ad un orientamento informativo circa l’offerta universitaria e lavorativa, il percorso mira a valorizzare le competenze degli studenti, le abilità di lavoro in gruppo e la conoscenza delle risorse del territorio. Nelle prime due edizioni hanno partecipato in totale 129 studenti. Il progetto, ora alla terza edizione, si basa sull’approccio Design-Based Research, per cui ogni edizione è stata migliorata tenendo conto dei risultati di quella precedente. Pur restando constante l’articolazione in quattro fasi – incontri iniziali in presenza; attività sui SN; progetti collaborativi; incontri finali in presenza – sono stati migliorati tempi e modalità di esecuzione delle attività. Inoltre, è stato osservato che la partecipazione al progetto fa diminuire l’incertezza verso il futuro e delle scelte da affrontare

Adopting educational robotics and coding to open dialogic spaces in lower secondary education

This article explores how the adoption of educational robotics, cloud-based animation software, and simplified visual programming software can provide valuable opportunities for dialogic interaction and learning. The potentialities of this type of activity are often overlooked in dialogic investigations. Based on empirical illustration, we discuss how open-ended educational tasks involving the creation of material-digital artifacts can promote the expression of the students' voices and the emergence of a dialogic space in which both human and non-human Others, as well as chronotropic dynamics and materiality, play a crucial role. To provide a polyphonic account of the dialogical processes detected, we analyzed excerpts from two group interviews with seven lower secondary school students (aged 11-12) and excerpts taken from meetings with their teacher. Our qualitative analysis shows that the technology-mediated activity provided valuable opportunities for opening a dialogic space in which the students could express their own voice in interaction with both human and non-human Others. The material world (including the virtual materiality of computer-generated objects) seems to play a twofold role. First, the resistance of the virtual and material objects can contribute to the opening of a dialogical space between the child and the world; second, the chronotopic relations seem to have an impact on the dialogic learning process. These are valid opportunities for educationally relevant dialogic interaction. They should be cultivated and supported to further advance the pedagogical value of educational robotics and coding.Peer reviewe

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