ePortfolio: l’uso di ambienti online per favorire l’orientamento in itinere nel percorso universitario

This pilot-study concerns the construction of an ePortfolio, carried out by students during the 2013/14 Course of “Didactic of the Educational Guidance”*. The aim is to facilitate the orientation of university students through the documenting of their lived learning experiences and the consequent reflectionabout them. In particular, a showcase portfolio has been realized using Mahara, an open source platform. The opinions of students, measured by input andoutput questionnaires related to the research hypothesis (Mahara usability, conception and design of the eP to promote the awareness of the educational process), show they positively experienced metacognition and individual and collegial reflection, as well as some critical issues related to the projection of the instrument in a future working field.In questo studio pilota si dà conto della costruzione di un ePortfolio effettuata dagli studenti del Corso di “Didattica dell’Orientamento”* nell’aa 2013/14. Lo scopo è di favorire l’orientamento in itinere degli studenti universitari attraverso la documentazione delle esperienze formative vissute e della riflessione ad esse relativa. In particolare è stato realizzato uno showcase portfolio su piattaforma open source Mahara. Le opinioni degli studenti, rilevate da questionari in ingresso e uscita, in rapporto alle ipotesi attese (usabilità di Mahara, ideazione e progettazione dell’eP per favorire la consapevolezza del proprio processo formativo), mostrano una ricaduta molto positiva dell’esperienza sulla meta-cognizione, sulla riflessione individuale e collegiale, oltre ad alcune criticità relative alla proiezione dello strumento in un futuro ambito lavorativo

ePortfolio: l’uso di ambienti online per favorire l’orientamento in itinere nel percorso universitario

This pilot-study concerns the construction of an ePortfolio, carried out by students during the 2013/14 Course of “Didactic of the Educational Guidance”*. The aim is to facilitate the orientation of university students through the documenting of their lived learning experiences and the consequent reflectionabout them. In particular, a showcase portfolio has been realized using Mahara, an open source platform. The opinions of students, measured by input andoutput questionnaires related to the research hypothesis (Mahara usability, conception and design of the eP to promote the awareness of the educational process), show they positively experienced metacognition and individual and collegial reflection, as well as some critical issues related to the projection of the instrument in a future working field.In questo studio pilota si dà conto della costruzione di un ePortfolio effettuata dagli studenti del Corso di “Didattica dell’Orientamento”* nell’aa 2013/14. Lo scopo è di favorire l’orientamento in itinere degli studenti universitari attraverso la documentazione delle esperienze formative vissute e della riflessione ad esse relativa. In particolare è stato realizzato uno showcase portfolio su piattaforma open source Mahara. Le opinioni degli studenti, rilevate da questionari in ingresso e uscita, in rapporto alle ipotesi attese (usabilità di Mahara, ideazione e progettazione dell’eP per favorire la consapevolezza del proprio processo formativo), mostrano una ricaduta molto positiva dell’esperienza sulla meta-cognizione, sulla riflessione individuale e collegiale, oltre ad alcune criticità relative alla proiezione dello strumento in un futuro ambito lavorativo

4° Seminario Internazionale di Studi: «Strumenti per la Ricerca Educativa»

4th International Seminar on Educational Research:«Instruments for Educational Research»The works of the 4th International Study Seminar, organized by the Journal of Educational, Cultural and Psycological Studies (3-5 July 2014) in collaboration with the Master in «Leadership and Management in Education», are articulated in reference to the planned activities by PRIN «Educational Achievement, Social Inclusion and Cohesion: Innovative Strategies, ICT and Evaluation Models» and the Project for International Activity «Observatory on interventions in support of educational research and improvement of the processes of doctoral training», both coordinated by Gaetano Domenici. This seminar meets the need to stimulate the scientific debate in the educational fields building opportunities for interaction in which international scholars have the opportunity to compare theories and practices (established or in an embryonic stage or experimental). In the fourth consecutive year, the initiative has now taken on the character of custom: after the works focused on «Educational research: procedures, methods, instruments», on «Methodological Issues, Evaluation and Funding Policies», on «New Realism and Educational Research», this year the purpose of the Seminar is to propose a discussion on theoretical and operational issues relating to the theme of «Instruments for Educational Research». The peculiar perspective that it intends to follow is to investigate the role played by socio-psycho-pedagogical theories and related operational practices in promoting of Educational Achievement pursued educational intervention in schools of all levels. Study Seminar shows, in a fascinating and complex debate, how theories and practices corroborate and strengthen each other, in the virtuous circularity that characterizes the scientific knowledge

La valutazione in itinere nell’e-learning: autovalutazione e valutazione collaborativa

Questa nota nasce nell’humus del Progetto, cofinanziato dalla Regione Lazio e dall’Università Roma Tre, Innovazioni multimediali nei processi di formazione con adulti professionisti su piattaforme e-learning, del quale è Responsabile Scientifico Gaetano Domenici. Nella sua sezione speri mentale, il Progetto si riferisce al Corso di Laurea in Scienze dell’Educazione e-learning attivo presso l’Università Roma Tre, nell’ambito del quale sono stati costruitipercorsi formativi per il potenziamento dell’e- learning attraverso l’implementazione multimediale di materiali di insegnamento, delle relative attività didattiche e delle forme di valutazione e autovalutazione in itinere. Tale sperimentazione è in svolgimento: gli esiti riguardano un aumento della partecipazione alle attività didattiche e di interazione, un miglioramento dell’apprendimento anche in senso meta-cognitivo

4° Seminario Internazionale di Studi: «Strumenti per la Ricerca Educativa»

4th International Seminar on Educational Research:«Instruments for Educational Research»The works of the 4th International Study Seminar, organized by the Journal of Educational, Cultural and Psycological Studies (3-5 July 2014) in collaboration with the Master in «Leadership and Management in Education», are articulated in reference to the planned activities by PRIN «Educational Achievement, Social Inclusion and Cohesion: Innovative Strategies, ICT and Evaluation Models» and the Project for International Activity «Observatory on interventions in support of educational research and improvement of the processes of doctoral training», both coordinated by Gaetano Domenici. This seminar meets the need to stimulate the scientific debate in the educational fields building opportunities for interaction in which international scholars have the opportunity to compare theories and practices (established or in an embryonic stage or experimental). In the fourth consecutive year, the initiative has now taken on the character of custom: after the works focused on «Educational research: procedures, methods, instruments», on «Methodological Issues, Evaluation and Funding Policies», on «New Realism and Educational Research», this year the purpose of the Seminar is to propose a discussion on theoretical and operational issues relating to the theme of «Instruments for Educational Research». The peculiar perspective that it intends to follow is to investigate the role played by socio-psycho-pedagogical theories and related operational practices in promoting of Educational Achievement pursued educational intervention in schools of all levels. Study Seminar shows, in a fascinating and complex debate, how theories and practices corroborate and strengthen each other, in the virtuous circularity that characterizes the scientific knowledge

7° Seminario Internazionale di Studi sulla Ricerca Empirica in Educazione: «Istruzione basata su evidenze scientifiche: teoria e pratica educativa»

The 7th scientific seminar, held October 20, 2017, as usually, was organized by the Journal of Educational, Cultural and Psychological Studies and was devoted to the issue «Evidence Based Education: Theories and Practice». The speakers have appreciated for the opportunity offered by the seminar to reflect about the school as a place that is not to be seen as a mere mirror of contingent political and social reality, but as a context in which, through educational experiments, it is possible to modify stereotyped and prejudicial cultural forms with the aim of teaching to young people some social values such as solidarity, security, development and tolerance. In particular, the leitmotiv of the relationship concerned the possibility for researchers to make use of meta-analysis, based on didactic experiences carried out in large numbers of educational contexts, to identify which didactic methodologies can best applied in the schools in which are manifested the needs that these strategies have proved to be able to meet. In the discussion emerged different opinions: the use of meta-analysis is to be considered a winning strategy to set up accurate protocols that have their basis on a solid chance of good success but, at the same time, meta-analysis are based on very different school context and this can be a limit to overcome by adapting the results of EBE research to different contextual conditions

Sur l’image qui manque à nos jours, Pascal Quignard et l’imaginaire de l’absence

This article aims to investigate the role of the image in Quignard’s writing. Image is always present in his works, either directly, with the use of images taken from ancient art, or indirectly, thanks to the images that arise from his use of certain metaphors and expressions. In particular, here we take into consideration his Sur l’image qui manque à nos jours, in order to show how his discourse on the image takes the shape of a philosophical speculation on the missing images in our life. Indeed, for Quignard, we always live with the presence of the missing images, that is all we cannot see but we can imagine, for instance that of our conception. Moreover, the author analyses in this work four ancient images and four ancient texts. In so doing he confirms – even if partially – the Horatian formula ut pictura poesis, i.e. the link between these two forms of art. For him, the writing has the purpose of explaining the sense and the discourse that images represent. His way to present this to the readers is original and it does not belong to any other literary or artistic tradition of the past

Processi di auto-valutazione dei Nidi e delle Scuole dell’Infanzia: il ruolo della formazione metodologica di base dei docenti e dei dirigenti

In recent years we have witnessed the development of internal evaluation (Self-evaluation in the first place) and external evaluation of school structures of the 0-6 level. In 2016/17 a Research-Training project was promoted on the theme of self-evaluation of the Nursery and Kindergartens of the Municipality of Rome, which involved 36 Heads of educational services and 93 educationalfacilities. We describe here the activities of the training and research path carried out by the participants in blended mode and the results obtained. The evaluation model adopted considers self-evaluation activities as an interaction between the indications of the legislator (top-down) and the territorial needs (bottom-up), also taking into account the perception of the professional identityand the effectiveness of the school organization.Negli ultimi anni si è assistito allo sviluppo della valutazione interna (auto-valutazione in primis) ed esterna delle strutture scolastiche di fascia 0-6. Nel 2016/17 è stato promosso un progetto di Ricerca-Formazione sul tema dell’auto-valutazione dei Nidi e delle Scuole dell’Infanzia del Comune di Roma, che ha coinvolto 36 Responsabili di servizi educativi e 93 strutture educative.Descriviamo in questa sede le attività del percorso di formazione e ricerca svolte dai partecipanti in modalità blended e i risultati ottenuti. Il modello di valutazione adottato considera le attività auto-valutative come interazione tra le indicazioni del legislatore (top-down) e le esigenze territoriali (bottom- up), tenendo anche conto della percezione dell’identità professionale e dell’efficaciadell’or ganizzazione scolastica

Ambienti digitali per lo sviluppo delle competenze trasversali nella didattica universitaria

Digital Environments for the Development of Transversal Competences in University EducationInternational studies show that university teaching is making increasing use of digital environments to integrate traditional teaching. In this paper we consider the contribution that can be made by online environments to develop students’ positive and proactive attitudes with respect to the academic curriculum in order to reduce student drop-out, encourage greater regularity in their academic career, develop transversal competences and promote student guidance. In particular, we have observed the online activities in academic year 2013/2014 carried on by students of General Didactics, a degree course in the Department of Educational Sciences of «Roma Tre» University. These activities include the realization of two online practical classes: completion of the QSA (Questionnaire for Learning Strategies); participation in a cooperative online learning exercise. In both experiences we analyzed the procedures and outcomes. We observed that, through the QSA, students reflected on their learning strategies and on the importance of planning their university commitments: a positive factor is the high percentage of students who took the exam successfully in the first session (approximately 68%). In addition, the questionnaire data clearly show that students found that group work helps to develop cognitive and meta-cognitive competences as well as relationship competences. In particular, we found that in the General Didactics examination the students who had experienced cooperative learning obtained higher grades, on average, than those who did not, and that the former group had less «sigma» compared to the latter