Pub Date : 2019-12-30DOI: 10.7346/SIRD-022019-P194
Luca Refrigeri, F. Palladino
As part of the self-assessment activities of Primary Education course at University of Molise, in order to acquire further data beyond those usually available and reduce the degree of self-reference, they were associated with students in the last year of the study path and graduates (teachers), through the administration of a questionnaire aimed at detecting the degree of skills acquired in the various disciplinary fields, identified in the SUA of the CdS as learning objectives. The quantitative analysis of the surveyed data has identified to identify, for each disciplinary area of the course, the level of acquisition of competences, as perceived by undergraduates and teachers; has allowed, determined, to undertake specific improvement actions both in the areas found critical and in those where the interviewees perceive themselves on average more competent. In the latter case, attention was paid to learning objectives that may no longer be useful to the actual needs of the course of study. The research experience carried out, involved at the same time, a contribution to the improvement of the specific course of study but also a useful practice for those who consider the self-evaluation process a mere administrative and bureaucratic fulfillment.
{"title":"L’autovalutazione degli studenti nei processi di miglioramento dei Corsi di Studio","authors":"Luca Refrigeri, F. Palladino","doi":"10.7346/SIRD-022019-P194","DOIUrl":"https://doi.org/10.7346/SIRD-022019-P194","url":null,"abstract":"As part of the self-assessment activities of Primary Education course at University of Molise, in order to acquire further data beyond those usually available and reduce the degree of self-reference, they were associated with students in the last year of the study path and graduates (teachers), through the administration of a questionnaire aimed at detecting the degree of skills acquired in the various disciplinary fields, identified in the SUA of the CdS as learning objectives. \u0000The quantitative analysis of the surveyed data has identified to identify, for each disciplinary area of the course, the level of acquisition of competences, as perceived by undergraduates and teachers; has allowed, determined, to undertake specific improvement actions both in the areas found critical and in those where the interviewees perceive themselves on average more competent. In the latter case, attention was paid to learning objectives that may no longer be useful to the actual needs of the course of study. \u0000The research experience carried out, involved at the same time, a contribution to the improvement of the specific course of study but also a useful practice for those who consider the self-evaluation process a mere administrative and bureaucratic fulfillment.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115447811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper proposes a Learning Analytics approach aimed at the study of event-driven data coming from 18 courses activated within a Moodle platform concerning two categories: post-graduate training courses and courses activated in the context of larger research projects. The objective is to identify possible patterns of interaction on the part of users enrolled in the two course categories in order to give useful indications for aneffective Learning Design of future courses.The context of higher education, in particular the post-graduate one, is the field in which research on the field can find more fertile ground: training is often provided in e-learning mode, consistently with the need to make the training flexibly responding to the needs of an adult user, inserted in a context of lifelong learning.
{"title":"Come possiamo farlo succedere? Dalla descrizione alla previsione negli ambienti di apprendimento on line","authors":"V. Tamborra, M. Baldassarre","doi":"10.7346/SIRD-2S2019-P69","DOIUrl":"https://doi.org/10.7346/SIRD-2S2019-P69","url":null,"abstract":"This paper proposes a Learning Analytics approach aimed at the study of event-driven data coming from 18 courses activated within a Moodle platform concerning two categories: post-graduate training courses and courses activated in the context of larger research projects. The objective is to identify possible patterns of interaction on the part of users enrolled in the two course categories in order to give useful indications for aneffective Learning Design of future courses.The context of higher education, in particular the post-graduate one, is the field in which research on the field can find more fertile ground: training is often provided in e-learning mode, consistently with the need to make the training flexibly responding to the needs of an adult user, inserted in a context of lifelong learning.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127459751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-16DOI: 10.7346/SIRD-2S2019-P158
Giacomo Nalli, L. Mostarda, A. Perali, S. Pilati, D. Amendola
In university courses to promote collaborative activities among students, on-line learningenvironments such as e-learning platforms are used. Effective collaborative activitiesinvolve the creation of heterogeneous groups of 4 or 5 students. In the university contextthe formation of groups is difficult due to the high number of students. Groups are oftenunbalanced and not very functional if chosen randomly. Some e-learning platforms, suchas Moodle, lack an intelligent mechanism that allows the automatic creation of heterogeneousgroups of students. We applied clustering algorithms on Moodle learning analytics(LA) that allowed to build groupings that identify the different characteristics ofstudents based on their behaviors kept on the platform. Therefore we have developedan intelligent numerical tool which, using clusters obtained from Machine Learning onthe LA, generates heterogeneous groups. These groups are made available on the platformfor the teacher. The project will conclude with the development of a Moodle pluginto automate the exchange of data and information between the Machine Learning algorithmand the Moodle platform.
{"title":"Applicazione del machine learning ai learning analytics della piattaforma Moodle per creare gruppi eterogenei nei corsi on-line","authors":"Giacomo Nalli, L. Mostarda, A. Perali, S. Pilati, D. Amendola","doi":"10.7346/SIRD-2S2019-P158","DOIUrl":"https://doi.org/10.7346/SIRD-2S2019-P158","url":null,"abstract":"In university courses to promote collaborative activities among students, on-line learningenvironments such as e-learning platforms are used. Effective collaborative activitiesinvolve the creation of heterogeneous groups of 4 or 5 students. In the university contextthe formation of groups is difficult due to the high number of students. Groups are oftenunbalanced and not very functional if chosen randomly. Some e-learning platforms, suchas Moodle, lack an intelligent mechanism that allows the automatic creation of heterogeneousgroups of students. We applied clustering algorithms on Moodle learning analytics(LA) that allowed to build groupings that identify the different characteristics ofstudents based on their behaviors kept on the platform. Therefore we have developedan intelligent numerical tool which, using clusters obtained from Machine Learning onthe LA, generates heterogeneous groups. These groups are made available on the platformfor the teacher. The project will conclude with the development of a Moodle pluginto automate the exchange of data and information between the Machine Learning algorithmand the Moodle platform.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123366978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-08DOI: 10.7346/SIRD-1S2019-P157
Elisa Truffelli, Alessandra Rosa
In the field of Assessment for Learning (AfL) in higher education, it is widely recognised that peer feedback plays a strategic role in fostering learning. While numerous studies have demonstrated the positive impact of peer-review and peer feedback on student performance, the literature would benefit from an in-depth analysis of the conditions that facilitate this synergistic interaction. Few studies to date have considered the implications of individual versus group-led peer feedback practice (Cho & MacArthur, 2010).This case study was conducted in the context of a master’s degree course on evaluation. The innovative process undertaken centred upon an authentic task of formative evaluation among peers and the production of anonymous reviews and feedback, both individual and group-based. Participation was voluntary. The focus was upon the perceived usefulness among students of the different approaches to peer feedback. The results show broad recognition of the benefits inherent in the production of feedback among peers, albeit for some merely the opportunity for comparison with peers’ work, for others however, a deeper understanding of assessment criteria and submissions. In general, group feedback from peers was considered more informative, less normative and more valuable than individual feedback (beyond the purpose of assignment enhancement).
{"title":"Peer feedback individuale e di gruppo: uno studio empirico sull’utilità percepita in un corso universitario sulla valutazione","authors":"Elisa Truffelli, Alessandra Rosa","doi":"10.7346/SIRD-1S2019-P157","DOIUrl":"https://doi.org/10.7346/SIRD-1S2019-P157","url":null,"abstract":"In the field of Assessment for Learning (AfL) in higher education, it is widely recognised that peer feedback plays a strategic role in fostering learning. While numerous studies have demonstrated the positive impact of peer-review and peer feedback on student performance, the literature would benefit from an in-depth analysis of the conditions that facilitate this synergistic interaction. Few studies to date have considered the implications of individual versus group-led peer feedback practice (Cho & MacArthur, 2010).This case study was conducted in the context of a master’s degree course on evaluation. The innovative process undertaken centred upon an authentic task of formative evaluation among peers and the production of anonymous reviews and feedback, both individual and group-based. Participation was voluntary. The focus was upon the perceived usefulness among students of the different approaches to peer feedback. The results show broad recognition of the benefits inherent in the production of feedback among peers, albeit for some merely the opportunity for comparison with peers’ work, for others however, a deeper understanding of assessment criteria and submissions. In general, group feedback from peers was considered more informative, less normative and more valuable than individual feedback (beyond the purpose of assignment enhancement).","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125378968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Peer feedback and technology-enhanced assessment as critical issues to foster student learning","authors":"V. Grion, Anna Serbati, Ettore Felisatti, Lan Li","doi":"10.7346/SIRD-1S2019-P9","DOIUrl":"https://doi.org/10.7346/SIRD-1S2019-P9","url":null,"abstract":"","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114967492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-02DOI: 10.26417/EJSER.V10I1.P28-37
Daniela Maccario
In order to define teaching principles to be adopted to support learning in Mathematics and Italian in primary school classes starting from the use of Fenix Program, the research was aimed at increasing the knowledge base available through the recognition of good teaching practices from the point of view of teachers in the form of professional routines. In a previous article (Maccario, 2016) we described some findings on the criteria that you can follow in the development of teaching sequences. This article presents a further order of the results concerning the dialogic-discursive structures that represent an important dimension of teaching mediation in accordance with the operational perspective of teachers. Also in this case it is phenomenology which refers to the practical knowledge as a source to be exploited for the construction of teaching principles and scientifically based knowledge in Didactics.
{"title":"Discursive Practices and Teaching Mediation to Support Learning in Mathematics and Italian in Primary School from Fenix Program","authors":"Daniela Maccario","doi":"10.26417/EJSER.V10I1.P28-37","DOIUrl":"https://doi.org/10.26417/EJSER.V10I1.P28-37","url":null,"abstract":"In order to define teaching principles to be adopted to support learning in Mathematics and Italian in primary school classes starting from the use of Fenix Program, the research was aimed at increasing the knowledge base available through the recognition of good teaching practices from the point of view of teachers in the form of professional routines. In a previous article (Maccario, 2016) we described some findings on the criteria that you can follow in the development of teaching sequences. This article presents a further order of the results concerning the dialogic-discursive structures that represent an important dimension of teaching mediation in accordance with the operational perspective of teachers. Also in this case it is phenomenology which refers to the practical knowledge as a source to be exploited for the construction of teaching principles and scientifically based knowledge in Didactics.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129537971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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