{"title":"The role of the instructor and the tutor in the discoursive interaction in a blended university course: A case analysis","authors":"V. Perrucci, Ahmad Khanlari, S. Cacciamani","doi":"10.30557/QW000032","DOIUrl":"https://doi.org/10.30557/QW000032","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"41 8","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72448167","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}
D. Persico, M. Passarelli, Flavio Manganelli, F. Pozzi, F. Dagnino, Andrea Ceregini, G. Caruso
{"title":"Automatic feedback, self-regulated learning and social comparison: A case study","authors":"D. Persico, M. Passarelli, Flavio Manganelli, F. Pozzi, F. Dagnino, Andrea Ceregini, G. Caruso","doi":"10.30557/QW000029","DOIUrl":"https://doi.org/10.30557/QW000029","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75628805","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}
The paper discusses a collaborative didactic experience involving knowledge negotiation and building in a higher education context, focusing on Role Taking, a scaffolding tool for effective collaborative learning. The study offers a contribution to educational method in line with the main research on the topic: the assignment of roles, especially if defined by the teacher, is fundamental for supporting processes of collaborative knowledge building and socialisation amongst group members, helping students to take on duties and responsibilities, optimising and supporting the cognitive and social processing of knowledge, encouraging people to question themselves and behave in ways which often contrast with their everyday lives, activating different forms of reasoning and interaction, and favouring the acquisition of individual and social agency, a fundamental ingredient for the participation and growth of each member of the group. DOI: 10.30557/QW000026
{"title":"To assign or not to assign? Role Taking in Higher Education.","authors":"Manuela Fabbri","doi":"10.30557/QW000026","DOIUrl":"https://doi.org/10.30557/QW000026","url":null,"abstract":"The paper discusses a collaborative didactic experience involving knowledge negotiation and building in a higher education context, focusing on Role Taking, a scaffolding tool for effective collaborative learning. The study offers a contribution to educational method in line with the main research on the topic: the assignment of roles, especially if defined by the teacher, is fundamental for supporting processes of collaborative knowledge building and socialisation amongst group members, helping students to take on duties and responsibilities, optimising and supporting the cognitive and social processing of knowledge, encouraging people to question themselves and behave in ways which often contrast with their everyday lives, activating different forms of reasoning and interaction, and favouring the acquisition of individual and social agency, a fundamental ingredient for the participation and growth of each member of the group. \u0000 \u0000DOI: 10.30557/QW000026","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"47 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80023417","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}
The potential of DTIC has brought new challenges to teachers, making it essential to acquire digital competences. The aim of this research is to assess Portuguese university teachers' digital competence level. The quantitative methodological approach emphasises the teachers’ perception of their digital competences in three dimensions: teachers´ professional and pedagogic competences and learners´ competences and involved 118 Portuguese University teachers. The main findings show that the digital competence level of teachers is moderate, and that subdimensions “Guidance”, “Analysing Evidence” and “Responsible Use”, are the weakest. On the other hand, the subdimension in which teachers perceive to have more competence is “Organisational Communication”. The results show the need for teachers to increase their digital competence level through specific training, especially as regards the pedagogical use of technology, in particular more practical, experimental training.
{"title":"Assessment of university teachers on their digital competences","authors":"Sara Dias-Trindade, J. Moreira, A. G. Ferreira","doi":"10.30557/qw000025","DOIUrl":"https://doi.org/10.30557/qw000025","url":null,"abstract":"The potential of DTIC has brought new challenges to teachers, making it essential to acquire digital competences. The aim of this research is to assess Portuguese university teachers' digital competence level. The quantitative methodological approach emphasises the teachers’ perception of their digital competences in three dimensions: teachers´ professional and pedagogic competences and learners´ competences and involved 118 Portuguese University teachers. The main findings show that the digital competence level of teachers is moderate, and that subdimensions “Guidance”, “Analysing Evidence” and “Responsible Use”, are the weakest. On the other hand, the subdimension in which teachers perceive to have more competence is “Organisational Communication”. The results show the need for teachers to increase their digital competence level through specific training, especially as regards the pedagogical use of technology, in particular more practical, experimental training.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"1 1","pages":"50-69"},"PeriodicalIF":1.3,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76284427","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}
Over the last two decades, educational institutions at all levels have been struggling to make “good use” of digital technology (Henderson, Selwyn, Finger, & Aston, 2015). Even in those countries where the infrastructure is sufficiently developed, the features of emerging technologies are not always exploited. Instead, many teachers make limited use of technology and merely relocate part of their teaching online (Sansone, Cesareni, Bortolotti, & Buglass, 2019) without fully appropriating the technology (Ritella, Ligorio, & Hakkarainen, 2016). As a consequence, technology-enhanced learning is not the first choice when it comes to planning learning paths, both at school and at university level. Suddenly, in February 2020, the COVID-19 crisis forced the Italian educational system to embrace distance education after the forced closure of schools and universities. Since then, the widespread efforts of the teaching community have been summoned to resume the scholastic or academic year. The results, however, are variable, depending – for instance – on the educational level of the institution and its geographical location. The general impression is that teachers are facing the complex issues rising from this crisis on their own, without clear coordination and sufficient information, nor the support of the academic community.
{"title":"COVID-19: turning a huge challenge into an opportunity","authors":"G. Ritella, N. Sansone","doi":"10.30557/qw000024","DOIUrl":"https://doi.org/10.30557/qw000024","url":null,"abstract":"Over the last two decades, educational institutions at all levels have been struggling to make “good use” of digital technology (Henderson, Selwyn, Finger, & Aston, 2015). Even in those countries where the infrastructure is sufficiently developed, the features of emerging technologies are not always exploited. Instead, many teachers make limited use of technology and merely relocate part of their teaching online (Sansone, Cesareni, Bortolotti, & Buglass, 2019) without fully appropriating the technology (Ritella, Ligorio, & Hakkarainen, 2016). As a consequence, technology-enhanced learning is not the first choice when it comes to planning learning paths, both at school and at university level. Suddenly, in February 2020, the COVID-19 crisis forced the Italian educational system to embrace distance education after the forced closure of schools and universities. Since then, the widespread efforts of the teaching community have been summoned to resume the scholastic or academic year. The results, however, are variable, depending – for instance – on the educational level of the institution and its geographical location. The general impression is that teachers are facing the complex issues rising from this crisis on their own, without clear coordination and sufficient information, nor the support of the academic community.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76286137","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}
The exploratory study here described focuses on a training course for first grade secondary school teachers. During this course, 17 in-service teachers experienced methodologies and tools for innovative and technology-mediated teaching, fostering awareness and understanding of how to support meaningful learning based on collaborative work practices. The course is based on a blended approach: Six face-to-face meetings alternated with online activities on a Moodle platform for a total amount of 50 hours-training. In between the first phase – connotated by a “theoretical” nature - and the second phase – more “practical”- teachers were asked to design a teaching unit for students to work in groups using collaborative writing tools. The objective of the study was to investigate how the course impacted teachers' ability to put into practice what they have experienced during the training as well as their perception about the real value that technology can bring in their daily teaching. To this end, the responses to a semi-structured questionnaire administered at the beginning and at the end of the course were analyzed (N=15), as well as the pedagogical scenarios built by the teachers during the course (N=12). Results show a correct practical application of what has been learned, an increased good perception of educational technologies, combined with a general consistent appreciation of the training carried out.
{"title":"Formazione insegnanti “aumentata”: integrazione di metodologie e tecnologie al servizio di una didattica socio-costruttivista","authors":"Nadia Sansone, G. Ritella","doi":"10.30557/qw000023","DOIUrl":"https://doi.org/10.30557/qw000023","url":null,"abstract":"The exploratory study here described focuses on a training course for first grade secondary school teachers. During this course, 17 in-service teachers experienced methodologies and tools for innovative and technology-mediated teaching, fostering awareness and understanding of how to support meaningful learning based on collaborative work practices. The course is based on a blended approach: Six face-to-face meetings alternated with online activities on a Moodle platform for a total amount of 50 hours-training. In between the first phase – connotated by a “theoretical” nature - and the second phase – more “practical”- teachers were asked to design a teaching unit for students to work in groups using collaborative writing tools. The objective of the study was to investigate how the course impacted teachers' ability to put into practice what they have experienced during the training as well as their perception about the real value that technology can bring in their daily teaching. To this end, the responses to a semi-structured questionnaire administered at the beginning and at the end of the course were analyzed (N=15), as well as the pedagogical scenarios built by the teachers during the course (N=12). Results show a correct practical application of what has been learned, an increased good perception of educational technologies, combined with a general consistent appreciation of the training carried out.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79677270","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}
The present article aims at qualitatively exploring the emergent space-time configurations of Interactive Whiteboard (IWB) usage within a collaborative media design task at a university of applied sciences. During this course, the students had an opportunity to use the IWB technology to support the collaborative learning process within small groups of 4-5 members. It is argued that research on the space-time transformations enabled by digital technology, carried out by adopting the dialogical concept of chronotope, is useful to improve the understanding of learning in technology rich settings. Participant observation was conducted on two groups of students. Video-audio records of the students' activity and of group interviews were collected and qualitatively analyzed. The findings reveal that the IWB was only partially integrated within the students’ activity. Most of the IWB usage took place during the first phase of the course. The IWB use was characterized by specific space-time configurations that allow to examine how the students attempted to integrate the IWB in their learning space. The students’ reflections during the group interview allow to advance our understanding concerning the emergence of the space-time configurations identified by the researcher, as well as on the students’ perception of the learning environment. It is concluded that the potentiality of IWB and the effectiveness of the emergent space-time configurations is strictly dependent on the nature of the learning task and the pedagogical approach adopted.
{"title":"Transforming the space-time of learning through interactive whiteboards: the case of a knowledge creation collaborative task.","authors":"G. Ritella, N. Sansone","doi":"10.30557/qw000022","DOIUrl":"https://doi.org/10.30557/qw000022","url":null,"abstract":"The present article aims at qualitatively exploring the emergent space-time configurations of Interactive Whiteboard (IWB) usage within a collaborative media design task at a university of applied sciences. During this course, the students had an opportunity to use the IWB technology to support the collaborative learning process within small groups of 4-5 members. It is argued that research on the space-time transformations enabled by digital technology, carried out by adopting the dialogical concept of chronotope, is useful to improve the understanding of learning in technology rich settings. Participant observation was conducted on two groups of students. Video-audio records of the students' activity and of group interviews were collected and qualitatively analyzed. The findings reveal that the IWB was only partially integrated within the students’ activity. Most of the IWB usage took place during the first phase of the course. The IWB use was characterized by specific space-time configurations that allow to examine how the students attempted to integrate the IWB in their learning space. The students’ reflections during the group interview allow to advance our understanding concerning the emergence of the space-time configurations identified by the researcher, as well as on the students’ perception of the learning environment. It is concluded that the potentiality of IWB and the effectiveness of the emergent space-time configurations is strictly dependent on the nature of the learning task and the pedagogical approach adopted.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88291565","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}
V. Verrastro, L. Fontanesi, F. Liga, F. Cuzzocrea, M. C. Gugliandolo
Recent literature has proposed the term “digitized dysmorphia” to define the gap between social media digitalized beauty standards and females body image, suggesting that apps as Instagram, have contributed to the increase of dysmorphic disorders in young women. In the present paper, it’s analyzed the relationship between the use of Instagram, the internalization of beauty standards, the social pressure to adhere to them, and the anxiety towards body image, in a sample of high schools’ students (N= 621,aged 13 to 21, 61% females) in Italy. Results suggest that adolescents who edit their pictures, and then upload them online, have interiorized more the stereotype of beauty proposed by Instagram and feel more anxious and uncomfortable with their body image, feeling more pressure to uphold to the social media standards. These results apply not only to female adolescents, as seen in previous studies, but also males. Social and clinical issues are discussed.
{"title":"Fear the Instagram: beauty stereotypes, body image and Instagram use in a sample of male and female adolescents","authors":"V. Verrastro, L. Fontanesi, F. Liga, F. Cuzzocrea, M. C. Gugliandolo","doi":"10.30557/qw000021","DOIUrl":"https://doi.org/10.30557/qw000021","url":null,"abstract":"Recent literature has proposed the term “digitized dysmorphia” to define the gap between social media digitalized beauty standards and females body image, suggesting that apps as Instagram, have contributed to the increase of dysmorphic disorders in young women. In the present paper, it’s analyzed the relationship between the use of Instagram, the internalization of beauty standards, the social pressure to adhere to them, and the anxiety towards body image, in a sample of high schools’ students (N= 621,aged 13 to 21, 61% females) in Italy. Results suggest that adolescents who edit their pictures, and then upload them online, have interiorized more the stereotype of beauty proposed by Instagram and feel more anxious and uncomfortable with their body image, feeling more pressure to uphold to the social media standards. These results apply not only to female adolescents, as seen in previous studies, but also males. Social and clinical issues are discussed.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80131906","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":"Editorial. Learning and assessment in natural and artificial systems","authors":"D. Marocco, Elena Dell’Aquila, Onofrio Gigliotta","doi":"10.30557/qw000014","DOIUrl":"https://doi.org/10.30557/qw000014","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77374660","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 presents a study intended to investigate the effects on children’s career choices of the ROBOESTATE project, a summer camp aimed at introducing boys, but especially girls, to STEMs through educational robotics activities. Our reflection focused mainly on two research questions: (RQ1) May a course designed like ROBOESTATE encourage students, in particular female students, to pursue a STEM career? (RQ2) Did parents’ opinions about STEM careers for their daughters/sons change after ROBOESTATE, especially for those who saw STEM careers as not practicable and/or not desirable? We conducted a quantitative and a qualitative analysis. Although the limited number of data collected during ROBOESTATE does not allow us to give a statistical significance to our results, we can say that ROBOESTATE-like courses increase boys’, and especially girls’, interest in STEM careers.
{"title":"Young Girls and Scientific Careers: may a course on robotics change girls’ aspirations about their future? The ROBOESTATE project","authors":"O. Mich, P. Ghislandi","doi":"10.30557/qw000019","DOIUrl":"https://doi.org/10.30557/qw000019","url":null,"abstract":"This paper presents a study intended to investigate the effects on children’s career choices of the ROBOESTATE project, a summer camp aimed at introducing boys, but especially girls, to STEMs through educational robotics activities. \u0000Our reflection focused mainly on two research questions: (RQ1) May \u0000a course designed like ROBOESTATE encourage students, in particular female students, to pursue a STEM career? (RQ2) Did parents’ opinions about STEM careers for their daughters/sons change after ROBOESTATE, especially for those who saw STEM careers as not practicable and/or not desirable? \u0000We conducted a quantitative and a qualitative analysis. Although the limited number of data collected during ROBOESTATE does not allow us to give a statistical significance to our results, we can say that ROBOESTATE-like courses increase boys’, and especially girls’, interest in STEM careers.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"25 1 1","pages":"88-109"},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91251508","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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