{"title":"3D printing and the (very) young: What do we expect from this meeting?","authors":"G. Mangione, M. Eisenberg","doi":"10.30557/QW000008","DOIUrl":"https://doi.org/10.30557/QW000008","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74905545","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}
Peer feedback is understood in scholarly literature as an interactive and sequential process that can support learning. The aim of the present study was to construct a coding scheme to analyze peer feedback in a blended university course. Participants comprised eleven students (9F and 2M) and the course lecturer at the University of Neuchâtel (CH). In each of the forums provided in the Moodle environment, the students worked in groups to complete the project elements in successive phases, receiving feedback from the other students and the lecturer for each element. The categories of the coding scheme (Positive Aspects, Negative Aspects, Questions, Improvements, Others) were applied by two independent judges on 41 segments identified in 19 feedback messages provided by students in the forums. Results showed that the coding scheme has a high degree of reliability in the identification of the analysis unit in each message (Index of agreement equal to .97), and in the application of the categories to the content of the unit of analysis (Index of agreement equal to 90%, with Cohen’s K = .87). The possible uses of the tool are discussed.
在学术文献中，同伴反馈被理解为一个可以支持学习的互动和顺序过程。摘要本研究的目的是建构一个编码方案来分析大学混合课程中的同伴反馈。参与者包括11名学生(9F和2M)和neuch大学(CH)的课程讲师。在Moodle环境中提供的每个论坛中，学生们分组工作，在连续的阶段中完成项目元素，并从其他学生和讲师那里接收每个元素的反馈。两名独立评审员根据学生在论坛上提供的19条反馈信息中选出的41个部分，采用了编码方案的类别(积极方面、消极方面、问题、改进和其他)。结果表明，该编码方案在每条消息中对分析单元的识别(一致性指数为0.97)和分类对分析单元内容的应用(一致性指数为90%，Cohen’s K = 0.87)具有较高的可靠性。讨论了该工具的可能用途。
{"title":"Il peer feedback in un corso universitario blended: costruzione di uno schema di codifica","authors":"S. Cacciamani, Vittore Perrucci, A. Iannaccone","doi":"10.30557/QW000003","DOIUrl":"https://doi.org/10.30557/QW000003","url":null,"abstract":"Peer feedback is understood in scholarly literature as an interactive and sequential process that can support learning. The aim of the present study was to construct a coding scheme to analyze peer feedback in a blended university course. Participants comprised eleven students (9F and 2M) and the course lecturer at the University of Neuchâtel (CH). In each of the forums provided in the Moodle environment, the students worked in groups to complete the project elements in successive phases, receiving feedback from the other students and the lecturer for each element. The categories of the coding scheme (Positive Aspects, Negative Aspects, Questions, Improvements, Others) were applied by two independent judges on 41 segments identified in 19 feedback messages provided by students in the forums. Results showed that the coding scheme has a high degree of reliability in the identification of the analysis unit in each message (Index of agreement equal to .97), and in the application of the categories to the content of the unit of analysis (Index of agreement equal to 90%, with Cohen’s K = .87). The possible uses of the tool are discussed.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"648 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76274077","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":"Potentialities and risks of digital ubiquity","authors":"S. Cacciamani, M. Ligorio","doi":"10.30557/QW000001","DOIUrl":"https://doi.org/10.30557/QW000001","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"36 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81032918","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 research examines gender differences in the linguistic style of Computer Mediated Communication (CMC) in e-mail exchanges. The gender salience of the context was varied by modifying the recipient of the e-mail (male or female) and the assigned topic of discussion (feminine, masculine and neutral). Participants comprised 485 (197F) university students who exchanged e-mails with a fictitious correspondent in the 12 experimental conditions of the design, obtained by crossing the gender of the two correspondents (sender and recipient) with three topics. Results show that women use fewer words, and that kinder and more tentative and emotional language is used when a woman writes to a man and viceversa. In addition, regardless of the recipient, women are more tentative when writing about a ‘masculine’ topic, and men are more tentative when writing about a ‘feminine’ topic. Interestingly, men use more emotional language when writing to a woman on a ‘masculine’ topic. The paper also considers whether the differences observed in English can be found in the Italian language.
{"title":"Differenze di genere tra studenti nel linguaggio usato nelle e-mail","authors":"Maria Grazia Monaci, L. D. Gregorio","doi":"10.30557/QW000007","DOIUrl":"https://doi.org/10.30557/QW000007","url":null,"abstract":"This research examines gender differences in the linguistic style of Computer Mediated Communication (CMC) in e-mail exchanges. The gender salience of the context was varied by modifying the recipient of the e-mail (male or female) and the assigned topic of discussion (feminine, masculine and neutral). Participants comprised 485 (197F) university students who exchanged e-mails with a fictitious correspondent in the 12 experimental conditions of the design, obtained by crossing the gender of the two correspondents (sender and recipient) with three topics. Results show that women use fewer words, and that kinder and more tentative and emotional language is used when a woman writes to a man and viceversa. In addition, regardless of the recipient, women are more tentative when writing about a ‘masculine’ topic, and men are more tentative when writing about a ‘feminine’ topic. Interestingly, men use more emotional language when writing to a woman on a ‘masculine’ topic. The paper also considers whether the differences observed in English can be found in the Italian language.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"17 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79752948","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 set of data generated and analyzed by the Edu4Sec Project – Effective Education for Improving Data Security Awareness. The project commenced in 2016 and is being implemented by a multidisciplinary team based at the University of Padova. The aim is to improve secondary school students’ data security awareness and develop behaviors and strategies to reduce cyber risks arising from data security issues. Three secondary schools have been involved in a quasi-experimental research design. A training intervention was provided to 116 students engaged in experiential and interactive learning activities related to key concepts of data security. The same intervention was provided to the experimental group of 140 students, supplemented by gamification elements. The paper focuses on the pre- and post-intervention questionnaire results.
{"title":"Come incoraggiare Data Security Awareness? Il caso del progetto Edu4Sec","authors":"Daniela Frison, A. Surian","doi":"10.30557/QW000006","DOIUrl":"https://doi.org/10.30557/QW000006","url":null,"abstract":"This paper presents a set of data generated and analyzed by the Edu4Sec Project – Effective Education for Improving Data Security Awareness. The project commenced in 2016 and is being implemented by a multidisciplinary team based at the University of Padova. The aim is to improve secondary school students’ data security awareness and develop behaviors and strategies to reduce cyber risks arising from data security issues. Three secondary schools have been involved in a quasi-experimental research design. A training intervention was provided to 116 students engaged in experiential and interactive learning activities related to key concepts of data security. The same intervention was provided to the experimental group of 140 students, supplemented by gamification elements. The paper focuses on the pre- and post-intervention questionnaire results.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83931479","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 article takes the position that studying learners in different contexts and considering how resources from different contexts interconnect can support a broader understanding of students’ ‘learning lives’. This stance conceives learning in two ways. First, as ways of following young people at and beyond school as they use digital media for different practices. Second, as ways of studying the interconnected aspects of learning in situated contexts; for example, knowledge work at school that draws on students’ experiences and practices from beyond the classroom. This article explores how studying trajectories of learning at- and beyond-school can provide insight into the process of knowledge building among students.
{"title":"Trajectories of knowledge builders: A learning lives approach","authors":"O. Erstad","doi":"10.30557/QW000002","DOIUrl":"https://doi.org/10.30557/QW000002","url":null,"abstract":"This article takes the position that studying learners in different contexts and considering how resources from different contexts interconnect can support a broader understanding of students’ ‘learning lives’. This stance conceives learning in two ways. First, as ways of following young people at and beyond school as they use digital media for different practices. Second, as ways of studying the interconnected aspects of learning in situated contexts; for example, knowledge work at school that draws on students’ experiences and practices from beyond the classroom. This article explores how studying trajectories of learning at- and beyond-school can provide insight into the process of knowledge building among students.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84539017","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}
Roberta Migliorato, C. Fiorilli, Ilaria Buonomo, Silvia Allegro, M. B. Ligorio
The current study addressed students’ risk perceptions regarding the phenomena of sexting, by considering its association with time spent online, self-esteem, depressive symptoms, at-risk behaviors, and school attainment. Gender differences were analyzed. Participants were 137 Italian teenagers (58% female; mean age = 12.63 years, SD = .48 years). Self-esteem (Questionario di Autostima; Tressoldi & Vio, 1996), depressive symptoms (SAFA-D; Cianchetti & Fancello, 2001), and study specific measures of sexting and behavioral risks were measured. Results showed a negative and significant association between students’ risk perception of sexting phenomena and their at-risk behaviors. Time spent online was the strongest variable negatively associated with protective factors as well as being positively associated with risk factors. Girls showed higherrisk perception of sexting than boys. Finally, risk perception was predicted by adolescent’s gender, self-esteem dimension (i.e., behaviour evaluation) and at-risk behavior (i.e., drugs use, at-risk sexual behavior). Educational implications are discussed.
{"title":"Sexting: uno studio esplorativo su adolescenti italiani","authors":"Roberta Migliorato, C. Fiorilli, Ilaria Buonomo, Silvia Allegro, M. B. Ligorio","doi":"10.30557/QW000005","DOIUrl":"https://doi.org/10.30557/QW000005","url":null,"abstract":"The current study addressed students’ risk perceptions regarding the phenomena of sexting, by considering its association with time spent online, self-esteem, depressive symptoms, at-risk behaviors, and school attainment. Gender differences were analyzed. Participants were 137 Italian teenagers (58% female; mean age = 12.63 years, SD = .48 years). Self-esteem (Questionario di Autostima; Tressoldi & Vio, 1996), depressive symptoms (SAFA-D; Cianchetti & Fancello, 2001), and study specific measures of sexting and behavioral risks were measured. Results showed a negative and significant association between students’ risk perception of sexting phenomena and their at-risk behaviors. Time spent online was the strongest variable negatively associated with protective factors as well as being positively associated with risk factors. Girls showed higherrisk perception of sexting than boys. Finally, risk perception was predicted by adolescent’s gender, self-esteem dimension (i.e., behaviour evaluation) and at-risk behavior (i.e., drugs use, at-risk sexual behavior). Educational implications are discussed.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"36 8","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72595313","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 identifies usage scenarios of a web platform called “Virtual Classrooms” and analyses students’ perception of the technology to understand whether and how this perception changes during platform testing. To do this, we draw on the concept of “Instrumental Orchestration”, which has only been deployed in mathematics education to date, to understand whether the concept is analytically useful when applied to other school subjects. The participants are three teachers of three different subjects with different levels of expertise with the web platform, and their classes (55 students in total). Data was generated through (i) a self-observation instrument for teachers and (ii) a questionnaire for students, administered at the beginning and the end of the platform testing. Four “Instrumental Orchestration” scenarios, two of which are already identified inliterature, are evident from the mix analysis, as well as minor variations in technology perception. Limitations and implications of this study are also discussed.
{"title":"Orchestrazione strumentale per l’inserimento di “Aule Virtuali” a scuola","authors":"Silvia Mazza, M. B. Ligorio, S. Cacciamani","doi":"10.30557/QW000004","DOIUrl":"https://doi.org/10.30557/QW000004","url":null,"abstract":"This paper identifies usage scenarios of a web platform called “Virtual Classrooms” and analyses students’ perception of the technology to understand whether and how this perception changes during platform testing. To do this, we draw on the concept of “Instrumental Orchestration”, which has only been deployed in mathematics education to date, to understand whether the concept is analytically useful when applied to other school subjects. The participants are three teachers of three different subjects with different levels of expertise with the web platform, and their classes (55 students in total). Data was generated through (i) a self-observation instrument for teachers and (ii) a questionnaire for students, administered at the beginning and the end of the platform testing. Four “Instrumental Orchestration” scenarios, two of which are already identified inliterature, are evident from the mix analysis, as well as minor variations in technology perception. Limitations and implications of this study are also discussed.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"64 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85031110","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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