Online didactics for adults has to meet the needs of an audience with peculiar constraints and goals. In particular, within a constructivist and connectionist perspective, it has to ensure the right balance between autonomy and socialization, while stimulating reflection upon experience and generating further meaningful experiences. In this contribution we present the educational model of the Italian University Line as an example of online didactics meeting the above defined requirements, also in the case of ITE – Initial Teacher Education. Finally, we present an ongoing experimentation of gamification, aiming at enhancing engagement and motivation.
{"title":"Designing an effective and scientifically grounded e-learning environment for Initial Teacher Education: the Italian University Line Model","authors":"F. Benedetti","doi":"10.20368/1971-8829/1510","DOIUrl":"https://doi.org/10.20368/1971-8829/1510","url":null,"abstract":"Online didactics for adults has to meet the needs of an audience with peculiar constraints and goals. In particular, within a constructivist and connectionist perspective, it has to ensure the right balance between autonomy and socialization, while stimulating reflection upon experience and generating further meaningful experiences. \u0000In this contribution we present the educational model of the Italian University Line as an example of online didactics meeting the above defined requirements, also in the case of ITE – Initial Teacher Education. \u0000Finally, we present an ongoing experimentation of gamification, aiming at enhancing engagement and motivation.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"144 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76804231","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}
Samuele Calzone, Rosanna Di Gioia, Valentina Pappalardo
This paper focuses on new teachers who attended the Italian National Plan for Digital Education (NPDE) training courses between 2015 and 2017. Started in 2016, the NPDE was further developed thanks to the contribution of the 2014-2020 National Operational Programme for the School, “skills and learning environments” which supported 275 NPDE local training hubs in order to organize four training modules aimed both at new teachers and the more experienced ones. This paper analyses the feedback provided by the 1,342 new teachers who filled in the evaluation questionnaires handed out at the beginning and at the end of the modules. The objective of this chapter is to highlight the relations between the preferences expressed by the new teachers within the initial skill assessment and the issues raised in the final questionnaires about the perception of the training programme.
{"title":"Initial Teacher Training and the National Plan for Digital Education (NOP - ESF)","authors":"Samuele Calzone, Rosanna Di Gioia, Valentina Pappalardo","doi":"10.20368/1971-8829/1496","DOIUrl":"https://doi.org/10.20368/1971-8829/1496","url":null,"abstract":"This paper focuses on new teachers who attended the Italian National Plan for Digital Education (NPDE) training courses between 2015 and 2017. Started in 2016, the NPDE was further developed thanks to the contribution of the 2014-2020 National Operational Programme for the School, “skills and learning environments” which supported 275 NPDE local training hubs in order to organize four training modules aimed both at new teachers and the more experienced ones. This paper analyses the feedback provided by the 1,342 new teachers who filled in the evaluation questionnaires handed out at the beginning and at the end of the modules. The objective of this chapter is to highlight the relations between the preferences expressed by the new teachers within the initial skill assessment and the issues raised in the final questionnaires about the perception of the training programme.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"28 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84420113","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 current context of general education in Russia is distinguished by the availability of programs ensuring the development of human resources potential in educational institutions. Particular attention is paid by the government of the Russian Federation and by local authorities to projects related to the effective adaptation of novice teachers in the professional pedagogical environment. This process involves collaborative work of management and staff of general education institutions, higher education institutions, ministries and agencies. The leading mechanisms of professional development are modernization of the initial teacher education (ITE) and reflexive management technologies in the educational institutions. Creating qualitatively new content and conditions of scientific and methodological support to a novice teacher in the elaboration of new professional standards requires the development of networking and productive innovations in the education system. This paper reveals the development of innovative organizational models of advanced training for administrative and pedagogical personnel at the regional and municipal levels in Russia.
{"title":"Management of Novice Teachers' Induction to the Profession: Modernization of the Russian School Methodological System","authors":"R. Valeeva, T. A. Baklashova, L. Latypova","doi":"10.20368/1971-8829/1493","DOIUrl":"https://doi.org/10.20368/1971-8829/1493","url":null,"abstract":"The current context of general education in Russia is distinguished by the availability of programs ensuring the development of human resources potential in educational institutions. Particular attention is paid by the government of the Russian Federation and by local authorities to projects related to the effective adaptation of novice teachers in the professional pedagogical environment. This process involves collaborative work of management and staff of general education institutions, higher education institutions, ministries and agencies. The leading mechanisms of professional development are modernization of the initial teacher education (ITE) and reflexive management technologies in the educational institutions. Creating qualitatively new content and conditions of scientific and methodological support to a novice teacher in the elaboration of new professional standards requires the development of networking and productive innovations in the education system. This paper reveals the development of innovative organizational models of advanced training for administrative and pedagogical personnel at the regional and municipal levels in Russia.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"06 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86048683","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}
Starting from the EC Handbook conditions issued in 2010 (Conditions for successful induction Programs) and from a critical and in-depth reading of the induction governance model in Italy and its quali-quantitative evaluation, this work will attempt to validate or enrich governance principles to be applied to similar implementation contexts. Starting from the governance conditions, recognized as fundamental to an effective induction programme, one of the goals of this work is to understand how the conditions of success have been implemented in the Italian training model and, above all, how they have been characterized with respect to the design of network governance.
{"title":"Governing a State-wide Induction Program: Characteristics and Success Conditions of the Italian Model","authors":"D. D'amico, G. Mangione, M. C. Pettenati","doi":"10.20368/1971-8829/1549","DOIUrl":"https://doi.org/10.20368/1971-8829/1549","url":null,"abstract":"Starting from the EC Handbook conditions issued in 2010 (Conditions for successful induction Programs) and from a critical and in-depth reading of the induction governance model in Italy and its quali-quantitative evaluation, this work will attempt to validate or enrich governance principles to be applied to similar implementation contexts. Starting from the governance conditions, recognized as fundamental to an effective induction programme, one of the goals of this work is to understand how the conditions of success have been implemented in the Italian training model and, above all, how they have been characterized with respect to the design of network governance.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"58 5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79568728","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}
Despite the growing diversity in school polulation, many teacher educators fail incorporating diversity-related content into the courses they teach. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways. This article reports the results of an international study which explores preservice teacher perceptions of opportunity to learning to teach in diverse inclusive classrooms. A questionnaire was used to document the perceptions of a cohort of kindergarten and elementary student teachers from Spain and the US. Results indicated that strong international differences existed in the perceptions of respondents towards opportunity to learn theoretical aspects of teaching for diversity (e.g., know intervention strategies to meet student diverse educational needs), opportunity to learning to teach inclusively (e.g., learn how to develop an inclusive curriculum), and opportunity to observe and analyse practical aspects of diversity teaching (e.g., conduct diversity-related field-work), all these differences favouring US respondents. The results highlight the need for increased attention to teaching diversity in preservice teacher education programmes. Implications for ongoing development of initial teacher preparation are discussed within the context of improving educators and student teachers’ training for diversity. Key words: Teacher education for diversity, opportunity to learning to teach, inclusive education, preservice teachers’ perceptions, international higher education.
{"title":"Education for Diversity in Initial Teacher Preparation Programmes: a Comparative International Study","authors":"M. C. Cardona, R. Tichá, B. Abery","doi":"10.20368/1971-8829/1499","DOIUrl":"https://doi.org/10.20368/1971-8829/1499","url":null,"abstract":"Despite the growing diversity in school polulation, many teacher educators fail incorporating diversity-related content into the courses they teach. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways. This article reports the results of an international study which explores preservice teacher perceptions of opportunity to learning to teach in diverse inclusive classrooms. A questionnaire was used to document the perceptions of a cohort of kindergarten and elementary student teachers from Spain and the US. Results indicated that strong international differences existed in the perceptions of respondents towards opportunity to learn theoretical aspects of teaching for diversity (e.g., know intervention strategies to meet student diverse educational needs), opportunity to learning to teach inclusively (e.g., learn how to develop an inclusive curriculum), and opportunity to observe and analyse practical aspects of diversity teaching (e.g., conduct diversity-related field-work), all these differences favouring US respondents. The results highlight the need for increased attention to teaching diversity in preservice teacher education programmes. Implications for ongoing development of initial teacher preparation are discussed within the context of improving educators and student teachers’ training for diversity. \u0000Key words: Teacher education for diversity, opportunity to learning to teach, inclusive education, preservice teachers’ perceptions, international higher education.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"25 1","pages":"79-95"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81274987","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}
In this article, by utilizing the guidelines available from literature, we attempted to compile a checklist that would identify the extent to which web-based learning materials in Slovenia properly address the needs of people with dyslexia. The focus of our research was the evaluation of the suitability of the design of web-based learning materials and not their pedagogical aspects, since design itself is one of the key factors that predominantly affect the accessibility of web-based learning materials for dyslexic learners. The results of our study showed that the developers of web-based learning materials were generally well aware of these criteria (accessibility, usability, readability); but some of the key ones remained overlooked. The study pinpoints accessibility as the weakest point of the examined web-based learning materials. The most plausible reasons for overlooking these criteria originate in the weak understanding of the needs of these particular users in addition to the weak comprehension of the established guidelines on the
{"title":"Analysing Accessibility, Usability and Readability of Web-based Learning Materials – Case study of e-learning portals in Slovenia","authors":"M. Radovan, Mojca Perdih","doi":"10.20368/1971-8829/1389","DOIUrl":"https://doi.org/10.20368/1971-8829/1389","url":null,"abstract":"In this article, by utilizing the guidelines available from literature, we attempted to compile a checklist that would identify the extent to which web-based learning materials in Slovenia properly address the needs of people with dyslexia. The focus of our research was the evaluation of the suitability of the design of web-based learning materials and not their pedagogical aspects, since design itself is one of the key factors that predominantly affect the accessibility of web-based learning materials for dyslexic learners. The results of our study showed that the developers of web-based learning materials were generally well aware of these criteria (accessibility, usability, readability); but some of the key ones remained overlooked. The study pinpoints accessibility as the weakest point of the examined web-based learning materials. The most plausible reasons for overlooking these criteria originate in the weak understanding of the needs of these particular users in addition to the weak comprehension of the established guidelines on the","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"25 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84107879","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 aim of this work is to develop a framework to cope with the negative context in French clinical reports and assess the effect of negation identi cation on the performance of medical information retrieval. The proposed work significantly improves the performance of information retrieval done on French clinical reports where the precision improves by 10%.
{"title":"Handling Negation to Improve Information Retrieval from French Clinical Reports","authors":"Baya Naouel Barigou, F. Barigou, B. Atmani","doi":"10.20368/1971-8829/1455","DOIUrl":"https://doi.org/10.20368/1971-8829/1455","url":null,"abstract":"The aim of this work is to develop a framework to cope with the negative context in French clinical reports and assess the effect of negation identi cation on the performance of medical information retrieval. The proposed work significantly improves the performance of information retrieval done on French clinical reports where the precision improves by 10%.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"87 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75470826","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}
Interactions in online courses have been studied by analyzing Conversational Functions used by participants. Cacciamani, Perrucci Khanlari (2016) developed a coding scheme, named CF4KB, consisting of four Global Conversational Functions (GCF), each articulated in two Specific Conversational Functions (SCF). The aims of the present study were to explore: 1) What are the more frequently SCF used by the participants, both at the beginning and at the end of an online course, and if there are differences between the beginning and the end of the course in terms of SCF used; 2) If there is any specific pattern of SCF used at the beginning and at the end of the course and if there are any persistences in using the same SCF. For these aims, 152 messages posted in Knowledge Forum online environment by 24 university students (19 F and 5 M) were considered. The messages have been segmented into units of meaning and the 1451 resulting segments have been coded by two independent judges who applied the CF4KB. The analysis of frequencies evidenced the more frequently used SCF, at the beginning and the end of the course. Comparing SCF frequencies between the beginning and the end of the course, differences were detected. Results showed also different patterns in the use of the SCF at the beginning and at the end of the course. In addition, the persistence of one SCF was found. Implication of these results for the analysis of the interactions in online courses are discussed.
{"title":"Conversational Functions for Knowledge Building: a Study of an Online Course at University","authors":"S. Cacciamani, V. Perrucci, Ahmad Khanlari","doi":"10.20368/1971-8829/1391","DOIUrl":"https://doi.org/10.20368/1971-8829/1391","url":null,"abstract":"Interactions in online courses have been studied by analyzing Conversational Functions used by participants. Cacciamani, Perrucci Khanlari (2016) developed a coding scheme, named CF4KB, consisting of four Global Conversational Functions (GCF), each articulated in two Specific Conversational Functions (SCF). The aims of the present study were to explore: 1) What are the more frequently SCF used by the participants, both at the beginning and at the end of an online course, and if there are differences between the beginning and the end of the course in terms of SCF used; 2) If there is any specific pattern of SCF used at the beginning and at the end of the course and if there are any persistences in using the same SCF. For these aims, 152 messages posted in Knowledge Forum online environment by 24 university students (19 F and 5 M) were considered. The messages have been segmented into units of meaning and the 1451 resulting segments have been coded by two independent judges who applied the CF4KB. The analysis of frequencies evidenced the more frequently used SCF, at the beginning and the end of the course. Comparing SCF frequencies between the beginning and the end of the course, differences were detected. Results showed also different patterns in the use of the SCF at the beginning and at the end of the course. In addition, the persistence of one SCF was found. Implication of these results for the analysis of the interactions in online courses are discussed.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"93 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83338706","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 growth of data produced for example by IoT devices has playing a major role in developing healthcare applications able to effectiveness handle the vast amount of information. The challenge lies in representing volumes of data, integrating and understanding their various formats and sources. Cognitive computing systems offer promise for analysing, accessing, integrating, and investigating data in order to improve outcomes across many domains, including healthcare. This paper presents an ontology-based system for the eHealth domain. It provides semantic interoperability among heterogeneous IoT fitness and wellness devices and facilitates data integration and sharing. The novelty of the proposed approach lies in exploiting semantic web technologies to explicitly describe the meaning of sensor data and define a common communication strategy for information representation and exchange.
{"title":"Integrating Heterogeneous Data of Healthcare Devices to enable Domain Data Management","authors":"A. Carbonaro, F. Piccinini, Roberto Reda","doi":"10.20368/1971-8829/1450","DOIUrl":"https://doi.org/10.20368/1971-8829/1450","url":null,"abstract":"The growth of data produced for example by IoT devices has playing a major role in developing healthcare applications able to effectiveness handle the vast amount of information. The challenge lies in representing volumes of data, integrating and understanding their various formats and sources. Cognitive computing systems offer promise for analysing, accessing, integrating, and investigating data in order to improve outcomes across many domains, including healthcare. This paper presents an ontology-based system for the eHealth domain. It provides semantic interoperability among heterogeneous IoT fitness and wellness devices and facilitates data integration and sharing. The novelty of the proposed approach lies in exploiting semantic web technologies to explicitly describe the meaning of sensor data and define a common communication strategy for information representation and exchange.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"11 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89559221","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 widespread adoption of mobile phones has brought an increasing interest in the development of mobile applications for higher education. In this paper we examine the use of mobile applications in university education, focusing on Kenya, a leading country in mobile services. The main goal is to investigate if university students are using or would like to use mobile phones and apps, in particular educational apps. Information gathered from the study gives an insight on which apps to adopt or implement in university education.
{"title":"Mobile Applications in University Education: the case of Kenya","authors":"R. Ojino, Luisa Mich","doi":"10.20368/1971-8829/1369","DOIUrl":"https://doi.org/10.20368/1971-8829/1369","url":null,"abstract":"The widespread adoption of mobile phones has brought an increasing interest in the development of mobile applications for higher education. In this paper we examine the use of mobile applications in university education, focusing on Kenya, a leading country in mobile services. The main goal is to investigate if university students are using or would like to use mobile phones and apps, in particular educational apps. Information gathered from the study gives an insight on which apps to adopt or implement in university education.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83552413","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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