Il Trialogical Learning Approach per rinnovare la didattica
Barra laterale articolo
Pubblicato
ago 10, 2016
Contenuto principale articolo
Abstract
L’articolo descrive un caso di implementazione del Trialogical Learning Approach (TLA) in due prime classi di una scuola universitaria per futuri osteopati (N=36). L’approccio prevede la realizzazione di oggetti utili e concreti attraverso l’alternanza di attività individuali e di gruppo, supportate da tecnologie digitali. Obiettivo dello studio è osservare l’impatto del TLA sulla qualità dei prodotti di apprendimento realizzati dagli studenti e sullo stile di insegnamento, oltre che raccogliere il punto di vista degli studenti sulle attività svolte. Sui dati raccolti (prodotti individuali e di gruppo, note inserite online, audio-registrazioni
delle lezioni, questionari finali) sono state effettuate analisi quali-quantitative. I risultati mostrano: a) un’evoluzione positiva dei prodotti individuali e di gruppo, b) uno stile di insegnamento progressivamente meno trasmissivo e più orientato alla collaborazione e costruzione di conoscenza, c) un generale apprezzamento per il metodo innovativo e per la sua capacità di promuovere competenze sociali utili alla futura professione.
Dettagli articolo
Fascicolo
Sezione
Articoli - Argomenti vari
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale 4.0 Internazionale.
Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:
- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Common Attribuzione _Non commerciale 4.0 Internazionale.
- Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York, NY: Longman.
Barbier, R. (2007). La ricerca – azione. Roma, Italia: Armando.
Bereiter, C. (2002). Education and Mind in the Knowledge Age. Hillsdale, NJ: Erlbaum.
Bruner, J.S. (1991). La costruzione narrativa della “realtà”. In M. Ammaniti & D.N. Stern (Eds.), Rappresentazioni e narrazioni (pp. 17- 38). Bari, Italia: Laterza. Design-Based Research Collective (2003).
Design based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Retrieved from http:// www.designbasedresearch.org/reppubs/ DBRC2003.pdf
Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279-298.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
Hakkarainen, K., Lipponen, L. & Järvelä, S. (2002). Epistemology of inquiry and computer- supported collaborative learning. In T. Koschmann, N. Miyake, & R. Hall (Eds.),CSCL2: Carrying Forward the Conversation (pp. 129-156). Mahwah, NJ: Erlbaum.
Ilomäki, L. (2015). Promoting knowledge work practices in upper secondary schools: case studies in Finland and Bulgaria. XVI EARLI Conference “Towards a Reflective Society: Synergies between Learning, Teaching and Research”, Limassol, Cyprus, 25-29 Agosto, 2015. Retrieved from http://www.earli.org/ conferences/EARLI_Biennial_Conferences/ previous_Biennial_conferences/earli_2015
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research? Education and Information Technologies 21(3), 655–679. doi:10.1007/s10639-014-9346-4
Lewin, K. (1980). I conflitti sociali. Milano, Italia: Franco Angeli.
Ligorio, M.B., & Sansone, N. (2016). Manuale di didattica blended. Il modello della Partecipazione Collaborativa e Costruttiva (PCC). Milano, Italia: Franco Angeli.
Lombard, R., & Biglan, B. (2009). Implications of Role Play and Team Teaching as strategies for information technology pedagogy. Information Systems Education Journal, 7(20). Retrieved from http://isedj.org/7/20/
Mills-Dick, K. & Hull, J. M. (2011) Collaborative research: Empowering students and connecting to community. Journal of Public Health Management & Practice, 17(4), 381-387.
Niglas, K. (2004). The Combined Use of Qualitative and Quantitative Methods in Educational Research. Tallinn: Tallinn Pedagogical University Press.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576.
Paavola, S., & Hakkarainen, K. (2005). The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning. Science & Education, 14(6), 535-557.
Pozzi, F (2010). Using Jigsaw and Case Study for supporting online collaborative learning. Computers & Education, 55, 67-75.
Pozzi, F. (2011). The impact of scripted roles on online collaborative learning processes. Computer-Supported Collaborative Learning, 6, 471-484.
Sambell, K., McDowell, L., & Brown, S. (1997). “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349-371.
Sansone, N. (2016). Reflections on Pedagogical Cases and TLA. KNORK Final Conference, University Sapienza of Rome, January 12th 2016.
Sansone, N., & Ligorio, M.B. (2015). A protocol for multi-dimensional assessment in university online courses. REM Research in Education and Media, 7(1). Retrieved from https://www. researchgate.net/publication/285383786_A_ protocol_for_multidimensional_assessment_ in_university_online_courses
Scardamalia, M., & Bereiter, C. (1994). Computer Support for Knowledge-Building Communities. The Journal of the Learning Sciences, 3(3), 256-283.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
Strijbos, J.W. & Weinberger, A. (2010). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior 26 (4), 491-494.
Weinberger, A. (2008). CSCL scripts: Effects of social and epistemic scripts on computer supported collaborative learning. Berlin, Germany: VDM.
Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York, NY: Cambridge University Press.
Barbier, R. (2007). La ricerca – azione. Roma, Italia: Armando.
Bereiter, C. (2002). Education and Mind in the Knowledge Age. Hillsdale, NJ: Erlbaum.
Bruner, J.S. (1991). La costruzione narrativa della “realtà”. In M. Ammaniti & D.N. Stern (Eds.), Rappresentazioni e narrazioni (pp. 17- 38). Bari, Italia: Laterza. Design-Based Research Collective (2003).
Design based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Retrieved from http:// www.designbasedresearch.org/reppubs/ DBRC2003.pdf
Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279-298.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
Hakkarainen, K., Lipponen, L. & Järvelä, S. (2002). Epistemology of inquiry and computer- supported collaborative learning. In T. Koschmann, N. Miyake, & R. Hall (Eds.),CSCL2: Carrying Forward the Conversation (pp. 129-156). Mahwah, NJ: Erlbaum.
Ilomäki, L. (2015). Promoting knowledge work practices in upper secondary schools: case studies in Finland and Bulgaria. XVI EARLI Conference “Towards a Reflective Society: Synergies between Learning, Teaching and Research”, Limassol, Cyprus, 25-29 Agosto, 2015. Retrieved from http://www.earli.org/ conferences/EARLI_Biennial_Conferences/ previous_Biennial_conferences/earli_2015
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research? Education and Information Technologies 21(3), 655–679. doi:10.1007/s10639-014-9346-4
Lewin, K. (1980). I conflitti sociali. Milano, Italia: Franco Angeli.
Ligorio, M.B., & Sansone, N. (2016). Manuale di didattica blended. Il modello della Partecipazione Collaborativa e Costruttiva (PCC). Milano, Italia: Franco Angeli.
Lombard, R., & Biglan, B. (2009). Implications of Role Play and Team Teaching as strategies for information technology pedagogy. Information Systems Education Journal, 7(20). Retrieved from http://isedj.org/7/20/
Mills-Dick, K. & Hull, J. M. (2011) Collaborative research: Empowering students and connecting to community. Journal of Public Health Management & Practice, 17(4), 381-387.
Niglas, K. (2004). The Combined Use of Qualitative and Quantitative Methods in Educational Research. Tallinn: Tallinn Pedagogical University Press.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576.
Paavola, S., & Hakkarainen, K. (2005). The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning. Science & Education, 14(6), 535-557.
Pozzi, F (2010). Using Jigsaw and Case Study for supporting online collaborative learning. Computers & Education, 55, 67-75.
Pozzi, F. (2011). The impact of scripted roles on online collaborative learning processes. Computer-Supported Collaborative Learning, 6, 471-484.
Sambell, K., McDowell, L., & Brown, S. (1997). “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349-371.
Sansone, N. (2016). Reflections on Pedagogical Cases and TLA. KNORK Final Conference, University Sapienza of Rome, January 12th 2016.
Sansone, N., & Ligorio, M.B. (2015). A protocol for multi-dimensional assessment in university online courses. REM Research in Education and Media, 7(1). Retrieved from https://www. researchgate.net/publication/285383786_A_ protocol_for_multidimensional_assessment_ in_university_online_courses
Scardamalia, M., & Bereiter, C. (1994). Computer Support for Knowledge-Building Communities. The Journal of the Learning Sciences, 3(3), 256-283.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
Strijbos, J.W. & Weinberger, A. (2010). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior 26 (4), 491-494.
Weinberger, A. (2008). CSCL scripts: Effects of social and epistemic scripts on computer supported collaborative learning. Berlin, Germany: VDM.
Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York, NY: Cambridge University Press.