ELABORARE PROGETTI DIGITALI EDUCATIVI IN UN MOOC. L’INNOVAZIONE E LA SODDISFAZIONE PERCEPITA DAGLI STUDENTI UNIVERSITARI
Barra laterale dell'articolo
Pubblicato:
Jun 8, 2020
Parole chiave:
Valutazione fra Pari, Imprenditorialità in Educazione, Innovazione, Project Based Learning, Apprendimento Socio-Emozionale, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Una ricerca azione è stata condotta sulla base di 789 valutazioni degli studenti su 89 progetti relativi all’utilizzo dei nuovi media. Lo scopo dello studio era quello di esplorare come gli studenti valutano i progetti elaborati dai loro compagni e di utilizzare tali intuizioni per migliorare i criteri della valutazione fra pari. I risultati indicano che gli studenti usano principalmente due prospettive per valutare la soddisfazione: uno collegato alla memorizzazione de comprensione di informazioni, e uno collegato al costruttivismo, focalizzato sugli aspetti emozionali, sociali, culturali e centrato sulla valutazione e creazione di nuove conoscenze. Le conclusioni hanno portato all’elaborazione di criteri innovativi e alla loro estensione oltre le questioni tecnologiche.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Oman, S. K., Tumer, I. Y., Wood, K., & Seepersand, C. (2013). A comparison of creativity and innovation metrics and sample validation through in-class design projects. Research in Engineering Design, 24(1), 65-92. doi: 10.1007/s00163-012-0138-9
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Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that's transforming education. New York, NY, USA: Penguin Books.
Salomon, G. (1981). Communication and education: Social and psychological interactions. People & Communication, 13, 9-271.
Sandeen, C. (2013). Assessment’s place in the New MOOC World. Research & Practice in Assessment, 8, 1-10.
Suen, H. K. (2014). Peer assessment for Massive Open Online Courses (MOOCs). The International Review of Research in Open and Distance Learning, 15(3), 312-327. doi: 10.19173/irrodl.v15i3.1680
Verbeek, P. P. (2005). What things do: Philosophical reflections on technology, agency, and design. University Park, PA, USA: Pennsylvania State University Press.
Volkmann, C., Wilson, K. E., Vyakarnam, S., Mariotti, S., & Sepulveda, A. (2009). Educating the next wave of entrepreneurs: Unlocking Entrepreneurial capabilities to meet the global challenges of the 21st century). World Economic Forum: A Report of the Global Education Initiative, April 2009.
Wadmany, R. (2017). Digital pedagogy in practice. Tel Aviv, IL: Mofet.
Wadmany, R., & Melamed, O. (2018). New media in education MOOC: Improving peer assessments of students’ plans and their innovativeness. Journal of Education and E-Learning Research, 5(2), 122-130. doi: 10.20448/journal.509.2018.52.122.130
Waks, J. L. (2016). Education 2.0: The learning web revolution and the transformation of the school. London and New York: Routledge.
Bates, A. W. (2015). Teaching in the digital age: Guidelines for designing teaching and learning. British Columbia, CA: BCcampus.
Chee, Y.S. (2015). Games-to-teach or games-to-learn: Addressing the learning needs of twenty-first century education through performance. In T. B. Lin, V. Chen, & C. Chai (Eds.), New media and learning in the 21st century education innovation series. Singapore: Springer.
Chen, D., & Kortz, G. (2011). Telecommunications, learning and teaching. Or Yehuda, IL: Center for Academic Learning.
Christensen, C., Horn B. M., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. New York, NY, USA: McGraw Hill.
Commission of Higher Education (2017). Innovation and entrepreneurship centers in academic institutions. [report].
de Platchett, N. (2008). Placing the magic in the classroom: TPCK in arts. In M. Herring, M. J. Koehler and P. Mishra (Eds.), Handbook of Technological, Pedagogical, Content-Knowledge (TPCK) for educators (pp. 167-192). London and NY: Routledge.
Duval-Couetil, N. (2013). Assessing the impact of entrepreneurship education programs: Challenges and approaches. Journal of Small Business Management, 51, 394–409. doi:10.1111/jsbm.12024
Fois, Y., & Barak, Y. (2016). Pedagogical innovation and teacher training. An introduction. In Y. Fois (Ed.), Teacher training in the labyrinth of pedagogical innovation (pp. 7-24). Tel Aviv, IL: Mofet.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). Examining the Substitution Augmentation Modification Redefinition (SAMR) model for technology integration. Tech Trends, 60, 433-441.
Harari, Y. N. (2019). 21 lessons for the 21st century. New York, NY, USA: Penguin Random House.
Hativa, N. (1998). Lack of clarity in university teaching: A case study. Higher Education, 36(3), 353-381. doi: 10.1023/A:1003401111968
Hativa, N. (2013). The tsunami of MOOCs: Will it cause a revolution in teaching, learning and the higher education institutions? An overview. Teaching in the Academia, 1, 40-64.
Heng, L., Robinson, A. C., & Park, J. Y. (2014). Peer grading in a MOOC: Reliability, validity, and perceived effects. Journal of Asynchronous Learning Networks, 18(2), 1–14. doi: 10.24059/olj.v18i2.429. Retrieved from https://www.learntechlib.org/p/154196/
Hobbs, R. (2019, December 22). On learning outcomes and standards for media literacy. MediaLab [Blog post]. Retrieved from https://mediaedlab.com/2019/12/22/on-learning-outcomes-standards-for-media-literacy/?fbclid=IwAR167X7_vihIREFAJKA77Og7uMRkaVzNBouTLVfQ506auwtcAtp2q8OLT8s
Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL, USA: MacArthur Foundation.
Katz, E., Gurevitch, M., & Haas, H. (1973). On the use of mass media for important things. American Sociological Review, 38, 164-181.
Kelly, M. A. (2008). Bridging digital and cultural divides: TPK for equity of access to technology. In M. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of technological, pedagogical, content-knowledge (TPCK) for educators (pp. 31-59). London and NY: Routledge.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth. Journal of Digital Learning in Teacher Education, 29(4), 127-140. doi:10.1080/21532974.2013.10784716
Kotsemir, M., & Abroskin, A. (2013). Innovation concepts and typology. An evolutionary discussion. Basic research program. Working Papers Series: Science, Technology and Innovation, WP BRP 05/STI/2013. Moscow: National Research University Higher School of Economics.
Krathwohl, R. D. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Lee, J. K. (2008). Toward democracy social studies and TPCK. In M. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of technological, pedagogical, content-knowledge (TPCK) for educators (pp. 31-58). London and NY: Routledge.
Leung, L. (2013) Generational differences in content generation in social media: The roles of the gratifications sought and of narcissism. Computers in Human Behavior, 29, 997-1006. doi: 10.1016/j.chb.2012.12.028
Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49. Retrieved from https://www.jstor.org/stable/42589189
Melamed, O., & Wadmany, R. (2018). Assessment of innovation dimension in a MOOC Course “New media in Education” focused on PBL Plans. In M. Heijnen, M. de Hei, & S. van Ginkel (Eds.), Proceedings of the ATEE Winter Conference: Technology and Innovative Learning (pp. 84-95). Utrecht, NL: ATEE.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Oman, S. K., Tumer, I. Y., Wood, K., & Seepersand, C. (2013). A comparison of creativity and innovation metrics and sample validation through in-class design projects. Research in Engineering Design, 24(1), 65-92. doi: 10.1007/s00163-012-0138-9
Pink, D. (2011). Drive: The surprising truth about what motivates us. (pp.13-32). New York, NY, USA: Riverhead Books.
Puentedura, R. (2014). Learning, technology, and the SAMR model: Goals, processes, and practice [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2014/06/29/LearningTechnologySAMRModel.pdf
Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that's transforming education. New York, NY, USA: Penguin Books.
Salomon, G. (1981). Communication and education: Social and psychological interactions. People & Communication, 13, 9-271.
Sandeen, C. (2013). Assessment’s place in the New MOOC World. Research & Practice in Assessment, 8, 1-10.
Suen, H. K. (2014). Peer assessment for Massive Open Online Courses (MOOCs). The International Review of Research in Open and Distance Learning, 15(3), 312-327. doi: 10.19173/irrodl.v15i3.1680
Verbeek, P. P. (2005). What things do: Philosophical reflections on technology, agency, and design. University Park, PA, USA: Pennsylvania State University Press.
Volkmann, C., Wilson, K. E., Vyakarnam, S., Mariotti, S., & Sepulveda, A. (2009). Educating the next wave of entrepreneurs: Unlocking Entrepreneurial capabilities to meet the global challenges of the 21st century). World Economic Forum: A Report of the Global Education Initiative, April 2009.
Wadmany, R. (2017). Digital pedagogy in practice. Tel Aviv, IL: Mofet.
Wadmany, R., & Melamed, O. (2018). New media in education MOOC: Improving peer assessments of students’ plans and their innovativeness. Journal of Education and E-Learning Research, 5(2), 122-130. doi: 10.20448/journal.509.2018.52.122.130
Waks, J. L. (2016). Education 2.0: The learning web revolution and the transformation of the school. London and New York: Routledge.