ASPETTATIVE E BISOGNI DI APPRENDIMENTO DEI PARTECIPANTI A UN'INIZIATIVA ONLINE DI SVILUPPO PROFESSIONALE RIGUARDANTE LA "DIDATTICA DI EMERGENZA DA REMOTO" DURANTE IL LOCKDOWN DEL 2020
Barra laterale dell'articolo
Pubblicato:
Jun 17, 2021
Parole chiave:
Apprendimento Online Aperto, Webinars, Auto-Regolazione, Sviluppo Professionale, Autovalutazione, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Durante il lockdown dovuto alla pandemia di COVID-19, diverse iniziative online sono state organizzate al fine di fornire agli insegnanti e agli educatori le competenze necessarie per affrontare la transizione all'insegnamento a distanza. La partecipazione a questo tipo di iniziative, destinate allo sviluppo professionale, può essere considerata come una strategia di apprendimento tramite auto-regolazione (Self-regulation), grazie alla quale gli utenti hanno la possibilità di ridurre un gap di competenze percepito. In questo lavoro, esploriamo e descriviamo le aspettative e i bisogni di apprendimento percepiti da un gruppo di partecipanti volontari alla serie di webinar riguardante la "Didattica di emergenza da remoto", realizzata dall'European Distance E-learning Network (EDEN). I dati raccolti attraverso un breve questionario, compilato da 607 partecipanti, mostrano che più del 50% degli intervistati ha autovalutato il proprio livello di competenza come alto. I risultati forniscono spunti interessanti circa la progettazione di percorsi di sviluppo professionale online aperti a diversi target di fruitori.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 1-10. doi: 10.1080/02607476.2020.1799708
Edirisingha, P., Nie, M., Pluciennik, M., & Young, R. (2009). Socialisation for learning at a distance in a 3‐D multi‐user virtual environment. British Journal of Educational Technology, 40(3), 458-479. doi: 10.1111/j.1467-8535.2009.00962.x
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Katz, I. R. (2007). Testing information literacy in digital environments: ETS's iSkills assessment. Information Technology and Libraries, 26(3), 3-12. doi: 10.6017/ital.v26i3.3271
Kelly, H. (2014). A path analysis of educator perceptions of open educational resources using the technology acceptance model. International Review of Research in Open and Distributed Learning, 15(2), 26-42. doi: 10.19173/irrodl.v15i2.1715
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY, US: Association Press. doi: 10.1177/105960117700200220
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Abingdon, UK: Routledge.
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171-183. doi: 10.1016/j.tate.2017.04.004
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OECD (2019), TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. Paris, FR: TALIS, OECD Publishing. doi: 10.1787/1d0bc92a-en
Olcott Jr, D. (2012). OER perspectives: emerging issues for universities. Distance Education, 33(2) Special Issue: OERs and Social Inclusion, 283-290. doi: 10.1080/01587919.2012.700561
Ossiannilsson, E., & Landgren, L. (2012). Quality in e‐learning–a conceptual framework based on experiences from three international benchmarking projects. Journal of Computer Assisted Learning, 28(1), 42-51. doi: 10.1111/j.1365-2729.2011.00439.x
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Poce, A., Amenduni, F., De Medio, C., & Re, M. R. (2019). Road to critical thinking automatic assessment: a pilot study. Form@Re, 19(3), 60-72. doi: 10.13128/form-7705
Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: a teacher education programme‘s response to COVID-19. Journal of Education for Teaching, 1-12. doi: 10.1080/02607476.2020.1801330
Ramos, J. (2003, December). Using TF-IDF to determine word relevance in document queries. In Proceedings of the First Instructional Conference on Machine Learning,Vol. 242 (pp. 133-142). Retrieved from https://arxiv.org/pdf/2001.09896.pdf
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. doi: 10.1007/s42438-020-00155-y
Read, T., Poce, A. Blaschke, L. (2020). EDEN initiative: Education in time of a pandemic - why such initiatives are important? [virtual workshop] In EDEN 2020 Annual Conference. Politehnica University of Timisoara (Romania, June 20-25, 2020).
Salmon, G. (2013). E-tivities: The key to active online learning. New York, NY, US: Routledge.
Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-198.
Sfard, A. (1998). On two metaphors of learning and the dangers of choosing just one. Educational Researcher, 27, 4-13.
Soeiro, A., & Falcão, R. (2013). Assessment of student learning outcomes in engineering education and impact in teaching. ICEE/ICIT 2013.
Softic, S. K., & Bekic, Z. (2008, June). Organizational aspects of supporting e-learning at university level. In ITI 2008-30th International Conference on Information Technology Interfaces (pp. 153-158). IEEE.
Tait, A. (2000). Planning student support for open and distance learning. Open Learning: The Journal of Open, Distance and e-Learning, 15(3), 287-299.
Teixeira, A. M., & Mota, J. (2014). 3 A proposal for the methodological design of collaborative language MOOCs. In E. Martín-Monje & E. Bárcena (Eds.), Language MOOCs: Providing Learning, Transcending Boundaries (pp. 33-47). Berlin, DE: De Gruyter Open.
Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers’ will to learn. Teaching and teacher education, 22(4), 408-423.
Weller, M. (2014). Battle for open: How openness won and why it doesn't feel like victory. London, UK: Ubiquity Press. doi: 10.5334/bam
Wheeler, S., & Wheeler, D. (2009). Using wikis to promote quality learning in teacher training. Learning, Media and Technology, 34(1), 1-10.
Wermke, W. (2011). Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden. Professional development in education, 37(5), 665-683.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Bates, A. W. (Tony) (2011). Understanding Web 2.0 and its implications for e-learning. In Web 2.0-based e-learning: applying social informatics for tertiary teaching (pp. 21-42). Hershey, PA, US: IGI Global.
Brown, M., Costello, E., Donlon, E., & Giolla-Mhichil, M. N. (2015). A strategic response to MOOCs: How one European university is approaching the challenge. The International Review of Research in Open and Distributed Learning, 16(6). doi: 10.19173/irrodl.v16i6.2151
Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455. doi: 10.1016/j.tate.2004.04.003
Cheng, B., Wang, M., Yang, S. J., & Peng, J. (2011). Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support. Computers & Education, 57(1), 1317-1333. doi: 10.1016/j.compedu.2011.01.018
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 1-10. doi: 10.1080/02607476.2020.1799708
Edirisingha, P., Nie, M., Pluciennik, M., & Young, R. (2009). Socialisation for learning at a distance in a 3‐D multi‐user virtual environment. British Journal of Educational Technology, 40(3), 458-479. doi: 10.1111/j.1467-8535.2009.00962.x
Ehlers, U.-d. (2004). Quality in e-Learning from a Learner’s Perspective. European Journal of Open, Distance and e-Learning, May 2004 - Best Paper Award at the Third EDEN Research Workshop 2004, Oldenburg, Germany. doi: 10.4000/dms.2707
Farrell, O., & Seery, A. (2019). “I am not simply learning and regurgitating information, I am also learning about myself”: learning portfolio practice and online distance students. Distance Education, 40(1), 76-97. doi: 10.1080/01587919.2018.1553565
Katz, I. R. (2007). Testing information literacy in digital environments: ETS's iSkills assessment. Information Technology and Libraries, 26(3), 3-12. doi: 10.6017/ital.v26i3.3271
Kelly, H. (2014). A path analysis of educator perceptions of open educational resources using the technology acceptance model. International Review of Research in Open and Distributed Learning, 15(2), 26-42. doi: 10.19173/irrodl.v15i2.1715
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY, US: Association Press. doi: 10.1177/105960117700200220
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Abingdon, UK: Routledge.
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171-183. doi: 10.1016/j.tate.2017.04.004
Meirink, J. A., Meijer, P. C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13(2), 145-164. doi: 10.1080/13540600601152496
OECD (2019), TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. Paris, FR: TALIS, OECD Publishing. doi: 10.1787/1d0bc92a-en
Olcott Jr, D. (2012). OER perspectives: emerging issues for universities. Distance Education, 33(2) Special Issue: OERs and Social Inclusion, 283-290. doi: 10.1080/01587919.2012.700561
Ossiannilsson, E., & Landgren, L. (2012). Quality in e‐learning–a conceptual framework based on experiences from three international benchmarking projects. Journal of Computer Assisted Learning, 28(1), 42-51. doi: 10.1111/j.1365-2729.2011.00439.x
Poce, A., Amenduni, F., De Medio, C., Valente, M., & Re, M. R. (2019). Adopting augmented reality to engage higher education students in a museum university collection: the experience at Roma Tre University. Information, 10(12), 373. doi: 10.3390/info10120373
Poce, A., Amenduni, F., De Medio, C., & Re, M. R. (2019). Road to critical thinking automatic assessment: a pilot study. Form@Re, 19(3), 60-72. doi: 10.13128/form-7705
Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: a teacher education programme‘s response to COVID-19. Journal of Education for Teaching, 1-12. doi: 10.1080/02607476.2020.1801330
Ramos, J. (2003, December). Using TF-IDF to determine word relevance in document queries. In Proceedings of the First Instructional Conference on Machine Learning,Vol. 242 (pp. 133-142). Retrieved from https://arxiv.org/pdf/2001.09896.pdf
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. doi: 10.1007/s42438-020-00155-y
Read, T., Poce, A. Blaschke, L. (2020). EDEN initiative: Education in time of a pandemic - why such initiatives are important? [virtual workshop] In EDEN 2020 Annual Conference. Politehnica University of Timisoara (Romania, June 20-25, 2020).
Salmon, G. (2013). E-tivities: The key to active online learning. New York, NY, US: Routledge.
Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-198.
Sfard, A. (1998). On two metaphors of learning and the dangers of choosing just one. Educational Researcher, 27, 4-13.
Soeiro, A., & Falcão, R. (2013). Assessment of student learning outcomes in engineering education and impact in teaching. ICEE/ICIT 2013.
Softic, S. K., & Bekic, Z. (2008, June). Organizational aspects of supporting e-learning at university level. In ITI 2008-30th International Conference on Information Technology Interfaces (pp. 153-158). IEEE.
Tait, A. (2000). Planning student support for open and distance learning. Open Learning: The Journal of Open, Distance and e-Learning, 15(3), 287-299.
Teixeira, A. M., & Mota, J. (2014). 3 A proposal for the methodological design of collaborative language MOOCs. In E. Martín-Monje & E. Bárcena (Eds.), Language MOOCs: Providing Learning, Transcending Boundaries (pp. 33-47). Berlin, DE: De Gruyter Open.
Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers’ will to learn. Teaching and teacher education, 22(4), 408-423.
Weller, M. (2014). Battle for open: How openness won and why it doesn't feel like victory. London, UK: Ubiquity Press. doi: 10.5334/bam
Wheeler, S., & Wheeler, D. (2009). Using wikis to promote quality learning in teacher training. Learning, Media and Technology, 34(1), 1-10.
Wermke, W. (2011). Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden. Professional development in education, 37(5), 665-683.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.