Antonio Fini

Why (and How) Do Teachers Engage in Social Networks? An Exploratory Study of Professional Use of Facebook and Its Implications for Lifelong Learning.

To date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members ( n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) involved in these groups, assimilated by authors into networks of practice. The study investigated the mechanisms of group membership and their participatory dynamics in terms of group types (generic vs. thematic), duration of membership and the interplay between offline and online activities. Results showed that groups differing in terms of domain (generic or thematic) are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership. Further research should be conducted to investigate how social capital dynamics evolve over time, influencing the construction of group identity. Practitioner Notes What is already known about this topic The use of social network sites ( SNS), particularly Facebook, is growing in the educational field., To date, little attention has been given to the use of Facebook for professional development., Empirical research mainly refers to the higher education context and shows that the use of SNS has positive outcomes for social capital., What this paper adds An application of social capital theory with the networks of practice framework (Brown & Duguid, ) to the study of professional groups of teachers in SNS., An understanding of groups in terms of shared social capital, both bridging and bonding., An analysis of the interplay between online and offline activities in terms of professional benefits for teachers., Implications for practice and/or policy Participation in this kind of groups may have a positive impact on professional development., Social networks may afford different types of social capital for professionals., Policy makers should encourage and support the use of social networks for professional learning. [ABSTRACT FROM AUTHOR]

Models and Instruments for assessing Digital Competence at School

How digital competence can be defi ned and assessed? One of the most known instruments to certifi cate IT skills is the European Computer Driving License (ECDL), but it focuses on the mastery of specifi c technical skills while neglecting dimensions which are pedagogically signifi cant. In such a context, our research group developed a conceptual model for the notion of digital competence based on three dimensions: technological, cognitive and ethical. Grounding on this model, we worked out and tested an instrument (Instant DCA) to assess digital competence in students aged 15/16 years.

IntroOpenEd 2007: an experience on Open Education by a virtual community of teachers

In Fall 2007 David Wiley, professor at Utah State University held a course about Open Education. That time, however, Dr Wiley’s course was followed by a rather unusual group of students. The Fall 2007 edition, in fact, was available to anybody, free of charge, all over the world. The only requisite required was the possession of a blog for the completion of the weekly assignments. The present paper, whose authors attended the course completing it successfully, is an account of the experience they had. It can be considered an innovating experience from many different viewpoints and can be regarded as an example of how the world of the formal education can meet the demands of the informal one, in the broader landscape of professional training and lifelong learning.

Design of Collaborative Learning Environments: bridging the gap between CSCL theories and Open Source Platforms

Starting with the assumption that collaborative learning and working will occupy a strategic role in undergraduate, post-graduate and life-long education as well as in collaborative, fl exible and distant working, in this paper we present a refl ection on how to reduce the gap between constructivist and CSCL/W theories and practices, and open source initiatives for e-learning in universities. The main goal, beyond the production of technologies, is to put forward research directions and to stimulate instructional designers to closely work with open source researchers and developers. In this paper we present a synthetic selection of collaborative features that are usually included in CSCL/W environments but are missing in e-learning platforms. Thereafter, we propose the design and implementation of some of the more relevant features in a very well known open source e-learning platform (Moodle). Finally, we discuss the potentialities and critical aspects of Moodle as a possible solution to the need for the dissemination of collaborative learning experiences in Higher Education contexts

Lifelong learning: what role for e-learning 2.0?

In the few last years, attention has increasingly been focused on lifelong learning, also in relation to the great expansion of the Internet, in which the so-called Web 2.0 has recently begun its evolution.In this paper, we wonder about the role that the so called e-learning 2.0 might have in supporting lifelong learning.In the fi rst part, we present a summary of the main features of the 2.0 world”. In the second, we propose some limits or e-learning 2.0 against a hypothetical lifelong learning scenario.

Come intendere la cultura digitale

L’alfabetizzazione informatica o computer literacy, come recentemente viene spesso denominata anche nei paesi non di lingua inglese, ha progressivamente acquisito una crescente importanza. L’Unione Europea, all’interno della cosiddetta “strategia di Lisbona”, diretta ad estendere a tutti i cittadini europei i benefci di una “Societa dell’Informazione”, invita a rifettere sulla necessita di fornire ai futuri cittadini un insieme di competenze chiave per l’apprendimento permanente (lifelong learning), tra le quali figura proprio la competenza digitale. La scuola e l’universita sono attualmente (e lo saranno sempre piu in futuro) chiamate ad offrire ai propri studenti un set di conoscenze e competenze che consentano ad ognuno di costruirsi una vera e propria “cultura digitale”, basata su un uso sicuro, consapevole e critico delle tecnologie della comunicazione e dell’informazione (TIC). Il presente articolo esamina lo scenario attuale nel contesto scolastico e universitario e propone un insieme di possibili punti chiave per un curricolo relativo alla cultura digitale.

Gruppi collaborativi online: come valutare interazioni efficaci

Online training based on small, self-organised groups, in some cases supported by an institutional tutor, can be a strategic solution for lifelong learning. It combines affordability with an active and engaging pedagogical model. The self-management of the groups is a key point as it make possibile to reduce the tutor’s workload: in this way one tutor could monitor more groups and/or engage in longer courses. But how to evaluate the collaborative work in online groups? Stated that a typical tool for online collaborative work is the threaded web forum, in this paper we propose a quantitative methodology for evaluating effective collaborative interactions. This work is applied to the Moodle add-on module Forum Plus, but it is partially suitable for every threaded web forum.

Assessing online collaborative groups within institutional contexts: a pluridimensional approach

The use of online work groups partially or totally self-managed is becoming a widespread educational practice even within formal education contexts such as universities, especially in job-oriented post-graduate courses (master courses, specialization courses, internships). In such contexts it is important to have assessment criteria which can be easily applied and later integrated adequately with the individual assessments. What indicators are therefore taken into consideration when assessing an online collaborative group? In an earlier study we had drawn up an “effective collaboration” quantitative model centered on the quality of communication and socio-ethical relationships management. Here we propose to integrate such a model with another two quality dimensions (i.e., the dimension “quality of critical negotiation” (QCN) and the “Quality of end product” (QEP).

Mobile learning for the integration of groups that risk being marginalized

Social inclusion and cohesion are two of the objectives that the European Union has very often proclaimed in its documents, in the past ten years. At the same time, community policies have emphasized the role that ICTs can play to encourage and support participation and integration opportunities of disadvantaged citizens. Within this context, the ENSEMBLE project, presented here, aims at developing a strategy of use of ICTs to promote socio-cultural integration of immigrant citizens by using technologies such as MP3 players and mobile phones, and by experimenting instructional methods and communication models suitable for the adopted instruments. The present paper focuses particularly on the educational communication design of MMS messages.

Lifelong Learning : quale ruolo può svolgere l' e-learning 2.0?

L’attenzione al Lifelong learning si e progressivamente accentuata negli ultimi anni, anche in relazione allo sviluppo delle tecnologie di rete che recentemente hanno visto una evoluzione verso il mondo 2.0. In questo lavoro ci chiediamo che ruolo potra avere il cosiddetto ’e-learning 2.0 nel contesto della formazione continua. Nella prima parte presentiamo sinteticamente le caratteristiche del mondo 2.0. Nella seconda parte individuiamo vincoli e criticita dell’e-learning 2.0 all’interno di uno scenario possibile di Lifelong learning.