Francesca Zanon

A scale for assessing Italian schools and classes inclusiveness

Il contributo presenta in dettaglio le procedure di costruzione e validazione di uno strumento per valutare i processi inclusivi riferit i ai contesti scolastici, chiamato “Scala di Valutazione dei Processi Inclusivi”. Frutto del lav oro congiunto svolto dagli autori, la Scala si pone come uno strumento valutativo e autovalutat ivo utile a consentire da un lato, la realizzazione di specifiche forme di misurazione e, dall’altro, la promozione di processi di riflessione sugli indicatori di qualita dell’educaz ione inclusiva, per contribuire alla progettazione e alla regolazione in itinere del pro getto educativo della scuola e della classe. Lo strumento, anche nella sua versione digitale, co nsente di pianificare ricerche, che possono raccogliere evidenze in grado di avvalorare l’organizzazione scolastica italiana di full inclusion .

Powerpoint lessons: do students read or listen?

This paper describes a research study investigating the use of PowerPoint presentations as part of university lectures. It examines slide presentations of three different types: brief, bulleted slides with lengthy oral explanation from the lecturer; slide text read out aloud (redundancy); paraphrasing of slide text. The analysis focused on students’ processing of the oral and written sources. The results indicated that bulleted slides plus commentary is the form that makes optimal use of written and oral channels, generating an impression of ease and usefulness in double processing.

Effects of Redundancy and Paraphrasing in University Lessons: Multitasking and Cognitive Load in Written-Spoken PowerPoint Presentation

This paper is about the use of a widespread teaching tool: the slide presentation used in face-to-face, system-paced university lessons. It is produced by lecturers to support students’ comprehension during listening; nevertheless it poses elaboration requests to the audience which should be taken into consideration at the planning stage and in formulating its verbal content. The paper reports the results of a survey conducted with 163 University students who were asked to listen to a lecture accompanied by a PowerPoint presentation, prepared according to the most frequent formats. The written presentation had 3 degrees of concision/redundancy: it had a fully redundant with the oral message, partially redundant (main points in key words), or had a different linguistic form (paraphrase of the message). Furthermore, information in written text and spoken message could have had the same order or they could be scrambled. The results showed that, subjectively, students judged comprehensible every kind of presentation. However, learning tests demonstrated that paraphrasing negatively affected learning, while changes in the order of presentation did not, at least in the synthetic main point – key word presentations. The study suggested that the concise, only partially redundant, presentation is the one which leads to better results, both in the ordered and in the scrambled version.