Laura Menichetti

Design and Impact of a Teacher Training Course, and Attitude Change Concerning Educational Robotics

Current initiatives and laboratories concerning Educational Robotics (ER) are often not based on strong pedagogical backgrounds. Additionally, they are carried out by inadequately trained teachers, and are not evaluated properly in terms of effectiveness. Moreover, according to teachers, ER usability is often neglected. The main goal of the present article is to present a training course on ER (Edu.Ro.Co.), grounded in pedagogical insights, and to discuss the results of the course and teacher’s opinion about ER in terms of: (i) teachers’ attitudes and perceptions of using ER; (ii) the potential impact of ER on students’ key competences for lifelong learning; and (iii) strengths and weaknesses of ER. These aspects were analysed by means of questionnaires specifically designed by the authors, and administered before and after the training course. A total of 339 teachers attended the training course and 254 completed the questionnaires. The article describes the methodology utilised in the realisation of the course and analyses the questionnaire’s results. In particular, the number of teachers that considered themselves prepared to apply ER significantly improved after the training course. ER is considered by teachers an important tool for the improvement of students’ motivation, planning skills, team working, problem solving and creativity development. Finally, the results from questionnaires indicate that teachers consider ER, a method that improves team-working abilities and motivation in the students. In contrast, the main disadvantage is the cost of the robotic kits. Based on these results, new directions for future research in ER are discussed.

L'uso della comunicazione visiva nella scuola primaria: decorativismo o strumento cognitivo?

La comunicazione visiva utilizzata a fini didattici e al centro di un interessante dibattito: recenti teorie sull’apprendimento multimediale da un lato ne sottolineano le potenzialita in vista di un apprendimento significativo, dall’altro mettono in guardia contro i rischi di un sovraccarico cognitivo che, all’opposto, si traduce in un ostacolo agli apprendimenti. Nella pratica didattica come vengono usati i visual? Si percepiscono i rischi di un uso puramente decorativo e del correlato sovraccarico cognitivo? Quanta consapevolezza esiste relativamente al potenziale cognitivo implicito? Questo contributo indaga comportamenti e conoscenze di docenti della scuola primaria. Dalla ricerca emergono significative criticita e la necessita di interventi di formazione mirata in questo ambito.

E-book per la formazione. L’esperienza del Master “Le nuove competenze digitali: open education, social e mobile learning”

Il Master “Le nuove competenze digitali: open education, social e mobile learning”, organizzato dall’Universita degli Studi di Firenze, si propone di sviluppare competenze relative alla progettazione, alla realizzazione, alla erogazione di interventi formativi sostenuti dalle nuove tecnologie e in linea con i modelli istruttivi maggiormente condivisi per un apprendimento efficace. I corsisti completano il Master con la realizzazione di un prodotto ad uso didattico, che puo consistere in un corso o in un e-book. Quasi meta dei corsisti che hanno partecipato all’edizione conclusasi a marzo 2014 hanno prodotto degli e-book, che sono stati utilizzati nella formazione degli adulti o nella scuola. Il presente contributo intende presentare una rassegna degli e-book che le autrici e gli autori hanno acconsentito a rendere visibili.

Instructional design for Special Need Education. An environment for sharing expertise

As part of the FIRB WISE project, the research unit from the University of Florence designed and developed the e-PeiWISE system, a network environment for sharing expertise and supporting the design of instructional interventions aimed at people with special needs, particularly the homebound. The theoretical basis of this work is grounded on reference knowledge in the development of inclusive instructional paths, as well as the externalization and transfer of achieved and enacted competences. The platform stimulates the sharing of results from evidence-based research, instructional design models, advice and experience accounts. Furthermore, it offers scaffolding for the reorganization of competences towards solution of specific cases.

Digital competence assessment as a complex competence in secondary education

Valutare la competenza digitale nella scuola confrontandosi con la natura complessa di questo concetto in un’ottica non certificativa puo essere un modo per far emergere eventuali carenze cognitive e relazionali e per aprire una riflessione sulle metodologie didattiche adottate. Il presente contributo raccoglie alcune considerazioni di sintesi emerse a seguito di un’ampia sperimentazione, basata sull’applicazione di prove complesse in classi della scuola Secondaria secondo il modello Digital Competence Assessment. L’esperienza ha attivato una comunita di ricerca, aperta a docenti e a ricercatori, allo scopo di perfezionare percorsi didattici orientati alla competenza digitale.

Digital competence: towards a pedagogically significant model

In recent years there has been increasing interest in the theme of the digital competence, and in how to apply this notion to the school context and relate it to concrete evaluable educational objectives. This paper presents a digital competence model that the authors have formulated. The model stems from an historical view of educational technologies and is related to other representations that have recently emerged from international projects. The paper also offers some suggestions on how to advance transfer to a practical evaluation system.