Pierpaolo Limone

The Learning by Design Framework in School and Out-of-School Context: Research Experiences and Perspectives.

This chapter describes research and field experiences related to the Learning by Design framework in the Italian educational context, crossing formal (school and university) and informal (out-of-school) settings. In the last five years the Educational Research and Interaction Design (ERID) Lab team of the University of Foggia adopted the Learning by Design model for instructional design activities in school settings and within informal contexts, also using the framework as a design tool. An overview of the framework adoption is outlined in the following pages, describing the Learning by Design application for instructional design planning, for collecting users’ suggestions and developing co-designed activities. The paper represents a global reflection on the importance of the design process in which the learning paths and materials are co-constructed with the stakeholders. Ideally, this process should be iterative and pervasive throughout the learning experience, crossing the space and time of school and out-of-school contexts.

Editorial. Industry partnership and third mission as allies for educational research

This issue of Research on Education and Media is focussed on an emerging educational research practice in Italy. We are referring to a very heterogeneous set of applied empirical studies developed in close collaboration with the industry sector. Social impact, industry and educational research are three categories that no longer seem to appear disjointed; indeed, they are bound in a new alliance aimed at developing products and processes that could have a transformative influence on the way we teach and learn. The issue addresses the need to take over the terms of this cooperation, through experiences already undertaken and discussions held at the international level. We are still far from the definition of a model of partnership, but the studies discussed here can help us to understand better the reasons for a dialogue.

Teacher Training and Digital Paths. Revolution in the School: A Project for Lifelong Learning

Innovative practices in schools are the outcome of a combination of factors, including the teachers primary role in directing methodological and technological innovation. In order to make this happen, the teacher-as an expert and educational leader-needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.

Peer Learning and Peer Assessment to Enhance Participation in Online Courses: A Case Study in Teacher’s Training in Foggia, Italy

The essay discusses the development of a peer assessment approach in an online learning community composed of teachers enrolled in a course on Specific Learning Disabilities (SLD). The experience was prompted by the need to promote meaningful learning and online interaction among teachers, then collaborative assessment activities proved to be an efficient strategy to foster engagement.