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ANTONELLA POCE
Docente Interateneo
Dipartimento Educazione e Scienze Umane
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Didattica |
Pubblicazioni
2023
- Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education
[Curatela]
Guralnick, David; Auer, Michael E.; Poce, Antonella
abstract
2022
- Introduzione
[Capitolo/Saggio]
Poce, Antonella
abstract
2021
- Innovations in Learning and Technology for the Workplace and Higher Education. Proceedings of ‘The Learning Ideas Conference’ 2021
[Curatela]
Poce, Antonella; Guralnick, David; Auer Michael, E.
abstract
Provides recent research on innovations in learning and technology for the workplace and higher education
Presents the proceedings of ‘The Learning Ideas Conference’ 2021
Written by experts in the field
2021
- Introduction
[Capitolo/Saggio]
Poce, Antonella
abstract
2021
- Introduzione
[Capitolo/Saggio]
Poce, Antonella
abstract
2021
- Narrating the museum to promote empathy and critical thinking in medical science students and doctors through online activities: a pilot research experience
[Articolo su rivista]
Poce, Antonella; Mancone, Massimo; Re, Maria Rosaria; Valente, Mara; De Medio, Carlo; Amenduni, Francesca; Maestrini, Viviana
abstract
The research experience "Narrating the museum to promote empathy and critical thinking in medical science students and doctors through online activities", carried out within the "Inclusive Memory" project, co-funded by University Roma Tre, aims at promoting empathy and critical thinking skills in medical science students and doctors through heritage education activities. The innovative features of the research experience lie in the use of online activities, combining different learning methodologies: Visual Thinking Strategies, Reflective Questioning, Storytelling and Object-Based Learning. The paper presents the results of the pilot activity carried out by the Centre for Museum Studies research group, based at the Department of Education – Roma Tre, in collaboration with the Sapienza University of Rome. It also describes the teaching activities, learning and evaluation tools used during the pilot experience, which involved 35 participants. The trial results highlight a statistically significant improvement in the Critical Thinking use of language indicators and an improvement of Sensitivity to the context empathy dimension; participants state that their levels of communication and critical thinking skills improved at the end of the activities and that the exercises foreseen stimulated reflection, observation and interpretation.
2021
- OpenVM MOOCs: a design for self-regulated learning. OpenVM MOOC: un diseño para el aprendizaje autorregulado
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca
abstract
This paper presents the design of two miniMOOCs(Massive Open Online Courses) developed in the Open Virtual Mobility (VM) MOOC. The OpenVM MOOC is aimed at developing Virtual Mobility skills in higher education students. The design is based on diverse concepts and all the MOOC elements were designed tosupport SRL. From a descriptive and quantitative approach, the research aims to explore participants' satisfaction and their perception on the supporting roles of the miniMOOC for SRL. Data was collected through an online survey through which 375 answers were collected. Results show the general satisfaction of learners with the MOOC design. As for the SRL design gamification and visualization of pathways were more relevant for certain SRL phases such as monitoring learning. OER and related quizzes were useful for all SRL phases. Quizzes especially supported self-reflection. Open Badges supported the forethought phase of SRL. Social elements such as forums and eportfolios obtained the lowest rates in relation to support of SRL. The paper concludes with recommendations for educational research and MOOCs design.
2021
- Professional development of in-training museum educators: An experience of curriculum improvement in time of a pandemic
[Relazione in Atti di Convegno]
Poce, A.; Valente, M.; Re, M. R.; Amenduni, F.; De Medio, C.
abstract
The present paper aims to illustrate the reorganization of two post-graduate courses, "Museum Education. Theoretical aspects" and "Advanced Studies in Museum Education" promoted by CDM (Center for Museum Studies) - Dept. of Education at Roma Tre University, carried out during the Covid-19 pandemic, and to analyze the education strategies adopted in terms of museum professionals development to face the Covid-19 museum and universities 2020 Italian lockdown. The results emerging from the quantitative evaluation of the module "Museum and Social Networks", taking into consideration the activities and digital tools proposed, show the efficacy of the courses reorganization, in terms of transverse and professional skills development in university students, critical thinking and collaboration in particular. Moreover, the data analysis give useful indications in term of university online lectures, laboratory activities and practices in e-learning mode, evaluation tools and methodologies aimed at solliciting professional development of in-training museum educators in university learning context.
2021
- Supporting the Development of Critical Thinking Skills Through Work-Based Learning Activities: A Pilot Experience in the Educational Science Context
[Relazione in Atti di Convegno]
Poce, Antonella; RE MARIA, Rosaria; DE MEDIO, Carlo; Valente, Mara; Norgini, Alessandra
abstract
The present paper aims to illustrate the learning results of a pilot experience focused on the development of critical thinking (CT) skills through work- based activities, as an example of continuous instructional improvement in higher education institution (HEI) contexts. Specifically, more than 100 university students of two master’s degree programs at University Roma Tre participated in two different online learning paths, carried out by the Centre for Museum Studies research group during the academic year 2020–2021, containing activities of analysis, interpretation, argumentation, and critical evaluation of work-based experiences in the educational fields. Specific online meetings with stakeholders were carried out within the paths, together with experiences based on the following teaching methodologies: problem solving, oral dissertation, digital storytelling, analysis, and critical reflection. Formative and summative evaluation activities were carried out in the pilot experience in order to collect and analyze data in relation to the promotion of professional and CT skills. Results from the pilot experience show a statistically significant improvement in some CT indicators within students participating in the activity and an overall good evaluation of the learning courses, stakeholder meetings, and assigned work-based activities. In addition to CT, collaboration and creativity skills were also self-assessed by the students, as stimulated by the online activities.
2021
- Tra ricerca e memoria: la realtà museale e la sua percezione
[Capitolo/Saggio]
Poce, Antonella; Di Giacinto, Maura
abstract
L’impianto teorico del saggio intende fornire un quadro di riferimento che consenta di contestualizzare la ricerca presentata e di riflettere su alcuni concetti chiave, come il rapporto tra arte e società, tra vissuto sensoriale e attribuzione di significati, tra realtà museale ed esperienza relazionale, tra relazione educativa e contesto sociale. L’azione progettuale ha inteso coinvolgere un gruppo di studentesse e studenti del Dipartimento di Scienze della Formazione, al fine di identificare il rapporto tra la dimensione percettiva che rinvia a quella delle rappresentazioni e delle percezioni e l’attribuzione di significati rispetto alla fruizione delle realtà museali. Per la raccolta dei dati è stata predisposta una scheda-questionario che ha con- sentito di cogliere informazioni e riflessioni sulla percezione/immaginario delle studentesse e degli studenti rispetto allo spazio museale nell’ottica di facilitare percorsi di inclusione/integrazione culturale e sociale rivolti a tutte le categorie di visitatori.
2021
- Veicolare l’inclusione attraverso il patrimonio. Alcuni risultati del progetto Inclusive Memory dell’Università Roma Tre
[Curatela]
Poce, Antonella
abstract
Il volume contiene i risultati della seconda parte del progetto interdipartimentale Inclusive Memory. Promozione e sviluppo di una memoria comune e inclusiva attraverso percorsi innovativi di didattica museale, finanziato dall’Università degli studi Roma Tre. Il progetto pone le sue fondamenta sull’idea di museo quale luogo educativo, non solo nei termini canonici (museo come spazio educativo), ma soprattutto in riferimento al concetto di integrazione sociale e culturale. Esso mira a promuovere la costruzione di una memoria sociale comune e condivisa realizzata tramite un sistema di inclusione che passa attraverso il luogo museale. Inclusive Memory prevede la partecipazione di numerose realtà nazionali e internazionali di fruizione, comunicazione e valorizzazione del patrimonio artistico e culturale.
2021
- Virtual Museum Experience for Critical Thinking Development: First Results from the National Gallery of Art (MOOC, US)
[Articolo su rivista]
Poce, A.
abstract
In recent years, the use of innovative learning strategies within museum education contexts has been considerably supported by the use of digital technologies, especially in terms of critical thinking enhancement. As underlined by several studies in the field, the aesthetic experience is particularly effective in terms of reflection skills promotion, critical interpretation and analysis, both at individual and group level, as well as personal and creative reinterpretation (Biasi, Patrizi, & Fagioli, 2020). The present paper describes a research conducted within the MOOC «Teaching Critical Thinking through Art», cre-ated by the National Gallery of Art in Washington (DC), under the scientific supervision of the Harvard Project Zero researchers, pioneers of Visual Thinking Strategies within the museum context. The paper is aimed at illustrating the results of a content analysis conducted on the forum section of the above-mentioned MOOC during the 2020 edition. In particular, 163 posts from the «See/think/wonder» activity were assessed by two human evaluators using two different Critical Thinking evaluation tools (Garrison, Anderson, & Archer, 2001; Poce, 2017). In addition, specific analyses were carried out selected users’ writing activities in order to identify possible positive correlations between the characteristics of forum posts and the critical thinking skills solicited.
2020
- A Massive Open Online Course designed to support the development of Virtual Mobility Transversal Skills: preliminary evaluation results from European participants
[Articolo su rivista]
Poce, Antonella
abstract
In the last years, the concept of Virtual Mobility has receiving a growing attention from educational policy makers and institutions, because it has the potential to make more accessible and effective students and teachers mobility in Higher Education. Virtual Mobility could be defined as institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and/or learning. Despite the interest, there is still a few empirical researches regarding actual effectiveness of Virtual Mobility implementation and which technological solutions could be adopted. The present paper describes a research project aimed at designing an Open and Accessible Virtual Mobility Massive Open Online Course, by involving students and teachers from six European countries and higher education institutions. 716 participants completed and assessed the Open Virtual Mobility MOOC. Participants expressed a positive evaluation of different MOOCs features: 1. Badges; 2. Technical features; 3. Gamification. Four out of eight MOOCs obtained the highest evaluation: 1. Collaborative learning; 2. Autonomy-drive learning; 3. Open-mindedness; 4. Intercultural skills. Future research trajectories would be addressed.
2020
- A Prototype for the Automatic Assessment of Critical Thinking
[Relazione in Atti di Convegno]
Poce, Antonella; ; De Medio Carlo, ; Amenduni Francesca
abstract
Critical Thinking is a complex construct to define and understand, also due to a variety of definitions in the field. In recent years, different ways to assess Critical Thinking have been developed, based on methods such as natural language processing. The present paper describes a prototype developed for automatic Critical Thinking assessment in the presence of open-ended questions or essays. The prototype is designed to assess four areas related to Critical Thinking in open questions: basic linguistic skills, relevance, importance and novelty. Future development of the prototype will require the inclusion of new indicators, such as argumentation and critical evaluation.
2020
- Accessibility in Italian University Museum of School and Education
[Capitolo/Saggio]
Poce, Antonella; RE MARIA, Rosaria; Fincato, Valeria
abstract
The present paper aims at analysing the concept of accessibility in the Italian uni- versity museums, especially in the school and education ones. In the contemporary complex social context, the presence of people with different types of disabilities and of ethnic minorities makes extremely necessary to promote the recognition of these disadvantaged groups in cultural institutions and to develop their social inclusion. Especially in museums linked to formal education systems, such as university mu- seums, accessibility should not be considered only as a mere welcoming action, but support all people growth, proposing activities and tools cultural heritage to an in- creasing number of users. Moreover, since universities museums play a pivotal role in the student’s professional training and knowledge development, accessibility appears necessary in the promotion of a meaningful and deep museum experience. Focus- ing on the concept of accessibility within University Museums, the present research study analyse the condition of Italian University Museums of school and education in terms of «inclusion» and «integration». These Museums have been examined by the Centre for Museum Studies (cdm) research group, based at University of Roma Tre, through the use of an evaluation tool, ad hoc designed for the present research. The survey was distributed to the Directors or Managers of different University Mu- seums of school and education in Italy: the Museum of school and education «Mauro Laeng» - University of Roma Tre; Museum of School «Paolo e Ornella Ricca» - Uni- versity of Macerata; Museum of Education - University of Padua; Museum «MOdE - Museo Officina dell’Educazione» - University of Bologna; «Museum of School and Popular Education» of the University of Molise. The results will focus on the exis- tence and effectiveness or not of innovative teaching methods aimed at supporting social disadvantaged groups inclusion.
2020
- Assessing a MOOC users experience in a virtual mobility project: preliminary results for quality enhancement
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; Rosaria Re, Maria; De Medio, Carlo
abstract
Virtual Mobility (VM) stands for institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and learning. Some research experiences report the need to enhance Virtual Mobility based on open education principles. Open education is understood as a mode of undertaking education using digital technologies, included OERs and MOOCs. The goal of the present paper is twofold: first, we describe the quality framework for OERs and MOOCs adopted in the Erasmus+ project Open Virtual Mobility for OER and MOOC; secondly, we present an application of the quality approach in a case study in which experience data from 11 MOOC learners were collected and analyzed to improve its quality
2020
- Correlations among natural language processing indicators and critical thinking sub-dimensions in HiEd students
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; Re, Maria Rosaria; De Medio, Carlo; Norgini, Alessandra
abstract
Most of the attempts to develop and validate tools for the automatic assessment of Critical Thinking (CT) related-skills applied Natural Language Processing techniques (NLP) to English written texts, with a few applications in other languages. Therefore, this research was aimed at understanding which NLP features correlates with six CT sub- dimensions in essays written in Italian language. 206 Master Degree students’ pre-post essays were assessed both by human evaluators and by an algorithm which automatically calculates different kinds of NLP features. We found a positive internal reliability and a medium to high inter-coder agreement of the human evaluators. Three NLP indicators significantly correlate with CT total score: Corpus Length, Syntax Complexity, and an adapted measure of Term Frequency-Inverse Document Frequency.
2020
- Developing Users’ Soft Skills in Higher Education Through University Painting Collections: The Tito Rossini Project
[Relazione in Atti di Convegno]
Poce, Antonella; Rosaria Re, Maria
abstract
The Tito Rossini initiative is a project promoted by the Centre for Museum Studies based at Dept. of Education - University Roma Tre (Italy), where, starting from the promotion of Tito Rossini’s paintings collected and exhibited at the University premises, a specific fruition programme has been designed by the master students attending the module “Experimentalism, Museum and Reading”.
The main aims of the designed museum educational programme were: to create interactive tools for the fruition of Rossini’s works of art; to increase visitors’ knowledge about Rossini and his collection exhibited at the University, to promote visitors 4C skills (communication, creativity, collaboration and critical thinking). In order to create an engaging user’s experience, different tools for cultural mediation were realized for each Rossini’s painting under investigation: a description, a brief audio narrative (linked to a QR code) inspired by the artwork (text also in Braille Code) and a music soundtrack played by the students themselves participating in the project.
Specific assessment tools were designed and used in the museum educational programme.
2020
- Educational research in museum settings: methodologies, tools and functions.
[Monografia/Trattato scientifico]
Poce, Antonella
abstract
The volume aims to introduce the reader to the practices and tools of educational research in museum settings. Starting from the origin and the functions of museums and museum education, the focus is addressed on the main elements of museum research methodology, in order to give examples of educational programmes based on empirical designs, which will allow for the use and appreciation of cultural heritage.
2020
- Inclusive memory. How to promote social inclusion, well-being and critical thinking skills within a museum context
[Capitolo/Saggio]
Poce, Antonella; Re, Maria Rosaria; Strano, Fulvia
abstract
2020
- Introduzione
[Capitolo/Saggio]
Poce, Antonella
abstract
2020
- Introduzione
[Breve Introduzione]
Poce, Antonella
abstract
2020
- Lo studio del canone della cultura occidentale e la valutazione del pensiero critico
[Capitolo/Saggio]
Poce, Antonella
abstract
Il contributo si propone di delineare lo sfondo teorico del progetto finanziato dal Dipartimento di Scienze della Formazione dell’Università Roma Tre “Lo studio del canone della cultura occidentale e la valutazione del pensiero critico” e di definirne l’impianto metodologico. L’obiettivo finale del progetto risulta essere quello di esaminare come la descrizione e l’interpretazione di testi letterari e di diversa tipologia, messi in relazione con l’opera d’arte figurativa, e realizzate attraverso il processo di scrittura, possano portare a uno sviluppo del pensiero critico dello studente, definibile anche in termini di miglioramento delle competenze linguistiche ed espressive. Il progetto è stato realizzato durante l’anno accademico 2018/2019 e ha visto la partecipazione di studenti del corso di Laurea Magistrale in Scienze Pedagogiche.
2020
- Meaningful Gamification in MOOCs. Designing and Examining Learner Engagement in the Open Virtual Mobility Learning Hub
[Relazione in Atti di Convegno]
Poce, Antonella; Amenduni, Francesca; Buchem, Ilona; Carlino, Chiara
abstract
Learner engagement and sustained motivation belong to some central challenges in designing and facilitating Massive Open Online Courses (MOOCs). One approach to face this challenge has been the use of gamification as an attempt to enhance learner engagement and motivation through the use of game-related elements such as levels, leaderboards, points and badges. While gamification has been successfully implemented in small-scale learning designs, research on gamification in MOOCs is still in its early stages. This paper addresses this research gap and presents a meaningful gamification approach applied to the design and facilitation of a series of eight mini-MOOCs in a learning environment called Open Virtual Mobility Learning Hub (OpenVM Hub). The paper examines learner experience in meaningfully gamified MOOCs in the OpenVM Learning Hub by analysing data from the evaluation survey answered by 945 learners. The results of the data analysis indicate that meaningful gamification can be considered a valuable method for designing engaging MOOCs, especially if it is combined with a modular and flexible mini-MOOC approach, which focuses on short learning events, light bits of learning content and a diversity of media formats used to support learning.
2020
- Memoria, inclusione e fruizione del patrimonio culturale Primi risultati del progetto Inclusive Memory dell’Università Roma Tre / Memory, Inclusion and Cultural Heritage First results from the Roma Tre Inclusive Memory Project
[Curatela]
Poce, Antonella
abstract
The volume presents the first results of the inter-departmental research project entitled Inclusive memory. Promotion and development of a collective and inclusive memory through innovative teaching methods of museum education, funded by the University Roma Tre. The idea for this project is rooted in the consideration that museums are increasingly regarded as educational places, not only in terms of the permanent and temporary exhibitions they offer, but also with reference to the idea of social and cultural integration. The project fosters the construction of a shared and collective social memory through an inclusive system within the museum.
2020
- Promuovere l’inclusione sociale e culturale tramite la fruizione del patrimonio. Percorsi innovativi presso Palazzo Barberini
[Capitolo/Saggio]
Poce, Antonella; Re Maria, Rosaria; Amenduni, Francesca.
abstract
Il contributo si propone di presentare i primi risultati dei percorsi edu- cativi innovativi realizzati presso Palazzo Barberini all’interno del progetto interdipartimentale dell’Ateneo Roma Tre Inclusive Memory. L’esclusione di numerose categorie di visitatori, a causa di fattori economici e sociali, dai luoghi della cultura, oltre che elemento di disuguaglianza sociale, condiziona l’accesso democratico alle conoscenze e alle competenze facilitate dalla frui- zione del patrimonio artistico e, di conseguenza, l’incremento del benessere comune. L’attività sperimentale qui presentata ha visto la partecipazione di quattro classi di un Istituto Secondario Superiore della città di Roma a per- corsi di didattica museale realizzati presso la Galleria di Arte Antica - Pa- lazzo Barberini. Le proposte educative, realizzate dal Centro di Didattica Museale dell’Università Roma Tre, hanno consentito a gruppi di allievi, ca- ratterizzati da un alto numero di soggetti affetti da disabilità fisica e psi- chica, Disturbi Specifici di Apprendimento e Bisogni Educativi Speciali, di visitare per la prima volta il museo selezionato e di incrementare i propri livelli di benessere misurati, prima e dopo le attività, mediante strumenti predisposti allo scopo in ricerche precedenti (Thomson, Chatterjee, 2016; Poce, Re, 2019).
2020
- Raccogliere informazioni sui visitatori per fornire percorsi personalizzati e inclusivi all’interno dei musei: il questionario e la web app Inclusive Memory
[Capitolo/Saggio]
Poce, Antonella; Amenduni, Francesca; Re Maria, Rosaria; De Medio, Carlo; Valente, Mara.
abstract
Le applicazioni per la personalizzazione dell’esperienza all’interno dei musei diventano sempre più diffuse. Fornire ai visitatori strumenti per ac- cedere a percorsi educativi personalizzati potrebbe rappresentare una delle strategie chiave al fine di rendere i musei dei luoghi accessibili e inclusivi. Per tali ragioni, all’interno del progetto Inclusive Memory si è realizzato un questionario per la profilazione degli utenti da erogare attraverso l’utilizzo di una Web App multifunzionale. Prima di adottare la metodologia svilup- pata con soggetti a rischio di emarginazione sociale, si è deciso di svolgere una validazione preliminare coinvolgendo 15 educatori museali in forma- zione con la duplice finalità di verificare l’ipotesi secondo cui esistono delle associazioni tra preferenze artistiche e caratteristiche personali dei visitatori dei musei e di raccogliere feedback di specialisti dell’educazione museale in merito all’utilizzo della Web App a scopi di inclusione sociale. I dati sono stati raccolti attraverso l’uso integrato del questionario e Focus Group Discussion. Dai preliminari risultati è emersa un’associazione tra livelli di estro- versione, preferenze artistiche e modalità di fruizione del museo. I parteci- panti hanno valutato in maniera contrastante l’esperienza di visita e i sup- porti multimediali forniti della Web App. Si discutono di seguito le ragioni di tale discordanza e l’importanza di raccogliere dati sugli utenti ai fini di fornire la migliore esperienza all’interno del museo.
2020
- Using different learning methodologies and tools to exploit the educational impact of a University Art Collection: a pilot phase at Roma Tre University (IT)
[Articolo su rivista]
Poce, Antonella; Re, Maria Rosaria; Amenduni, Francesca; De Medio, Carlo; Valente, Mara.
abstract
The Centre for Museum Studies based at University Roma Tre (IT) has designed and implemented a museum educational programme aimed at promoting the “Tito Rossini” contemporary art collection donated by the artist in 2017 to the Department of Education. The educational programme foresees the use of innovative and digital education methodologies and tools (e.g. Digital Storytelling, Augmented Reality and Gamification) and is addressed to university and external users. A pilot study with university students was carried out in order to verify the achievement of some objectives of the programme designed for the exhibition. This experience addresses the need for personalised educational museum paths in view of promoting social inclusion and transverse skills, focusing on critical thinking in particular.
2019
- Adopting Augmented Reality to Engage Higher Education Students in a Museum University Collection: the Experience at Roma Tre University
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; De Medio, Carlo; Valente, Mara; Re., Maria Rosaria
abstract
University museums are powerful resource centres in higher education. In this context, the adoption of digital technologies can support personalised learning experience within the university museum. The aim of the present contribution is to present a case study carried out at the Department of Educational Sciences at Roma Tre University with a group of 14 master’s degree students. Students were involved in a 2-h workshop in which they were invited to test augmented reality technology through a web app for Android. At the end of the visit participants were required to fill in a questionnaire with both open-ended and closed-ended questions aimed at investigating their ideas on the exhibition and their critical thinking level. Students appreciated the exhibition, especially its multimodality. Most of the frequent themes identified in open-ended answers are related to critical and visual thinking. Despite the positive overall evaluation, there is still room for improvement, both in terms of technology and educational design.
2019
- Automatic Assessment of University Teachers’ Critical Thinking Levels
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; Rosaria Re, Maria; De Medio, Carlo
abstract
The present work describes the structure of a pilot study which was addressed to test a tool developed to automatically assess critical thinking - CT levels through language analysis techniques. Starting from a Wikipedia data- base and lexical analysis procedures based on n-grams, a new approach aimed at the automatic assessment of the open-ended questions, where CT can be detected, is proposed. Automatic assessment is focused on four CT macro-indicators: basic language skills, relevance, importance and novelty. The pilot study was carried out through different workshops adapted from Crithinkedu EU Erasmus + Pro- ject model aimed at training university teachers in the field of CT. The workshops were designed to support the development of CT teaching practices at higher ed- ucation levels and enhance University Teachers’ CT as well. The two-hour work- shops were conducted in two higher educational institutions, the first in the U.S.A (CCRWT Berkeley College NYC, 26 university teachers) and the second in Italy (Inclusive memory project - University Roma Tre, 22 university teachers). After the two workshops, data were collected through an online questionnaire devel- oped and adapted in the framework of the Erasmus + Crithinkedu project. The questionnaire includes both open-ended and multiple-choice questions. The re- sults present CT levels shown by university teachers and which kind of pedagog- ical practices they intend to promote after such an experience within their courses. In addition, a comparison between the values inferred by the algorithm and those calculated by domain human experts is offered. Finally, follow-up ac- tivity is shown taking into consideration other sets of macro-indicators: argumen- tation and critical evaluation.
2019
- Critical Thinking assessment: A first approach to the automatic evaluation
[Relazione in Atti di Convegno]
Poce, Antonella; De Medio, Carlo; Amenduni, Francesca; Rosaria Re, Maria
abstract
Critical thinking is a well-established concept but difficult to define. This article presents a prototype for the automatic evaluation of critical thinking through Natural Language Processing techniques in order to quantify four macro-indicators of critical thinking. The system works on answers given to open questions and recognize the basic language skills, relevance, importance and novelty on the given text. In the future we will try to include all the macro-indicators of critical thinking and provide an experimental evaluation of the system.
2019
- Dal capitale culturale a quello socio-economico: l’esperienza del corso “Standards for Museum Education”
[Articolo su rivista]
Poce, A.
abstract
Esta contribución tiene como objetivo presentar los resultados de un proyecto de investigación llevado a cabo por el Centro de Didáctica Museística de la Uni-versidad de Roma Tre, destinado a promover, analizar y evaluar el uso del patrimonio cultural en contextos de educación universitaria. El proyecto se llevó a cabo dentro del curso internacional de postgrado “Estánda-res para la Educación de los Museos”. Los resultados proporcionaron una orientación útil sobre el diseño e implementación de caminos de aprendizaje universita-rios que pueden integrar el patrimonio artístico y cul-tural con actividades dirigidas a la actualización profe-sional y promoción de las competencias transversales.
2019
- Developing a web App to provide personalized feedback for museum visitors: a pilot research project
[Articolo su rivista]
Poce, Antonella; Rosaria Re, Maria; Amenduni, Francesca; De Medio, Carlo; Valente, Mara
abstract
There is a growing attention toward the designing of personalized learning experience in the context of museum education. Personalized learning paths could be crucial to enhancemuseum accessibility and social inclusion. In the context of the Inclusive Memoryprojecta Web App was developed to detectmuseumvisitors’profiles andto provide them inclusive learning paths. In the present work we will present the results of a pilot experience carried out within the Tito Rossini university painting collection at the Department of Education of the Roma TreUniversity, by involving15 post-graduate students (F=13; M=2; Average age=36). At the beginning of the lesson, participants were required to fill in the first questionnaire through the web-app. Then, they visited the Tito Rossini exhibition and eventually filled in the second questionnaires abouttheir preference. Generally, participants reported a general interest for the exhibition and appreciated multimodality. Some association among users’preferences, personal traits and fruition styles within the exhibition were detected
2019
- E-learning per l’istruzione superiore: definizione di un modello integrato per la qualificazione degli apprendimenti e delle relazioni educative on line. Condizioni, applicazioni, risultati
[Capitolo/Saggio]
La Rocca, C.; Margottini, M.; Aleandri, G.; Biasi, V.; Bocci, F.; Chiappetta, L.; Ciraci, A. M.; De Angelis, B.; Marella, D.; Moretti, G.; Morini, A.; Poce, A.; Rossi, F.
abstract
2019
- EDITORIAL - Focus on: Learning Analytics: for A Dialogue between Teaching Practices and Educational Research
[Articolo su rivista]
Poce, Antonella; Marzano, Antonio
abstract
Focus on: Learning Analytics: for A Dialogue between Teaching Practices and Educational Research
2019
- Establishing a MOOC quality assurance framework – a case study
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; Rosaria Re, Maria; de Medio, Carlo
abstract
The rapidly growing number of learning materials and repositories makes the issue of how to find the most relevant and best quality resources to be integrated in teaching and learning offers. Thus, effective quality assessment tools are more and more needed. In the present paper, a case-study focusing on quality assurance in a Virtual Mobility (VM) international project is presented. VM stands for ICT supported activities, organized at higher institutional level, that makes possible or facilitate international, collaborative experiences in a context of teaching and/or learning. Different approaches were combined to ensure the quality of a specific MOOC and the OERs created to promote VM. Three main macro-indicators were identified for OERs evaluation: 1. Quality, 2. Appropriateness, and 3. Technical aspects. Each project partner was invited to search, select and peer-assess OERs related to the skills necessary to be engaged in VM. First results of the peer-review activity and future directions to ensure OpenVM OERs and MOOC quality are presented.
2019
- From Tinkering to Thinkering. Tinkering as Critical and Creative Thinking Enhancer
[Articolo su rivista]
Poce, A.; Amenduni, F.; De Medio, C.
abstract
Education research interest in Tinkering, as an informal method to engage students with STEM subjects, has been growing and growing in the last few years. Recent research has highlighted that Tinkering could be adopted not only to develop students’ scientific knowledge but also to support thinking processes such as Critical Thinking and Creative Problem Solving. Despite these assumptions, there is still limited empirical research evidence concerning the impact of Tinkering on the development of the 21st Century skills. That is why the Centre for Museum Studies - University of Roma Tre investigated the influence of Tinkering activities on Critical and Creative thinking skills enhancement in museum educators and teachers involved in STEM education. To fill in the above gap of empirical evidence, the Centre for Museum Studies carried out a pilot study at “Città della Scienza” Science centre (Naples), where 30 participants (museum educators and STEM teachers) were involved in a two-day workshop on collaborative Tinkering activities. During the workshop, participants were required to take two kinds of pre and post-tests with the aim of assessing Critical and Creative thinking skills development. On one hand, in the Creative Thinking post-test participants showed significant improvement. On the other hand, despite there were no statistical differences concerning Critical Thinking assessment, a slight improvement in the post-test could be quantified. The data collected support follow up research, where the sample of the study could be enlarged and further measures for Critical and Creative Thinking assessment employed.
2019
- IL VALORE SOCIALE DEL MUSEO AGENTE DI CAMBIAMENTO. IL PROGETTO INCLUSIVE MEMORY
[Capitolo/Saggio]
Poce, Antonella
abstract
Il problema dell’esclusione/inclusione sociale affligge il mondo occiden- tale con conseguenze rilevanti sul benessere di tutti i cittadini. Esclusione o inclusione sociale sono dimensioni di uno stesso costrutto che appare di per sé particolarmente fluido nella sua concezione e interpretazione. Gli indica- tori della valutazione dell’efficacia di iniziative come quella oggetto del pre- sente studio vanno modificati perché gli effetti di tali azioni forse non sono immediatamente visibili, ma rappresentano una necessità contemporanea ine- ludibile. Il progetto Inclusive Memory, finanziato nell’ambito di un pro- gramma promosso dall’ateneo Roma TRE per favorire la ricerca interdisci- plinare, mira a promuovere la costruzione di una memoria sociale comune e condivisa realizzata tramite un sistema di inclusione sociale che passa at- traverso il luogo museale. L’esperienza pilota qui descritta rappresenta un primo tentativo di valutazione dell’impiego di un modello di fruizione del patrimonio che tende a modificare la relazione del museo con la comunità (Sandell, 2003).
2019
- Il ruolo delle risorse aperte nella didattica universitaria
[Capitolo/Saggio]
Poce, Antonella
abstract
Nel presente lavoro, si intende affrontare una questione alquanto dibattuta, che riguarda la definizione delle OERs, il loro uso nell’istruzione superiore nell’ambito della comunità scientifica di riferimento, oltre a identificare i punti principali per lo sviluppo di strumenti didattici utili ad un loro impiego più efficace nella didattica universitaria. Si riferisce, inoltre, di una esperienza realizzata a Roma TRE, presso il corso di studi di Scienze della Formazione Primaria del Dipartimento di Scienze della Formazione, relativa alla valutazione critica di alcune risorse aperte messe a disposizione degli studenti nell’ambito del programma di Metodologia della ricerca (6CFU), a. a. 2014/2015.
2019
- Inclusive Memory. Museum Education to Promote the Creation of a New Shared Memory
[Relazione in Atti di Convegno]
Poce, Antonella; Rosaria Re, Maria
abstract
This paper describes the design and implementation by CDM (Centre for Museum Studies – Roma TRE University) of a museum teaching and learning project, Inclusive Memory, aimed at supporting disadvantaged categories’ inclusion processes, through a shared memory development, in contexts of cultural heritage fruition within the city of Rome. In the first phase of the project pupils from a secondary school based in Rome participated in the activities proposed. The group was characterised by a high rate of immigrant, disabled or disadvantaged pupils. Specific learning paths have been designed at the Museum of Rome - Palazzo Braschi to reach the project objectives. The city of Rome and its representations were the starting point for guided and in-depth discussion activities on issues such as social differences, urban and cultural transformations of the city, social aggregation, the relationship between the city and the countryside, the politics of consensus, with a view of promoting the participants’ critical thinking skills. Ad hoc assessment procedures were carried out in order to evaluate the effectiveness of the Inclusive Memory project.
2019
- Information and data literacy skills development in Creative Industries Adult Education: the Digiculture project
[Articolo su rivista]
Poce, Antonella
abstract
This paper aims to analyse, from a theoretical point of view, the promotion of digitalskills, in particular Information and data literacy(Carretero, Vuorikari & Punie, 2017),in a Creative Industries (CI) Adult Education context. Gaining digital skills and abilities,the promotion of which is often inadequate (European Commission, 2017), could im-prove the career opportunities of workers in the CI sector, providing access to new dis-tribution markets, such as e-commerce, or adding new forms of digital expression (Eu-ropean Commission, 2018). The analysis of the literature promoting digital competencesfor CI workers aims to identify, from a pedagogical point of view, the most effectiveteaching and learning methodologies, didactic tools and evaluation practices for Informa-tion and data literacydevelopment, defining the theoretical elements for the constructionof future educational training paths in international education contexts. The content ofthe paper originates from the Erasmus+ KA204 “DigiCulture” project (Improving theDigital Competences and Social Inclusion of Adults in Creative Industries, 2018-2021).
2019
- Introduzione
[Capitolo/Saggio]
Poce, Antonella
abstract
2019
- Microaprendizaje en práctica. En estudio de caso sobre el diseño de experiencias de microaprendizaje atractivas en el MOOC de Alfabetización Digital y Mediática
[Articolo su rivista]
Poce, Antonella; Buchem, Ilona; Tur, Gemma
abstract
Este artículo describe el diseño de experiencias de microaprendizaje en Cursos Masivos Abiertos en Línea (MOOC) ofrecidos en el Open Virtual Mobility Learning Hub, un entorno de aprendizaje en línea para el logro, evaluación y reconocimiento de habilidades de movilidad virtual en la Educación Superior.
2019
- Museums as Agents for Social Inclusion. The Inclusive Memory experience
[Abstract in Atti di Convegno]
Poce, Antonella
abstract
The problem of social exclusion / inclusion troubles the Western world with significant consequences on the well-being of all citizens. Exclusion or social inclusion are dimensions of the same construct that appears in itself particularly fluid in its conception and interpretation. Evaluation Indicators related to the effectiveness of initiatives, like the one object of the present study, must be rethought because the effects of these actions are perhaps not immediately visible, but represent an unavoidable contemporary need. The Inclusive Memory project, funded as part of a program promoted by the Roma TRE university to foster interdisciplinary research, aims to promote the construction of a common and shared social memory realized through a system of social inclusion that goes through the museum site. The pilot experience described here represents a first attempt to evaluate the use of a heritage model that tends to modify the relationship between the museum and the referred community (Sandell, 2003).
2019
- Rethinking high-tech tools for cultural heritage education. In-training teachers’ reflections on Musetech web app
Ripensare la tecnologia nell’educazione al patrimonio culturale. Riflessioni di futuri insegnanti sulla web app MuseTech
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; Agrusti, Francesco
abstract
MuseTech è un’applicazione web realizzata nell’ambito del Progetto DICHE Erasmus +, che permette agli insegnanti di essere formati sui nuovi metodi per sviluppare capacità comunicative, di collaborazione, di creatività e di pensiero critico (4Cs) attraverso l’educazione al patrimonio culturale e l’uso delle tecnologie. Abbiamo indagato quanto gli insegnanti in formazione siano interessati alle tecnologie web 3.0 proposte nell’app MuseTech, e che tipo di opinioni e aspettative abbiano circa l’uso di tali tecnologie per l’educazione al patrimonio culturale. Gli insegnanti hanno mostrato un grande interesse specialmente per le caratteristiche di: ubiquità, multi-sensorialità e immersività. Autovalutando le proprie competenze, hanno inoltre dichiarato di aver sviluppato le proprie capacità di ricerca e progettazione stimolando al tempo stesso quelle di IT, creatività e pensiero critico. MuseTech ha inoltre fornito agli insegnanti l’opportunità di discutere le proprie idee con i pari e di utilizzare strumenti tecnologici.
2019
- Road to Critical Thinkingautomatic assessment: a pilot study
[Articolo su rivista]
Poce, Antonella; Amenduni, Francesca; De Medio, Carlo; Rosaria Re, Maria
abstract
The growing attention on Critical Thinkingas an essential driver for progress and knowledge growth has brought to the development of different kinds of assessment tools. Essays and open-ended questions are recognized to be pivotal in critical thinkingassessment. However, they present problems related to inter-rater reliability and high-cost of scoring. Automated scoring could be a viable solution to theaboveconcerns. In this paper, we introducea prototype for critical thinkingautomatic assessment based on Natural Language Process techniques and preliminary accuracyevidence regarding its use. Data were collected from 48university teachers after two workshops carried out both in the United States and in Italy aimed at developing critical thinkingSkills in participants.
2019
- Studi avanzati di educazione museale. Lezioni - Advanced Studies in Museum Education. Lectures
[Curatela]
Poce, Antonella
abstract
Il presente volume apre la collana dedicata agli studi educativi sperimentali nel patrimonio culturale e rappresenta un passo rilevante per la comunità di riferimento in quanto, mai come in questo momento storico, si avverte forte la necessità di approfondimento e sperimentazione empirica nello scenario dell’istruzione in genere, sia essa formale o informale, e in particolare in quella che si realizza nell’ambito del patrimonio culturale.
La serie nella quale si colloca il testo è Mediazione, innovazione e comunicazione nella didattica museale, una serie che intende porsi come strumento specifico per la pubblicazione di studi relativi alla fruizione del patrimonio artistico e culturale, per diverse categorie di pubblico e in differenti contesti educativi, ponendo particolare attenzione alla riflessione pedagogica. Gli studi contenuti nel presente volume affrontano alcuni temi precisi, trattati da parte di esperti di settore, nella maggior parte dei casi nell’ambito delle lezioni del corso post lauream biennale internazionale “Studi Avanzati di Educazione Museale”, attivo presso il Centro di Didattica Museale - Dipartimento di Scienze della Formazione - Università Roma TRE.
2019
- Studi empirici di educazione museale. Empirical Studies in Museum Education
[Curatela]
Poce, Antonella
abstract
This volume of the series, devoted to experimental studies in heritage, presents a collection of selected studies edited by the students of the post graduate course “Advanced Studies in Museum education”, based at the Centre for Museum Studies, University Roma TRE. The empirical studies mainly focus on the following themes: analysis of visitors’ behaviour of specific museum institutions; effectiveness of technological tools in museum mediation contexts; knowledge acquisition and transverse skills promotion in museum education activities.
2018
- Heritage Education and Initial Teacher Training: an International Experience
[Articolo su rivista]
Poce, Antonella; Agrusti, Francesco; Re Maria, Rosaria
abstract
The great interest and debate on teachers 21st century skills development is
closely connected with a “new” approach to education and learning which
inevitably affects the present and the future of the whole education system.
Roma Tre University Museum Education Centre took part in the Erasmus+
DICHE project (Digital Innovation in Cultural Heritage Education) and carried
out activities taking into consideration the project theoretical model:
informing primary school teachers of new education practices in cultural
heritage fruition which employ technologies and also include the evaluation
of their effectiveness in learning in terms of competences development. A
web app devoted to integrate technology in heritage fruition within primary
school education was designed and implemented as one of the project
core activities. This paper presents the development and the piloting of
this application for mobile devices as a tool for teachers in training: the
MuseTech web app
2018
- Il Patrimonio culturale per lo sviluppo delle competenze nella scuola primaria
[Monografia/Trattato scientifico]
Poce, Antonella
abstract
This volume examines in more detail the relationship between knowledge and competence in secondary school and, presenting research project results, offers answers to the need for consistent solutions resulting from solid researches and analysis. The introduction of dual programmes in secondary school, in particular, strongly urges teachers to define, identify, develop and assess (currently) unspecified skills in disciplinary and interdisciplinary fields. The starting hypothesis led the research group to investigate whether critical thinking skills improve when writing practice resorts to stimuli of Italian literary origin. In detail, their progress is interpreted as the advancement from interpretation to argumentation
about the text. The study provides models of strategies and solutions which may support teachers’ work and help them to respond to contemporary educational needs.
2018
- MUSEUM EDUCATION COMMUNICATION IN FACEBOOK AND TWITTER
[Poster]
Poce, Antonella; Agrusti, Francesco; Sabrina Trasolini, Sebastiana
abstract
2018
- Research in progress
[Articolo su rivista]
Poce, A.
abstract
2018
- Teachers’ training on critical thinking teaching strategies: the CRITHINKEDU experience
[Poster]
Poce, Antonella; Agrusti, Francesco; Re Maria, Rosaria
abstract
Nowadays, Critical Thinking (CT) education is of crucial importance for universities in the preparation of students in every field of study. The present article describes the state of the art of lecturing training experience in general and in more specific scenarios, such as training at the Department of Education of Roma Tre University (IT). Furthermore, using both quantitative and qualitative research methodologies, we report the experience of the design and conception of a training course on the quality assurance criteria when delivering CT teaching as part of the activities of the EU funded “Critical thinking across European higher education curricula – CRITHINKEDU” project. Within the module, each project partner institution was engaged in several activities to implement active strategies addressed to CT skills teaching. Obtained results from the training and learning activity conducted in the module are finally discussed.
2018
- Virtual and mobility activities to promote dual learning approach in higher education: the EuroDuaLE project experience
[Relazione in Atti di Convegno]
Poce, Antonella; Re Maria, Rosaria; Francesca, Amenduni
abstract
EuroDuaLE is an Erasmus+ KA2 project (2015-2018) which aims at promoting innovative and more flexible teaching and learning methods to make highly skilled people an asset for modern societies, reducing unemployment for future graduate generations. Building on existing good practice (i.e. Germany) the goal of EuroDuaLE is to find cost-effective ways for EU Members States to establish and expand the apprenticeship approach, with the development of an integrated transnational Dual Learning framework, where Higher Education Institutions and relevant stakeholders in the labour market establish a synergy and provide students with new curricula, combining formal training and training on-the job, physical and virtual mobility. Nowadays, Dual Learning Systems mainly apply to VET and more technical professions; EuroDuaLE intends to expand the dual scheme to Higher Education Institutions, where students acquire a wider range of knowledge and competences, offering more comprehensive programs, yet including professional and technical training on-the-job. 13 partners from 6 different countries (Italy, Germany, Belgium, Netherlands and Spain) designed, implemented and evaluated a pilot activities of dual learning programmes at European level during the academic year 2016-2017. The Roma Tre research group is partner of EuroDuaLE project and, besides contributing to the various project intellectual outputs, is in charge of evaluating all the related activities. The present paper is focused on the evaluation processes carried out by the Roma Tre team and presents the methodology, the tools and the results obtained within the virtual mobility learning activities, in the framework of the creation and implementation of dual learning pathways at European university level.
2017
- Academic Communication Via Twitter. The Case Of #Edenchats
[Relazione in Atti di Convegno]
Poce, Antonella; Agrusti, Francesco; Rosaria Re, Maria
abstract
The present study tries to offer an overview on the use of Twitter in scholarly communication and will focus on the
#EDENchat series, offered on Twitter by EDEN NAP – Network of Academics and Professionals, since 2014.
Individual researchers or Institutions may use twitter for several reasons such as advertising their research, events or
publications. The use of correct hashtags increase visibility and may help interaction and exchange of ideas. No fully
comprehensive studies exist on how and why scholars use Twitter and some of them highlight how little use of Twitter
is made among scholars. The other issue described in the study was related to content. In fact, among those using
Twitter, they did not necessarily do so for professional reasons: most of them used it just for personal reasons, in fact.
It might be that the above negative attitude is connected to the limitation in characters that Twitter imposes. As we all
know, Twitter is a form of free micro-blogging which allows users to send and receive short public messages called
tweets. Tweets are limited to no more than 140 characters, and can include links to blogs, web pages, images, videos
and all other material online. You can start tweeting anytime, from your computer, smart phone or tablet. By following
other people and sources you are able to build up an instant, personalized Twitter feed that meets one’s full range of
interests, both academic and personal.
The question is: can a just 140 character academic communication has an impact? This paper tries to answer the
question, analysing some aspects of #EDENchat series from 2014 up-to-now.
2017
- E-learning per l’istruzione superiore: definizione di un modello integrato per la qualificazione degli apprendimenti e delle relazioni educative on line
[Relazione in Atti di Convegno]
Margottini, M.; La Rocca, C.; Aleandri, G.; Biasi, V.; Bocci, F.; Chiappetta, L.; Ciraci, A. M.; De Angelis, B.; Marella, D.; Moretti, G.; Poce, A.
abstract
2017
- Elaborazione di dati raccolti attraverso procedure per l'analisi lessicometrica e di contenuto
[Capitolo/Saggio]
Poce, Antonella
abstract
L’analisi di contenuto è una delle tecniche di ricerca maggiormente utilizzate
nell’ambito delle scienze sociali.I dati raccolti dalle interviste ai curatori delle mostre, che hanno partecipato
al progetto descritto nel volume, sono stati suddivisi in temi e sottotemi, dai quali sono state
ricavate le unità di significato in termini di descrizione e interpretazione.
Nel presente contributo sono state inserite tre esemplificazioni di elaborazione
dei dati, ognuna effettuata su interviste diverse, al fine di rendere
chiaro il percorso di ricerca utilizzato.
2017
- Enhancing Higher Education Students’ XXI Century Skills through Co-writing Activities in Science Teaching
[Articolo su rivista]
Poce, Antonella; Agrusti, Francesco; Re, MARIA ROSARIA
abstract
As many EU documents highlight, to improve competitiveness and professional/personal development, cross-sectional skills are to be enhanced as engines for social innovation: creativity, entrepreneurship, critical thinking and problem solving. The above skills, as many studies mention, are favoured by a cooperative approach. Scientific and technologic culture, relevant element of the shared encyclopaedia and the individual knowledge, also becomes a tool for social and political participation. The purpose of this work is to demonstrate that the cooperative approach and the critical use of technology, in particular in the field of science teaching, are the keys to single out solutions able to increase development and growth, from which, in turn, the whole society can benefit. In light of what above mentioned, that of the dissemination of popular science is, today, a duty of public institutions as well as a right of the citizens. Within the above context, the students’ module under investigation has been planned as a set of on-line group activities, with the general aim to provide useful elements to understand the typical characteristics of the language of science and create the structure of a creative text with a scientific topic through cooperative writing. Findings from the data collected after a specific assessment exercise are given and discussed, revealing as successful the combination of creativity and science topics.
2017
- Interpretare Dewey per innovare la didattica. L’esempio dell’Osservatorio per la biodiversità in Sicilia
[Capitolo/Saggio]
Poce, Antonella
abstract
When reading an author like Dewey the first time, the aim is to know about contents, the second, it is clear that some models, which could be, at first sight, very simple and easily employable in everyday practice, are to be rethought, in order to be used in a contemporary context, and they cannot be included in the present repertoire, as they were designed when conceived.
These aspects, present in Deweys’s work, have been at the core of our interpretation as empiricists, in different research works, but, in particular, they inspired the example of the teaching and learning practice, described in the contribution herewith introduced, aimed at mobilizing some requisites that Dewey considers essential, such as the need for social and experiential engagement, which every teaching and learning project should support to be really effective and democratic.
The idea at the basis of the project was to develop a series of teaching and learning activities addressed to teachers and pupils from a group of lower secondary and secondary schools in Palermo, which participated in a regional project to create and disseminate biodiversity concepts linked to the identity of their territory.
2017
- La mente, le azioni, i segni
[Articolo su rivista]
Vertecchi, Benedetto; Angelini, Cinzia; Poce, Antonella; Nardi, Emma; Agrusti, Francesco; Harb, Nader
abstract
Da qualche anno un gruppo di studiosi che opera presso l’Università Roma Tre è impegnato in un complesso progetto di ricerca sperimentale, il cui principale obiettivo è di stabilire quali relazioni intercorrano tra l’affermarsi di alcuni abitudini sociali (prime fra tutte quelle collegate all’uso di risorse tecnologiche per scrivere e per leggere) e le modifiche che vengono presentandosi in numerosi tratti del profilo mentale di bambini e ragazzi. Da questo interesse ha avuto origine l’esperimento Nulla dies sine linea, cui ora segue una linea di ricerche coordinate che sono state raccolta nella dizione comune In intellectu et in sensu. È una linea di ricerca che persegue un intento di progresso senza rinunciare alla continuità con la grande cultura europea dell’educazione: il titolo collettivo richiama il pensiero di Locke e quello di Comenio. I titoli delle singole ricerche sono da collegarsi alla costanza nello studio, alla qualità dell’uso linguistico, al collegamento tra il linguaggio e le arti figurative
2017
- MOOC Design and Heritage Education. Developing Soft and Work-based Skills in Higher Education Students
[Articolo su rivista]
Poce, Antonella; Agrusti, Francesco; Rosaria Re, Maria
abstract
The present paper describes one of the pilot activities foreseen by the Erasmus+ project DICHE (Digital Innovation in Cultural and Heritage Education in the light of 21st century learning). The above mentioned pilot activity was carried out at the undergraduate course in Educational sciences – University Roma TRE, as an internal training module for the conception, implementation and evaluation of MOOC courses in museum education.
Main objective of the module was to develop design and realisation skills in Educational science students. Those engaged in the module were asked to create cultural and heritage education courses for primary school in training and in service teachers. The two main pillars of the DICHE pilot, “MOOCs conception and delivery” and “heritage education”, are in line with the
most recent national and international field literature research and with the Italian education system directions, aiming at integrating museum education in primary school curricula and a more aware use of technology, in order to develop pivotal skills in active citizenship building. The present paper presents the methodology adopted and the results collected during the training module carried out.
2017
- Per un uso critico della tecnologia: come valutare un MOOC
[Capitolo/Saggio]
Poce, Antonella; Agrusti, Francesco; Rosaria Re, Maria
abstract
Tra il 2005 e il 2007, l’UNESCO ha identificato
le priorità per la diffusione delle OER (Open Educational Resources) nella società; i MOOC
(Massive Open Online Courses) costituiscono i prodotti digitali più interessanti degli ultimi anni,
con prospettive di diffusione enormi nel prossimo futuro. Fornire agli studenti gli strumenti
necessari per l’analisi valutativa dei MOOC, costituisce una base per la promozione della
capacità di “apprendere ad apprendere” (learning to learn), ma anche un modo per incrementare
le loro capacità di analisi e di pensiero critico e per valutare l’impatto delle OER nella didattica
universitaria. La presente ricerca ha inteso ideare e testare un innovativo sistema di valutazione
dei prodotti multimediali ad accesso gratuito, come ad esempio i MOOC, al fine di definire gli
strumenti necessari per una valutazione critica e consapevole delle risorse digitali online e del
loro impatto nella didattica universitaria.
2017
- Tecnologia critica e didattica museale. Il progetto Erasmus+ DICHE
[Capitolo/Saggio]
Poce, Antonella; Rosaria Re, Maria
abstract
The present paper describes the activities foreseen by the Erasmus+ project DICHE
(Digital Innovation in Cultural and Heritage Education in the light of 21st century
learning) carried out by LPS (Laboratory of Experimental Research) and CDM
(Centre of Museum Education) research group – University Roma TRE. The DICHE
project’s aim is to integrate digital resources and opportunities in primary education in
general, and in cultural and heritage education in particular. This way, children have
the opportunity to develop their transversal skills like Creativity, Communication, Collaboration
and Critical Thinking. Moreover, teachers, prospective teachers and museum
educators are educated about the use of digital tools in order to promote the design
of innovative teaching methods in cultural and heritage education.
2017
- Tecnologia critica. Computer e salute
[Articolo su rivista]
Poce, Antonella
abstract
In base all’ultimo rapporto OCSE-PISA sulla motivazione allo studio, le relazioni tra pari e con gli insegnanti, e la vita fuori dalla scuola dei quindi-cenni che hanno partecipato alla rilevazione 2015, i dati riguardanti il nostro paese, ancora una volta, non appaiono confortanti. I ragazzi italiani sono più ansiosi (56% contro il 36 % della media OCSE) e sono considerati consuma-tori “estremi” di Internet (165 minuti al giorno contro 146 della media OCSE). Questa tipologia di fruizione della rete comporta tendenzialmente ri-sultati peggiori a scuola, maggiore probabilità di saltare le lezioni e arrivare in ritardo, minori probabilità di pensare di conseguire una laurea o un diploma universitario.
2017
- Tecnologia critica. Multitasking e apprendimento
[Articolo su rivista]
Poce, Antonella
abstract
L’uso di strumenti digitali, Internet, le cosiddette Tecnologie dell’informazione
e della comunicazione è ormai parte integrante della nostra vita quotidiana.
Il modo con il quale “gestiamo” abitualmente il nostro rapporto con la tecnologia
ha un impatto sulla nostra capacità di elaborare le informazioni e memorizzarle.
Non stupisce che la disponibilità costante e sempre crescente di dispositivi elettronici
influisca sullo sviluppo di determinate abilità cognitive.
2017
- Tracce di tecnologia nella scrittura dei bambini
[Capitolo/Saggio]
Poce, Antonella
abstract
2017
- Use of digital resources in Primary School cultural and heritage education. The DICHE menu
[Relazione in Atti di Convegno]
Poce, Antonella; Agrusti, Francesco; Rosaria Re, Maria
abstract
Abstract—The present paper describes one of the activities foreseen by the Erasmus+ KA2 DICHE project (Digital Innovation in Cultural and Heritage Education in the light of 21st century learning). The aim of the project is to integrate digital resources and opportunities for cultural and heritage education in primary school. Content and structure of the workshop have been elaborated by the DICHE research group. The main objective of the workshop is to instruct participants in the use of the DICHE MENU, an online database of teaching scenarios for cultural and heritage education, which involve the use of digital resources in the development of the 4C skills (Creativity, Communication, Collaboration, Critical Thinking). The two main pillars of the DICHE workshop, “use of digital resources” and “heritage education”, are in line with the most recent national and international field literature research and with the latest Italian education system directions, aiming at a more aware use of technology, in order to develop pivotal skills in active citizenship building.
2017
- Use of webcasting and development of critical thinking skills
[Relazione in Atti di Convegno]
Poce, Antonella; Agrusti, Francesco; Rosaria Re, Maria
abstract
The present contribution describes the results of a research carried out at the
Laboratory of Experimental Research - Department of Education, Roma TRE
University. Main aim of the research is to assess if it possible to increase
critical thinking skills in university students, through meaningful online
cultural insights in general and webcasting in particular. Students in
Education attended part of the course “Methodology of Research” online,
through a webcasting activity: cultural insights, guided discussions, videos,
built on structured models, prompted reasoning, elaboration of ideas and
knowledge connections. Students had the possibility to deepen knowledge and
abilities linked to the themes of the course, but also to develop argumentation
skill, communication and critical evaluation skill. The data analysis
presented in this report were developed along the double diachronic and
synchronic dimensions; the evolution of critical thinking skills has been
verified by the lexicon-metric analyses of written production.
2017
- Verba Sequentur. Pensiero e scrittura per uno sviluppo critico delle competenze nella scuola secondaria
[Monografia/Trattato scientifico]
Poce, Antonella
abstract
This volume examines in more detail the relationship
between knowledge and competence
in secondary school and, presenting research
project results, offers answers to the need for
consistent solutions resulting from solid researches
and analysis. The introduction of
dual programmes in secondary school, in particular,
strongly urges teachers to define, identify,
develop and assess (currently) unspecified
skills in disciplinary and interdisciplinary
fields. The starting hypothesis led the research
group to investigate whether critical thinking
skills improve when writing practice resorts to
stimuli of Italian literary origin. In detail,
their progress is interpreted as the advancement
from interpretation to argumentation
about the text. The study provides models of
strategies and solutions which may support
teachers’ work and help them to respond to
contemporary educational needs.
2016
- Interpretare l'innovazione in educazione
[Articolo su rivista]
Poce, A.
abstract
2016
- Pen or keyboard. An empirical study on the effects of technology on writing skills
[Articolo su rivista]
Vertecchi, Benedetto; Poce, Antonella; Agrusti, Francesco; Re, MARIA ROSARIA
abstract
The research reported in this article underlines the need to adopt a reflective attitude to the use of digital resources in teaching and learning. This relates to a growing body of research by different scholars in many countries. the present study underlines the need to adopt a reflective attitude to the use of digital resources in teaching and learning. The research starts from the assumption that students can develop their writing and critical thinking skills thatnks to specific writing activities. Such activities regard th eelaboration of short essays, both by hand and on computer keyboards, with the aim to highlight the difference in results. Within the paper a specific assessment grid was outlined to evaluate students' essays. Short essays written by students were produced in two different ways: by hand or keyboard. All data have been colelcted and analysed to highlight the different results in skylls development, according to the writing tool employed. From the analyses carried out and the results collected, handwritten short essays got higher scores than computer written texts: computer use in writing activities apparently reduces performances level in the majority of stduents taken into consideration.
2016
- Prospettive future: la didattica
[Capitolo/Saggio]
Poce, Antonella
abstract
Il modello del progetto EMEE che vede l’oggetto museale, come spunto di narrazione per la costruzione di significati transculturali, si dimostra coerente con una attività didattica realizzata dai ricercatori afferenti al Laboratorio di Pedagogia Sperimentale (LPS) e al Centro di Didattica Museale (CDM) dell’Università Roma TRE, che hanno partecipato ai lavori del progetto EMEE ed hanno realizzato un modulo didattico indirizzato a futuri educatori nel quale la narrazione dell’oggetto museale ha rappresentato il focus del programma e viene descritta nei paragrafi che seguono.
Il contributo qui presentato, partendo dalle implicazioni didattiche dell’attività narrativa, descrive il percorso del tirocinio “MOOC, tecnologia critica e didattica museale”, indirizzato agli studenti del corso di laurea in Scienze dell’educazione dell’Università Roma TRE. Il percorso prevedeva come macro-obiettivo quello di fornire agli studenti gli strumenti necessari per l’ideazione, la realizzazione e la valutazione di corsi MOOC (Massive Open Online Courses) inseriti in contesti di didattica museale e si focalizza sul ruolo che lo storytelling riveste nello sviluppo di alcune competenze trasversali
2016
- Teaching science through technology and creativity in innovative learning environments
[Relazione in Atti di Convegno]
Poce, Antonella; Agrusti, Francesco; Re Maria, Rosaria
abstract
The purpose of this work is to demonstrate that the critical use of technology to increase the efficacy of teaching, in particular in the field of science, is the key to single out solutions able to increase development and growth, from which, in turn, the whole society can benefit. The challenge faced by the LPS group in planning the activities for more effective and engaging science teaching, is based on the possibility to share and fill the learning needs of various categories of people, students and teachers, inhabitants of a given territory, researchers, involved in the initiative and animated by the need to find solutions to the educational problems they deal with. On a devoted learning platform, described in the contribution at length, the student’s lab has been planned as a set of on-line group activities, with the general aim to provide useful elements to understand the typical characteristics of the language of science and create the structure of a creative text with a scientific topic through cooperative writing. Findings from the data collected after a specific evaluation plan are given and discussed revealing as successful the combination of creativity and science subjects.
2016
- Tecnologia critica. Computer e depressione della conoscenza
[Articolo su rivista]
Poce, Antonella
abstract
2016
- Tecnologia critica. Interpretare l'innovazione in educazione
[Articolo su rivista]
Poce, Antonella
abstract
2015
- Developing Critical Perspectives on Technology in Education: A Tool for MOOC Evaluation
[Articolo su rivista]
Poce, Antonella
abstract
The main aim of the study has been to provide students with the opportunity to approach online learning in a structured way, which can be applied in a variety of contexts. The goal is to overcome short term, instrumental learning which fails to exploit the educational potential of MOOCs. This paper is part of a wider research project, carried out within the Laboratory for Experimental Research – UniRomaTre, and focuses on the model adopted for evaluating the impact and effectiveness of online teaching and learning, enabling students to adopt a critical approach which could be extended to any online resource which they may use for their lifelong learning. It does not explore the quality of learning in online environments. Rather, it investigates how students should approach the online resources at their disposal, facilitating their critical and reflective skills and adopting a model for analysis. Hypothesis tested, methodology adopted and some results collected are described here.
2015
- Il “metodo” di Cartesio, modello per costruire le unità
didattiche
[Capitolo/Saggio]
Poce, Antonella
abstract
2015
- La diffusione della cultura scientifica nella scuola. L'osservatorio della biodiversità in Sicilia
[Capitolo/Saggio]
Poce, A.
abstract
Nell’ambito del progetto Sistema di Comunicazione, Informazione
e Diffusione dell’Osservatorio della Biodiversità della Sicilia è stata
sviluppata un’azione progettuale sul tema “Comunicazione, informazione
e educazione per lo sviluppo di conoscenze e sensibilità sul
tema della Biodiversità”. Il progetto è coordinato dall’Istituto per
l’ambiente Marino e Costiero del CNR – sede di Capo Granitola
(TP), che si è avvalso della collaborazione del Laboratorio di Pedagogia
Sperimentale - LPS dell’Università Roma Tre.
Secondo tali premesse, LPS – Roma TRE ha ideato e organizzato,
nell’ambito del progetto per la creazione di un Osservatorio per la
Biodiversità in Sicilia, un piano di attività di laboratorio di didattica
della scienza, indirizzato in maniera diversificata ai docenti e agli
studenti che hanno partecipato al progetto. Detto piano ha coinvolto
cinque istituti scolastici dell’area di Palermo (2 istituti di scuola secondaria
di primo grado e 3 di secondo grado) per un totale di 120
allievi e 14 docenti. Le attività previste sono state realizzate in modalità
mista: parte in presenza e parte a distanza su una piattaforma
elettronica dedicata, Orbis Dictus, sviluppata da LPS nell’ambito di
un precedente progetto nazionale FIRB (Fondo per gli investimenti
ricerca di base, finanziato dal MIUR,) am-Learning (adattamento del
messaggio di istruzione)
2015
- La valutazione del prodotto creativo di argomento scientifico
[Capitolo/Saggio]
Poce, Antonella; Re, MARIA ROSARIA
abstract
Per impostare la valutazione dei racconti creativi che gli allievi
partecipanti al progetto sono stati chiamati a svolgere, il gruppo di
ricerca di LPS si è mosso da concetti inerenti alla valutazione del
pensiero critico. L’espediente creativo serviva per sostenere la focalizzazione
e l’interiorizzazione affettiva degli argomenti scientifici
oggetto di studio.
Paul e Elder (2012) sostengono che gli allievi che pensano in modo
critico usano la scrittura come strumento utile alla comunicazione
di idee importanti e all’apprendimento. Elaborare scrivendo i concetti
serve a chiarirli e ad acquisire maggiore precisione, accuratezza, rilevanza,
profondità, ampiezza, capacità logica e di significato. Mediante
la scrittura, gli allievi sono facilitati nei processi di analisi e valutazione
delle idee concepite durante lo studio. Paul e Elder sostengono
che tale processo aiuti contemporaneamente l’apprendimento e la
capacità di scrittura stessa, abilità che si influenzano a vicenda.
Lo strumento di valutazione che i ricercatori di LPS hanno predisposto
tendeva, in questa fase, a individuare nei prodotti forniti dagli
allievi le seguenti capacità: riflessione; scrittura; analisi e sintesi; esemplificazione; connessione di idee; sviluppo di una tesi; comprensione degli elementi scientifici proposti.
2015
- Measuring a Critical Impact on Technology in Education: A Tool for OERs Evaluation
[Relazione in Atti di Convegno]
Poce, A.; Agrusti, F.
abstract
This paper describes how giving students the tools to carry out an evaluative analysis of the resource they are accessing can enable them develop their analytical and critical thinking skills. It can also help them to gain insight into the importance of 'learning to learn'. These students also gain the ability to characterise the impact of OERs on Higher education teaching and learning. The main scope of the present research project is that students could independently evaluate the quality of online digital resources both as learners and future educators. Doing so it is possible to overcome “brief term instrumental characteristics” of tools and promote long term evaluation processes (Vertecchi, 2012). This proposal concerns an area of research into distance learning which has not been explored in this way previously. The study does not explore the quality of learning in online environments. Rather, it investigates how students should approach the online resources at their disposal, facilitating their critical and reflective skills and adopting a model for analysis.
2015
- Ricerche in corso – Verba sequentur
[Articolo su rivista]
Vertecchi, Benedetto; Poce, Antonella; Re Maria, Rosaria; Agrusti, Francesco
abstract
Verba sequentur è parte della più ampia attività sperimentale In intellect et in sensu, ideata da Benedetto Vertecchi e promossa a partire dal 2013 dal gruppo di ricerca LPS (Laboratorio di Pedagogia Sperimentale) dell’Università Roma TRE. Il progetto è stato sviluppato a partire dall’analisi dei risultati di un’altra esperienza sperimentale, Nulla dies sine linea (Vertecchi et al., 2016), che ha evidenziato come le difficoltà di scrittura, riscontrate in particolare nei bambini della scuola primaria, possono essere contrastate grazie all’esercizio quotidiano della stessa, fornendo sollecitazioni adeguate alle quali i bambini hanno risposto dimostrando entusiasmo e disponibilità. L’attività didattica proposta all’interno del progetto nella prima fase di sperimentazione si compone della parafrasi e del commento del testo letterario. La sezione a cura di M. R. Re definisce la tipologia scelta per gli esercizi di scrittura.
2015
- Sviluppo di uno strumento di valutazione delle risorse aperte (OERs)
[Articolo su rivista]
Poce, Antonella; Agrusti, Francesco; Re, MARIA ROSARIA
abstract
This paper is part of a wider research project and focuses on the model adopted for evaluating the impact and effectiveness of online teaching and learning, enabling students to adopt a critical approach which could be extended to any online resource which they may use for their lifelong learning. Technology plays a fundamental role in everyone’s life and must be approached critically, especially by young people entering the labor market for the first time. The Laboratory for experimental pedagogy (LPS) based at the Department of Education – Roma Tre University has been working, since 2010, on research focusing on the enhancement of students’ critical thinking skills to foster the development and promotion of the critical use of technology in education.
The present contribution describes how giving students the tools to carry out an evaluative analysis of the resource they are accessing can enable them develop their analytical and critical thinking skills. It can also help them gaining insight into the importance of 'learning to learn' and independently evaluate the quality of online digital resources both as learners and future educators. Doing so it is possible to overcome “brief term instrumental characteristics” of tools and promote long term evaluation processes (Vertecchi, 2012).
2015
- Sviluppo di uno strumento di valutazione per le OERs
[Relazione in Atti di Convegno]
Agrusti, Francesco; Poce, Antonella
abstract
Il presente contributo è parte di un più ampio progetto di ricerca basato sul modello che il Laboratorio di Pedagogia Sperimentale dell’Università Roma TRE sta sviluppando per valutare l’impatto e l’efficacia dell’insegnamento e apprendimento online nella didattica universitaria, dando la possibilità, agli studenti, di avvicinarsi alle risorse online adottando un approccio critico che potrà accompagnarli nel corso dell’apprendimento per la vita. Otten e Ohana, nel loro The Eight Key Skills Competences for Lifelong Learning (2009), identificano una serie di abilità, utili per sconfiggere la disoccupazione giovanile e l’esclusione sociale nei paesi sviluppati, che fanno riferimento a “pensiero critico, creatività, spirito di iniziativa, capacità di soluzione di problemi, gestione costruttiva dei fattori emotivi”. Nella società dell’informazione, la quantità di contenuti online è costantemente in crescita e sono innumerevoli quelli già disponibili in rete. Lo sviluppo del progetto qui presentato contribuisce a definire un sistema che prova a far corrispondere le caratteristiche intrinseche delle OERs (ossia diffusione e apertura) con quelle delle competenze e abilità generiche, sempre più richieste dal mercato del lavoro (in particolare l’abilità di pensiero critico). Lo scopo principale è consentire agli studenti di valutare in maniera indipendente la qualità delle risorse digitali online sia come discenti sia come futuri educatori.
2015
- Technology traces on children handwriting
[Relazione in Atti di Convegno]
Poce, Antonella; Vertecchi, Benedetto; Agrusti, Francesco
abstract
Handwriting in educational settings has seen changes in practice, culturally and at social level.
In particular, the practice of handwriting is less necessary in daily life because it has been
replaced by other means of communication for sending messages, making appointments,
expressing feelings etc. To this should be added the effects of the reduction of the ability to
coordinate perception and mobility which corresponds to the substitution of handwriting
with the use of a keyboard.
Nulla dies sine linea project, coordinated by Benedetto Vertecchi and developed at LPS –
Laboratory for Experimental Research – Università di Roma TRE, aims at verifying
handwriting effects in the learning processes of a group of approximately 380 primary school
children based in Rome and its district (grade III, IV and V). In four months, the teachers
asked pupils on a daily basis to write a text of four lines in III grade, five lines in IV grade and
six lines in the V grade. First results highlight mainly a strong support in the motivational
dimension, which teachers note in everyday practice when they inform pupils about the title
of the daily composition they have to write: pupils participate actively, enjoy it and are
involved and eager to express themselves in writing.The main hypotheses formulated are the following:
• that a correlation exists between the practice of handwriting and the quality of the text
produced;
• that handwriting corresponds to a gratifying brain activity;
• that when the ability to handwrite grows, there is a corresponding diminution of the
difficulties which are often interpreted as manifestations of a mental health disorder;
• that to the practice of handwriting corresponds an overall increase of literal skills.
2015
- Tecnologia Critica. Ocse, computer e lettura
[Articolo su rivista]
Poce, Antonella
abstract
2015
- Tecnologia critica, Creatività e Didattica Della Scienza, Collana: Ricerche sperimentali
[Curatela]
Poce, Antonella
abstract
Stabilire un canone delle attività inerenti alla promozione della scienza costituisce un avanzamento importante nel settore della ricerca educativa. Attraverso la comprensione dei fenomeni scientifici che si osservano nella comunità di appartenenza, gli individui possono disporre degli strumenti conoscitivi indispensabili per partecipare attivamente alla vita sociale e alle dinamiche democratiche e decisionali in cui sono inseriti. La distanza tra la conoscenza specialistica, codificata per pochi esperti del settore, e la difficoltà di comprensione dei non addetti ai lavori ha segnato, per anni, l’incomunicabilità tra i due mondi, incoraggiando la diffusione di una cultura antiscientifica. Il canone, quindi, acquista l’importante funzione di strumento interpretativo della cultura scientifica: esso, definendo le strutture di riferimento, facilita l’avvicinamento dei diversi pubblici a concetti e ricerche che promuovono innovazione, sviluppo, crescita e benessere sociale.
2015
- Tecnologia critica. Lettura su carta o in digitale
[Articolo su rivista]
Poce, Antonella
abstract
2015
- Tecnologie intelligenti e tecnologie di consumo
[Capitolo/Saggio]
Poce, Antonella
abstract
2015
- “From Cultural to socio economic capital: lessons from a post graduate course in Standards for Museum Education”
[Capitolo/Saggio]
Poce, Antonella
abstract
Museums are increasingly considered an educational tool with various fundamental functions in relation to exhibitions, conservation, research and mediation, yet the international milieu would seem to be highly fragmented. From an educational perspective, the need to start an international postgraduate university Masters degree on museum standards arose from a number of considerations. Such a course, in attempting to systematize teaching and learning in the field, is considered extremely innovative. In the academic year 2012-2013, the Centre for Museum Education, based at Roma Tre University (IT), started a one-year international postgraduate course entitled Standards for Museum Education with the aim of training highly specialised professionals in museum education and to fill the gap identified in the labour market of reference.
The present contribution focuses on the experiences of teachers and students, and on their perceptions of the value of museum-based learning to demonstrate that museum collections foster student knowledge. Data from a survey of students are presented and discussed. This contribution also reports on how the course is structured. The Standards for Museum Education course has been accredited by a board of local public authorities (Regions) and included in the Italian inter-regional catalogue 'Catalogo Interregionale dei Corsi di Alta Formazione' for high standard vocational training. This initiative is promoted by the Italian Regions to support human capital development and is intended to fund high standard teaching and learning paths. The recognition of this course is in line with the concept of using cultural capital to build economic capital and this contribution describes why this is valuable not only for students but for the entire context in which they operate, once qualified in the museum labour market.
2015
- “Verba sequentur. Pensiero e Scrittura.”
[Articolo su rivista]
Poce, Antonella
abstract
Riscontrando un crescente disagio nelle capacità in discussione degli allievi (in ogni livello di studi) e per rispondere all’esigenza di trovare soluzioni coerenti e che siano allo stesso tempo il frutto di ricerche e analisi strutturate, il gruppo di ricerca del Laboratorio ha avviato, in vista dell’elaborazione di un nuovo proget-to, ha avviato un’esplorazione preliminare, tesa a verificare se, promovendo l’attività di scrittura tramite il ricorso a stimoli tratti dalla letteratura italiana, mi-gliorino le capacità di pensiero critico, individuate nel passaggio dall’interpretazione all’argomentazione libera sul testo fornito.
2014
- A Mooc For Entrepreneurship Education, Adopting A Critical Technology. An Experience Carried Out At the Dhitech Technological District In Apulia (Italy)”,
[Relazione in Atti di Convegno]
Poce, A.
abstract
Training a group of graduate students based in Apulia (Italy) is part of a wider project, the Activating VINCENTE: "Innovating engineers/ Entrepreneurs specialised in Technological Entrepreneurship Ecosystems”, funded within the EU National Operational Plan, (PON02_00563_3470993). The main aim of the project is to create the specific profile of a high tech innovator and entrepreneur, specialised in defined areas of knowledge, endowed with skills and attitudes able to transform technology and/or research results in a new business model to create economic and social value (technological entrepreneurship) . Within the above training course, LPS-Laboratory for Experimental Research (University Roma TRE) was in charge of teaching two modules, where the main task to be carried out by the in-training students was to devise an effective MOOC in Entrepreneurship education. The present contribution highlights the background at the basis of the specific training idea and describes the results of the inquiry carried out with the in-training graduate students, with the aim of reflecting the strengths and weaknesses of such innovative ways of carrying out open education.
2014
- Developing Critical Perspectives on Technology in Education: A Tool for MOOC evaluation
[Relazione in Atti di Convegno]
Poce, Antonella
abstract
2014
- Educazione e scienza
[Prefazione o Postfazione]
Poce, Antonella
abstract
Il capitolo descrive un excursus storico dell'insegnamento delle scienze in Italia, si sofferma sul ruolo del laboratorio scientifico e dell'inquiry based learning, per poi offrire la presentazione del modello "tecnologia critica" messo a punto dall'autore nell'ambito del Laboratorio di Pedagogia Sperimentale dell'Università Roma TRE.
2014
- Impiegare una tecnologia critica. Un esperienza di tirocinio a Roma Tre
[Capitolo/Saggio]
Poce, Antonella; Iovine, Annalisa
abstract
2014
- Innovazione, sviluppo ed educazione
[Capitolo/Saggio]
Poce, Antonella
abstract
Il termine innovazione viene spesso usato in modo improprio e, soprattutto, viene confuso con la parola modernità o modernizzazione. È necessario fare chiarezza sui termini. Peter Wagner, filosofo della politica e della società, nel suo lavoro Modernity as Experience and Interpretation: A New Sociology of Modernity , afferma che la modernità, oggi, non è ciò a cui ci si riferiva qual-che decennio fa. La modernità, infatti, ha subito un forte cambiamento dovuto alla globalizzazione ed alle conseguenti nuove ineguaglianze che essa ha de-terminato. La sociologia tradizionale sosteneva che domande essenziali relati-ve alla convivenza degli esseri umani, alla soddisfazione dei bisogni, alla de-finizione della conoscenza trovavano risposta nella realizzazione di uno stato democratico e liberale, nell’economia di mercato e nelle libere istituzioni scientifiche. La società attuale mostra che non ci sono risposte certe a quelle domande. Nella didattica, e nell’istruzione a distanza in rete, in particolare, Gilly Salmon afferma che l’innovazione riguarda una relazione complessa tra ri-cerca, didattica, apprendimento e tecnologia. Le esperienze educative degli studenti possono divenire fatti positivi se collegate all’impegno intellettuale e di ricerca. Il ragionamento in sé condivisibile va interpretato ed applicato in situazioni che tengano conto, come già ricordato, anche degli aspetti diacronici, perché, altrimenti, le componenti affettive che si manifestano nel tempo non potrebbero emergere e ciò procurerebbe una notevole perdita di spessore dell’analisi. Il presente contributo presenta una nalisi della situazione nazionale e intenazionale e propone modalità di intervento attraverso nuove forme di diadattica della scienza.
2014
- Promoting science: the creation of a scientific observatory to raise awareness of sea biodiversity
[Capitolo/Saggio]
Poce, Antonella
abstract
The project, funded by the Sicilian local authority and promoted by IAMC
(Institute for Marine and Coastal Environment) - CNR – National Centre
for Research (IT) and LPS (Laboratory for Experimental Research) -
UniRomaTRE (IT), stems from the need to improve science
understanding and to strengthen the knowledge about the specific
characteristics of the Sicilian sea environment, creating a science
observatory on biodiversity.
The idea behind the project is that of setting and spreading the culture
of the sea, devising actions addressed to secondary school students and to
certain disadvantaged categories of the population (children at risk of
social exclusion and drop out, unemployed and immigrants).
The observatory to be created will be based at IAMC – CNR (TP - IT)
and will pursue the following aims:
˗ development of research and testing methods for effective teaching of
science and history of science, with particular emphasis on the use of
new technologies;promotion of information and dissemination of scientific, historical and
scientific issues, both nationally and internationally, including the
implementation of exhibitions, conferences, publishing and multimedia
projects;
˗ promotion of technical-scientific culture in schools at secondary level in
particular, including better use of scientific laboratories and multimedia
tools, involving students in initiatives able to facilitate communication
with the world of research and production, so as to raise a widespread
awareness of the importance of science and technology for everyday life
and for the sustainable development of society;
˗ promotion of specific activities where disadvantaged categories are
involved and supported.
2014
- Promuovere la scienza. Studi per la definizione di un canone
[Curatela]
Poce, Antonella
abstract
Stabilire un canone delle attività inerenti alla promozione della scienza
costituisce un avanzamento importante nel settore della ricerca educativa.
Attraverso la comprensione dei fenomeni scientifici, che si verificano nella
comunità di appartenenza, gli individui possono disporre degli strumenti
conoscitivi indispensabili per partecipare attivamente alla vita sociale e alle
dinamiche democratiche e decisionali in cui sono inseriti. La distanza tra la
conoscenza specialistica, codificata per pochi esperti del settore, e la difficoltà
di comprensione dei non addetti ai lavori ha segnato, per anni, l’incomunicabilità
tra i due mondi, incentivando la diffusione di una cultura antiscientifica.
Il canone, quindi, acquista l’importante funzione di strumento interpretativo
della cultura scientifica: esso, definendo le strutture di riferimento, facilita
l’avvicinamento dei diversi pubblici a concetti e ricerche che promuovono
innovazione, sviluppo, crescita e benessere sociale.
Il presente lavoro rappresenta l’avvio di una serie di approfondimenti tesi a
definire un modello di comunicazione della scienza.
2014
- Tecnologia critica. Penna o tastiera: strumenti a confronto
[Articolo su rivista]
Poce, Antonella
abstract
2014
- Tecnologia critica. Scrittura e dispositivi elettronici
[Articolo su rivista]
Poce, Antonella
abstract
2013
- Contributi per la definizione di una tecnologia critica interdisciplinare
[Articolo su rivista]
Poce, Antonella; Corcione, L; Iovine, A.
abstract
"The Project “Contributions to the definition of an interdisciplinary critical technology” stems from the results of a departmental research started by DIPED (Department for Educational Design) in 2011, “Contributions to the definition of a critical technology”, with the aim of favouring and promoting the development of critical thinking skills in higher education students, from different areas of study, offering online cultural insights. . The results obtained in the previous research, though highlighting a certain difficulty in argumentation and writing production, were comforting as regards the employment of the model (Poce et al., 2012) devised by the research group for the project.. The hypothesis to be verified aimed at establishing if proposing cultural insights to students, built according to specific structures on which guided discussions are carried out online, critical thinking skills are improved, notwithstanding the field of study. . Assuming that present higher education students show a widespread difficulty in writing and argumentation, the research group decided to extend the model devised in 2011 also to other areas of study to assess its efficiency. This has ben possible thanks to the creation of an ad hoc teaching and learning module entitled “Critical thinking skills and the reading of the classics”, available on the Orbis Dictus (Vertecchi et al. 2010) e-platform (www.orbisdictus.it), where two groups of students could access: one from the faculty of Education, University Roma Tre and one from the faculty of Engineering – University of Salento. . The activity allowed some general considerations. Notwithstanding the small numbers of the students involved (48 students in total in the year 2012), the opportunity to carry out the analysis with two different cohorts of students (2011 and 2012) from the Faculty of Education – Università Roma Tre allowed a diachronic evaluation of results. For the first time, then, the research group could employ the model also with another field of study students.. Taking into consideration the differences between the groups involved, data collected show a positive impact of a model that wants to make a critical use of technology and, employing consolidated teaching and learning structures, put democratically at disposal of everyone cultural insights, which are essential to educate “a free citizen in a free republic” (Garin, 1957, p.157).. "
2013
- Online Cooperative Writing as Critical Thinking Enhancer. An Experimental Experience
[Relazione in Atti di Convegno]
Poce, A; Iovine, A
abstract
In a rapidly changing environment, success of structured organizations and, consequently, of people involved, depends on the ability to continuously self-reinvent for creating new sources of wealth and activating new opportunities of value creation. In this scenario, e-learning processes play a strategic role because they are strictly linked to knowledge production and knowledge creation, two fundamental ingredients of the innovation cycle. New e-learning tools, in fact, have the ability to rationalise and improve learning processes, allowing possibilities, which support interpersonal exchange of knowledge and consequent building of new knowledge. In this framework, cooperative e-learning activities, such as collaborative writing, is conceived as a new locus of competency development strategies. It enables the exploration of new knowledge domains and cooperative definition of new ideas and projects becoming an added value for knowledge society.
2013
- Online cooperative writing as a critical thinking enhancer. An experimental experience”
[Relazione in Atti di Convegno]
Poce, A.
abstract
In a rapidly changing environment, success of structured organizations and, consequently, of people involved, depends on the ability to continuously self-reinvent for creating new sources of wealth and activating new opportunities of value creation. In this scenario, e-learning processes play a strategic role because they are strictly linked to knowledge production and knowledge creation, two fundamental ingredients of the innovation cycle. New e-learning tools, in fact, have the ability to rationalise and improve learning processes, allowing possibilities, which support interpersonal exchange of knowledge and consequent building of new knowledge. In this framework, cooperative e-learning activities, such as collaborative writing, is conceived as a new locus of competency development strategies. It enables the exploration of new knowledge domains and cooperative definition of new ideas and projects becoming an added value for knowledge society.
2013
- Ricerche in corso - Research in progress
[Articolo su rivista]
Angelini, Cinzia; Poce, Antonella; Nardi, Emma
abstract
Come ricorda Vertecchi (2012), “è passato più di mezzo secolo da quando si è cominciato a parlare di tecnologia con riferimento all’educazione” e lo sviluppo inizialmente dirompente ha visto, con il passare del tempo, una serie di rovinose battute d’arresto dovute essenzialmente “all’enfasi posta nel sostenere le potenzialità educative delle proposte strumentali, troppo spesso sulla base di analogie e suggestioni di breve durata”.
Il presente contributo intende fornire spunti per una riflessione costruttiva sul tempo necessario per comprendere la reale efficacia di una nuova proposta didattica, sostenuta o meno da supporti strumentali innovativi: si tratta di un passaggio essenziale, se si vuole contribuire, in modo concreto e duraturo, allo sviluppo della qualità della didattica a qualsiasi livello essa si realizzi.
2012
- Conclusive remarks and possible developments
[Capitolo/Saggio]
Poce, A
abstract
meaning that in the title relates the adjective
critical to the term technology, supporting
a reflection which could throw light also
on the value of innovation in education.
Describing, then, the results of a research,
whose main objective was that of verifying
if higher education students’ critical thinking
skills can be increased, thanks to cultural
insights carried out on line, we mean to
value the need for educational research,
which is an essential condition to develop
quality in teaching and learning and in
higher education teaching and learning
in particular.
2012
- Considerazioni conclusive e possibili sviluppi
[Prefazione o Postfazione]
Poce, Antonella
abstract
Se il contesto nel quale gli studenti sono immersi riduce il canone di cui parla Bloom ad aspetti puramente effimeri, ci aspettiamo che favorendo l'approfondimento si possa migliorare la qualità della didattica. Il contributo propone possibili sviluppi a partire dai dati ottenuti in seguito alla realizzazione del progetto descritto nel volume.
2012
- Content Analysis and Critical Thinking. An Assessment Study
[Articolo su rivista]
Poce, Antonella; L., Corcione; A., Iovine
abstract
"An important passage in the 2010 OECD (Organisation for Economic Cooperation. and Development) report Investing in Human and Social Capital. underlines the need for formal education to enter the workplace:. In the nations where work is organized to support high levels of employee. discretion in solving complex problems, the evidence shows that firms tend to be. more active in terms of innovations developed through their own in house creative. efforts (OECD, 2010, theme 1, p. 10).. The key point is in fact that new skills are needed, because traditional. skills learnt at school or at university are disappearing and are not deemed. useful in facing the needs for innovation and growth that society today. demands. The concept behind our project, Contributions for the Definition of. a Critical Technology, is therefore that of verifying the effectiveness of a. model constructed to increase critical thinking skills, which are essential in. environments such as those described by the OECD, in the above-mentioned. document.. The present contribution aims to describe the results of the study carried. out at DIPED – Dipartimento di Progettazione Educativa e Didattica. (Department for Educational Design) – Roma Tre University, where the levels. of critical thinking skills of students were assessed through an ad hoc content. analysis protocol.. The different sections explain why content analysis is considered a valid. and reliable technique in the assessment of critical thinking skills and how the. procedure was used in the above-mentioned project.. The research is set within this context and, though being implemented in. higher education, aims to project its results into different settings, in order to. improve other areas, such as lifelong learning, and enhance development in. various fields of knowledge. The project principally aims to assess the hypothesis that, in providing. further cultural insights, according to well-defined models on which to. undertake guided discussions coordinated by an experienced tutor, critical. thinking skills of students increase. This is made possible through the. development of an ad hoc online module, Critical Thinking Skills and. Reading of the Classics, available to students in Education (Faculty of. Education Sciences).. In order to assess critical thinking skills, the students’ written productions. were treated with a lexicometric analysis using the Taltac software, and with. content analysis, through an adaptation of the Newman, Webb and Cochrane. (1997) model. The main categories of the analysis include relevance,. importance, introduction of new ideas, information and solutions, reference to. personal experience and opinions, clarification of doubts, new knowledge,. elaboration of new solutions, critical evaluation, practical use of new. solutions, width of understanding.. The ability to think critically and therefore to make functional use of what. is learnt is what the OECD report itself mentioned as vital if wanting to. enhance the development of new skills and in particular skills that are. effective for growth and innovation in complex organisations."
2012
- Contributi per la definizione di una tecnologia critica. Il Progetto
[Capitolo/Saggio]
Poce, Antonella
abstract
Il volume si propone di sciogliere l'implicito che nel titolo mette in relazione l'aggettivo critico con il termine tecnologia, con l'intento di sollecitare una riflessione che faccia luce sul significato dell'innovazione in educazione. Descrivendo, po,i i risultati di una ricerca tesa a verificare le capacità di pensiero critico degli stduenti universitari attraverso approfondimenti culturali effettuati in rete, si intende sostenere la necessità di valorizzare le attività di ricerca educativa che rappresentano una condizione essenzialeper lo sviluppo della qualità della didattica in generale e di quella universitaria in particolare.
2012
- Contributi per la definizione di una tecnologia critica. Un'esperienza di valutazione
[Curatela]
Poce, A
abstract
This volume aims at solving the implicit
meaning that in the title relates the adjective
critical to the term technology, supporting
a reflection which could throw light also
on the value of innovation in education.
Describing, then, the results of a research,
whose main objective was that of verifying
if higher education students’ critical thinking
skills can be increased, thanks to cultural
insights carried out on line, we mean to
value the need for educational research,
which is an essential condition to develop
quality in teaching and learning and in
higher education teaching and learning
in particular.
2012
- Contributions to the definition of a critical technology. The project
[Capitolo/Saggio]
Poce, A
abstract
This volume aims at solving the implicit
meaning that in the title relates the adjective
critical to the term technology, supporting
a reflection which could throw light also
on the value of innovation in education.
Describing, then, the results of a research,
whose main objective was that of verifying
if higher education students’ critical thinking
skills can be increased, thanks to cultural
insights carried out on line, we mean to
value the need for educational research,
which is an essential condition to develop
quality in teaching and learning and in
higher education teaching and learning
in particular.
2012
- Fostering creativity through assessment and the use
of IT: a feasibility study carried out in higher
education
[Articolo su rivista]
Poce, A
abstract
To contribute to social progress, within higher education, it is widely
recognised that both students and teachers need to use available knowledge in
order to create new knowledge. Both Checkland (1999, p.154) and Jupp et al.
(2001, p.6) agree that creativity is becoming a key resource for individuals and
societies. It is needed to ‘make the most of new opportunities’ and, being
part of the knowledge society, we must be aware of the importance of
enhancing creativity, especially in higher education. The European University
Association (EUA) – in the report of the project, ‘Creativity in higher education
2005–2007’ – initiated to underline the value of creative skills at university and
its influences on the welfare of society – states that we should learn to teach
creativity, if we want to live in a better society. If creativity is an essential
component of a successful higher education, the question is: how to foster and
assess creative processes in order to exploit and promote them? The aim of the
present contribution is to demonstrate that creativity skills can be enhanced and
particularly through the use of ICT.
2012
- Gli incentivi nazionali per l'innovazione
[Monografia/Trattato scientifico]
Poce, A
abstract
Il volume è dedicato alle opportunità nazionali di finanziamento e segue idealmente l'itinerario iniziato con il primo volume incentrato sulle misure agevolative istituite dalla comunità europea.
2012
- IL SOSTEGNO EUROPEO: FONDI COMUNITARI DIRETTI E FONDI STRUTTURALI
[Monografia/Trattato scientifico]
Poce, A
abstract
Lately, a deep reflection is ongoing, about the role that institutional intervention policies should play to better respond to the new, and someway dramatic, needs caused by the ever growing state of contemporary economy as an economy strongly characterised as “knowledge” based. Today completely globalised dimensions of dynamic economies urge more and more to consider innovation as the real determining factor on which any nation’s competitive ability should be founded. And this competitive ability seems more and more structurally assured by such an innovation which could see in scientific research its fundamental engine, its characterizing element. The present contribution wants to be an essential guide to find a way in the complex landscape of opportunities offered by the system to make effective measures, that, however few, are put at disposal of any researcher.
2012
- Introduction
[Capitolo/Saggio]
Poce, A
abstract
This volume aims at solving the implicit
meaning that in the title relates the adjective
critical to the term technology, supporting
a reflection which could throw light also
on the value of innovation in education.
Describing, then, the results of a research,
whose main objective was that of verifying
if higher education students’ critical thinking
skills can be increased, thanks to cultural
insights carried out on line, we mean to
value the need for educational research,
which is an essential condition to develop
quality in teaching and learning and in
higher education teaching and learning
in particular.
2012
- Lifelong Learning and the Development of a Critical Technology in Higher Education
[Relazione in Atti di Convegno]
Poce, Antonella; Corcione, L.; Iovine, Annalisa
abstract
"An important passage in the 2010 OECD report (Organisation for Economic Co-operation and Development) underlines the need for formal education to enter the workplace: “in the nations where work is organized to support high levels of employee discretion in solving complex problems, the evidence shows that firms tend to be more active in terms of innovations developed through their own in house creative efforts” (OECD, 2010, theme 1, p. 10). . The key point is in fact that new skills are needed, because traditional skills learnt at school or at university are disappearing and are not deemed useful in facing the needs for innovation and growth that society today demands. The concept behind our project is therefore that of verifying the effectiveness of a model constructed to increase critical thinking skills, which is essential in environments such as those described by the OECD in the above-mentioned document, in order to apply this to settings where employed people are involved in training.. The present contribution aims to describe the results of a study carried out at DIPED - Dipartimento di Progettazione Educativa e Didattica (Department for Educational Design) at Roma Tre University, where the levels of critical thinking skills of students were assessed through an ad hoc content analysis protocol.. "
2011
- An Approach To Personalized e-Learning
[Relazione in Atti di Convegno]
M., Gaeta; S., Miranda; F., Orciuoli; S., Paolozzi; Poce, A
abstract
This paper is devoted to the concept of personalized eLearning for informatics education.
Indeed, as stated by
many authors, personalization in education context allows to execute more ef?cient and
effective learning processes. On the other side the use of Semantic Web technologies is more
and more often considered as a technological basis for personalization in e-Learning (selfregulated
learning). In this paper we describe how personalization can be exploited in e-
Learning systems, focusing on our proposal: the Intelligent Web Teacher (IWT). Therefore we
present an evaluation of our personalization tools tested in real academic courses, where e-
Learning activities are carried out to complement the traditional lectures.
2011
- CONTRIBUTION TO THE DEFINITION OF A CRITICAL TECHNOLOGY
[Articolo su rivista]
Poce, Antonella
abstract
Being able to value critical thinking skills represents a necessary way to
face the urgent need of renewal and innovation in education, if we want to
establish policies, aiming at increasing social welfare. As Paul and Elder
(2002, p. 230) states, “everyone thinks, it is our nature to do so. But much of our
thinking, left to itself, is biased, distorted, partial, uninformed or downright
prejudiced. Yet the quality of our life and that of what we produce, make, or
build depends precisely on the quality of our thought. Excellence in thought,
however, must be systematically cultivated”. The research, to be developed at
the DIPED – Dipartimento di Progettazione Educativa e Didattica (Department
for Educational Design) – Università Roma Tre – is set in this context and,
besides being carried out in higher education, aims at projecting its results on
different settings, so that the results collected could contribute to improve
other areas, such as continuing education, enhancing development in various
fields of knowledge.
2011
- COOPERAZIONE E COMPARAZIONE
[Curatela]
Poce, A
abstract
2011
- INTRODUZIONE
[Capitolo/Saggio]
Poce, A
abstract
The main objective of the project described in this book is that of identifying effective tools for on line distance learning. It can be set in two of the research lines carried out at the Department for Educational Design: innovation, design and teaching and learning methodologies; models and procedures of online distance learning. It refers about an experience carried out at Roma Tre University – Faculty of education, where the use of podcasting was analysed through quantitative and qualitative instruments of research.
2011
- Il podcasting nello strumentario dell'istruzione in rete. Verifica sperimentale delle nuove opportunità
[Monografia/Trattato scientifico]
Poce, Antonella; Corcione Annalisa Iovine, Laura
abstract
La ricerca educativa rappresenta un percorso obbligato per chi realizzare innovazione in educazione. Questo volume presenta un esempio di come, attraverso la verifica dell'efficacia di nuovi strumenti didattici, sia possibile favorire lo sviluppo di nuove soluzioni educative strutturali che durino nel tempo. Il progetto sull'utilizzo del podcasting nell'istruzione universitaria fornisce contributi sulla valutazione effettuata attraverso strumenti quali il questionario, l'intervista e l'analisi lessicometrica.
2011
- Il progetto sul podcasting come strumento dell'istruzione universitaria in rete
[Capitolo/Saggio]
Poce, Antonella
abstract
2011
- Implicazioni dell'Am-learning per lo sviluppo dell'istruzione in rete. Contributi alla riflessione
[Capitolo/Saggio]
Poce, Antonella
abstract
The am-learning project aims at introducing innovative elements into the existing learning models, the teaching strategies and the technological tools for e-learning environments.
The project pursues the following goals:
- adapt messages to the recipients‟ learning needs;
- find solutions for the assessment of reading comprehension skills be-fore and during the learning process;
- find solutions for the formulation of messages adapted to the learners‟ profile;
- define processes for adjusting the learning proposal in order to fill the gap between the necessary verbal skills to understand the learning message and the learners‟ real skills.
In order to deepen the theoretical framework at the basis of the above men-tioned objectives, external experts involved in the project are invited to par-ticipate and contribute, discussing on the contents of the project itself. Taking into consideration their experience, they are asked to express their opinions, suggestions and directions on the undertaken path.
2011
- Podcasting a tool for sustainable online learning environments. Experimental analysis of the new opportunities
[Relazione in Atti di Convegno]
Poce, Antonella; Corcione, L.
abstract
The keyword which describes in the most
effective way Twenty-first century Higher
education is suggested by Daniel et al. (2009)[1] and
it is “expansion”. More and more people will invest
in their own education and in this process Higher
Education is on the front line. The need for
education and training, though, cannot be generic,
what nowadays society wants cannot be identified
in static knowledge. At the end of the learning path
students should be able to employ the outcomes of
learning in order to generate new learning. That is
why new solutions and methods must be acquired
and adopted. Being those the conditions, and having
at disposal the undeniable chances that the Internet
offers, a possible direction to be undertaken could
be the one that drives us directly to the
potentialities of distance education performed in
adaptive environments. The present contribution
aims at analyzing Higher Education present needs,
offers a general highlight of adaptive and intelligent
web based education systems and concentrates on
examples which better respond to the needs
previously highlighted.
2011
- Tempus Demed project and operational solutions for online distance education
[Articolo su rivista]
Corradi, F; Poce, Antonella
abstract
"Lps-Diped – Università Roma Tre chaired the Tempus Demed –. Development of Master Study Programmes in Education (2009-2011) –. project. The project’s main objective was the renovation of the Masters courses. in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the. cultural reference area to the principles established within the European. context. In particular, during the Dublin Conference in 2004, the so-called. Bologna follow up group drew a number of indicators. As already mentioned,. at different times, EU policy has highlighted the need to carry out actions. aimed at a renovation of higher education cycles, but not much was provided in. terms of definition of the curricula, especially for the second cycle of studies.. The Demed project also attempted to fill a gap in this regard, operating an indepth. revision of this level of studies in the Education sector in Albania,. Kosovo e Macedonia. This intervention, moreover, was always carried out. working in close cooperation with the partner countries, so that the support. provided by Lps Diped, as leader, by Cdell – Centre for Developing and. Evaluating Lifelong Learning – University of Nottingham (UK) and by DPU –. Arhus University (DK) was realized with an actual collaboration programme,. and never resulting as an imposition of certain Western models.. The present contribution, therefore, is intended to give a general overview. regarding the Tempus funding programme, a description of the Demed project. itself, a synthetic report of the online seminar broadcasted to Seeu staff during. the project period and of the data collected while evaluating the same. experience."
2011
- The Value of Networking in 21st century Higher Education: the Marne-la-Vallée University case
[Articolo su rivista]
Poce, Antonella
abstract
The keyword that most effectively describes 21st-century higher education is “expansion,”as suggested by Daniel et al. [2009]. The present contribution aims to analyze current higher education requirements, offers a general insight into how to respond to pressing needs by exploiting the added value of networking potentiality, and reports on a successful case: the Licence Professionnelle “Management des Organisations del’Economie Sociale” course (University Marne-la-Vall´ee, France).
2011
- The project: Podcasting as a tool for online Higher Education
[Capitolo/Saggio]
Poce, A
abstract
The main objective of the project described in this book is that of identifying effective tools for on line distance learning. It can be set in two of the research lines carried out at the Department for Educational Design: innovation, design and teaching and learning methodologies; models and procedures of online distance learning. It refers about an experience carried out at Roma Tre University – Faculty of education, where the use of podcasting was analysed through quantitative and qualitative instruments of research.
2010
- Future trends for "i-learning" experiences
[Capitolo/Saggio]
Elia, G; Poce, Antonella
abstract
A new overall interdisciplinary framework called "i-learning" integrates managerial organisation and technology aspects also known "technology enhanced learning". Open networked i-learning: Models and Cases of Next Gen Learning begins its investigation with the important changes that have recently occurred withinn the management, technology and society fields. Social and cultural aspects of society that influence the dynamics and the styles of the learning processes are presented as well. The last section of this edited volume focuses on possible future scenarios of the learning processes by describing the main models, processes, tools, technologies and involved organisations.
2010
- OPERATIONAL SOLUTIONS FOR ONLINE DISTANCE LEARNING
[Articolo su rivista]
Poce, A
abstract
The research line we are carrying out here, within the Tempus DEMED
project tries to develop themes related to the need of identifying a structure for
distance learning teaching which leaves aside temporary solutions and, to this aim,
we will deepen topics linked to the need of giving correct interpretation of the word
innovation, singling out directions on how to build effective teaching tools, not
disregarding the cultural dimension behind them. The system developed for the
Tempus DEMED project represents an attempt of applying the concepts to be
investigated and discussed above. This system contains elements which take into
consideration the need to relate processes and contents and allows the user to build
his/her own learning environment according to what the learning needs and
objectives imply. Multilanguage dimension of the platform, moreover, let every actor
involved participate in his/her own mother tongue, overpassing obstacles due to
communication problems occurring among subjects coming from different countries.
Thanks to the technological tools available, teaching materials can be presented
through different forms and channels.
2010
- Open Networked “i-Learning”
Models and Cases of “Next-Gen” Learning
[Curatela]
Elia, G; Poce, Antonella
abstract
A new overall interdisciplinary framework called "i-learning" integrates managerial organisation and technology aspects also known "technology enhanced learning". Open networked i-learning: Models and Cases of Next Gen Learning begins its investigation with the important changes that have recently occurred withinn the management, technology and society fields. Social and cultural aspects of society that influence the dynamics and the styles of the learning processes are presented as well. The last section of this edited volume focuses on possible future scenarios of the learning processes by describing the main models, processes, tools, technologies and involved organisations.
2010
- Orbis Dictus. Un ambiente adattivo multilingue per l'istruzione in rete
[Monografia/Trattato scientifico]
Poce, Antonella; Vertecchi, Benedetto; Agrusti, Francesco; Angelini, Cinzia
abstract
Il volume è pubblicato in italiano ed in inglese.
2010
- Podcasting: a Tool for Online Distance Learning. Experimental Analysis of New Opportunities
[Articolo su rivista]
Poce, Antonella
abstract
The main objective of the project1 is that of identifying effective tools for on line
distance learning. It can be set in two of the research lines carried out at the
Department for Educational Design: innovation, design and teaching and learning
methodologies; models and procedures of online distance learning.
2010
- Soluzioni operative per l'istruzione a distanza in rete
[Capitolo/Saggio]
Poce, Antonella
abstract
We live an era of transition where finding out the most effective path to innovate higher education teaching and learning is crucial, in particular if online teaching and learning is concerned. The main instrument that, as scholars of educational phenomena, we should grasp as a defence weapon, in the sort of war that we are fighting against the risk of irreversible decay, is represented by research. To carry out research work aiming at identifying the effectiveness of the solutions in use is essential, always taking into account the teaching and learning models where they are based. This activity could be considered really innovative. The results of such researches in fact could start a substantial impact in terms of quality and improvement. The present contribution aims at describing the results of what has been carried out through the teaching and learning e-platform implemented by DIPED - Department for Educational Design Università Roma TRE - within the framework of the Tempus DEMED project– Development of Master Study Programmes in Education.
2010
- The impact of online learning communities. Use of the language in Teaching and Learning: Analysis carries out at Roma TRE University
[Relazione in Atti di Convegno]
Poce, A
abstract
The problem investigated here is to identify which are the special features of online language of communication, within online communities of learners.
To this aim, forum interactions carried out at two online modules, supporting the face-to-face one of Experimental Pedagogy and Museum Education – course of Primary Education – University Roma Tre, are analysed, taking into consideration typical aspects of asynchronous communication (Crystal, 2001).
Internet allows the existence of communities made of subjects coming from all over the world, who share the same interests in learning and who can meet and grow together. Either online or not, any learning community can be referred to the one Wenger and Lave, in 1991, for the first time, called “community of practice”.
2010
- Valutare l'innovazione nella didattica universitaria. Esempi internazionali di buone pratiche
[Monografia/Trattato scientifico]
Poce, A
abstract
That of innovation and evaluation of educational systems is, among the aspects of the educational issue, the one which attracts more interest and not only by experts in the field, but also by politicians, teachers, productive organizations. This work focuses on system evaluation in higher education and investigates three representative national cases based in Italy, England and France
2010
- i-Communities as Cooperative Learning Spaces: The case of the "Knowledge Forum"
[Capitolo/Saggio]
Poce, Antonella
abstract
The model devised in the first chapter is here developed taking as main
“driving light” the concept of interactivity: one of the keywords that have been
highlighted as the ideas around which design, implement, deliver and monitor a
learning experience contextualized in the open learning incubator.
This chapter is centered, in fact, on the peculiarities of on line learning communities
and it deepens topics related to the rise and development of social networking
and the consequent creation of cooperative learning spaces. The aim is that of presenting
a clear picture of the nature, potentialities and effective strengths of online
learning communities that could represent the solution for the requirements our
changing society is demanding.
Moreover, according to the paradigm shift which characterizes the model of the
learning incubator, this chapter aims at discussing the pedagogical foundations of
on line learning communities, the new role of the involved actors, the change of
strategy, the different approach to contents and to the use of technology, the updated
conception of space and time characterizing the learning dynamics.
2009
- Assessment of Creativity and Innovation at Higher Education
[Relazione in Atti di Convegno]
Poce, A
abstract
To contribute to social progress, within higher education, it is widely recognised that both students and teachers need to use available knowledge in order to create new knowledge. Both Checkland (1999, p.154) and Jupp (et al. 2001, p.6) agree that creativity is becoming a key resource for individuals and societies. It is needed to “make the most of new opportunities” and, being part of the knowledge society, we must be aware of the importance of enhancing creativity, especially in higher education.The EUA –European University Association - in the report of the project, “Creativity in Higher Education 2005-2007 ”- initiated to underline the value of creative skills at University and its influences on the welfare of society - states that we should learn to teach creativity if we want to live in a better society.If creativity is an essential component of a successful higher education, the question is: how to assess creative processes in order to exploit and promote them? Considering the importance of the processes which lead to creativity, it is remarkable that there have not been a considerable number of studies on the assessment of creativity. The aim of the present contribution is therefore to demonstrate that the assessment and measurement of such an unpredictable and unmanageable skill as creativity is feasible.
2009
- Higher Education in the Twenty-first Century. The chance of Adaptive Learning Environments
[Relazione in Atti di Convegno]
Poce, Antonella
abstract
The keyword which describes in the most
effective way Twenty-first century Higher
education is suggested by Daniel et al. (2009)[1] and
it is “expansion”. More and more people will invest
in their own education and in this process Higher
Education is on the front line. The need for
education and training, though, cannot be generic,
what nowadays society wants cannot be identified
in static knowledge. At the end of the learning path
students should be able to employ the outcomes of
learning in order to generate new learning. That is
why new solutions and methods must be acquired
and adopted. Being those the conditions, and having
at disposal the undeniable chances that the Internet
offers, a possible direction to be undertaken could
be the one that drives us directly to the
potentialities of distance education performed in
adaptive environments. The present contribution
aims at analyzing Higher Education present needs,
offers a general highlight of adaptive and intelligent
web based education systems and concentrates on
examples which better respond to the needs
previously highlighted.
2009
- Language and Online Communities. Analysis of Forum Interactions of Two Online Modules at the University Roma Tre
[Capitolo/Saggio]
Poce, A
abstract
The main purpose of this contribution is to analyse the role of language within online learning communities. As Wenger (1998, p. 52) states, there is a community of learners where a group of people share the same interests, and according to those common interests, engage in shared actions. The function of language is fundamental within the process of “negotiation of meaning” that happens within the community. If language, and situated use of language, in particular, is important in any community, it becomes essential in an online learning community, both to create a common repertoire and to produce knowledge.
The problem to be investigated here is, therefore, to identify which are the special features of online language of communication, within online communities of learners. To this aim, forum interactions carried out at two online modules, supporting the face-to-face one of Experimental Pedagogy and Museum Education - course of Primary Education – University Roma Tre, will be analysed, taking into consideration typical aspects of asynchronous communication (Crystal, 2001).
2008
- “Evaluating innovation in Higher Education teaching and learning to improve quality. An experience of blended learning at the University Roma Tre”
[Articolo su rivista]
Poce, Antonella
abstract
Why are the effects of the innovative practices in higher education teaching and learning activities worth evaluating? As it seems higher education is no longer able to carry out ambitious objectives, if it uses only traditional tools. The present contribution regards the analysis of the impact of a particular innovative way of teaching, a blended learning experience that is performed at Università Roma TRE (Italia).
2007
- Procedure di blended learning all’Università di Roma Tre. Il laboratorio a distanza Introduzione alla Ricerca Sperimentale.”
[Articolo su rivista]
Poce, A
abstract
The online laboratory Introduction to Experimental Research is an example of blended learning carried out at Roma Tre University. This contribution looks at both the impact of the experience on the results of students who enrolled the module at the beginning of the initiative in 2003, and the level of satisfaction of the students who attended the course three years after its start. In particular, part of the work is devoted to the national project which allowed the start of the module itself. The project (A Prin project - Project of National Relevant Interest) was actually funded by the government and aimed at defining the role of e-learning withing higher education environments. It was carried out by eight different research units located all over the country. In the above framework, Roma Tre University had developed its own research carrying out an experimental programme at the module of Educational Research - faculty of Primary Education. The experiment, which began thanks to the initial contribution of the ministry, is now in its third year and, as described in the full paper, meets various needs frequently put forward by the students. It also demonstrates that fieldwork, given the geographical and procedural complexity of education, can contribute effectively to the improvement of the quality of university teaching.
2007
- “Le interviste nella ricerca qualitativa”
[Capitolo/Saggio]
Poce, A
abstract
Interviews represent a sort of innovation in educational research: subjects under study are no more considered as simple pieces of data to be interpreted, a part from their individualities, and results, in terms of understanding, are the fruit of interactions between human beings (Kvale 996). This contribution describes the various typologies of interviews, how to draft them and gives also some ethical references on the ways of using such a tool of investigation.
2007
- “Valutare gli apprendimenti mediatizzati”
[Capitolo/Saggio]
Poce, A
abstract
Traditionally assessment has always been considered as marking tasks assigned to students in order to measure their results in terms of learning and consequently different procedures have been devised to develop evaluation statements on the work carried out by students in a given period of time. An alternative interpretation is that of seeing assessment ad a tool for supporting learning. This contribution deepens the above aspects focusing in particular on assessment experiences carried out on students’ works performed online and analysed through content analysis techniques
2007
- “È POSSIBILE SVILUPPARE LA CREATIVITÀ NELL’EDUCAZIONE SUPERIORE ATTRAVERSO LA VALUTAZIONE?”,
[Articolo su rivista]
Poce, A
abstract
Originality and innovation are two of the main aspects to be considered in order to define creativity in education. If the domain where creativity is to be developed is Higher Education, these elements become crucial. After having learned a large amount of informatio, students at University should start applying those concepts and conceive of original ideas, in order to foster improvement in society. In our time, without creativity we would not benefit from any of the countless possibilities we experience every single moment of the day,from getting on the underground to reach our workplace, to browse the iNternet and communicate instantly with the whole world. It is vital therefore to understand properly what creativity is, teaching its main characteristics to the students and being able to assess it.As Cowan (2006) underlines, – being the heart of the creative process often the sudden insight, the blue flash out of which the germ of an idea emerges – creativity is often so unpredictable that it is even difficult to capture for those who experience it. Consequently, assessing creativity is as important as much as complicated. This paper discusses how to deal with this issue. Different aspects of the subject matter are analysed, and assessment of creativity is developed with particular reference to its processes and results. Even though many researchers have investigated the elements which lead to the creative act, there are no standards for measuring creativity. For this purpose, some attempts of assessing creativity are reported and discussed. Finally, some proposals are made regarding the basic features which a reliable assessment method should consist of.
2006
- “La valutazione della didattica universitaria: tre casi nazionali”
[Articolo su rivista]
Poce, Antonella
abstract
The essay looks at the evaluation of university teaching in three European countries (Britain, France and Italy) and describes evaluation activities and how they are implemented in contexts that are very different in culture and tradition. While evaluation in France and Italy is relatively recent and their evaluation systems are still at a developmental stage, the culture of evaluation in Britain has a longer tradition and the picture is rich and varied, requiring deeper study of some practices which are thus described in detail. Evaluation is a useful tool for improving quality, but it must be adapted to the system in which it is applied. This concept, unfortunately, is not as straightforward as it may seem if we analyse the practices underway and their results. In this regard, the examples taken into consideration demonstrate how the different ways of dealing with the “issue” of evaluation of teaching create very divergent effects and, above all, show how it is not enough to just copy winning models in certain contexts in order to increase the quality of higher education.
2006
- “Valutazione sperimentale della ricaduta dell'E-Learning sulla qualità della didattica universitaria”
[Relazione in Atti di Convegno]
Poce, A
abstract
L’Unità di Ricerca dell’Università Roma Tre di cui faccio parte ha partecipato ad un
progetto di rilevanza nazionale che mira a definire il ruolo che l’istruzione a distanza in rete riveste
nell’ambito dei percorsi educativi universitari. In tale contesto, l’Unità Roma Tre ha sviluppato il
proprio progetto, realizzando un programma sperimentale presso la cattedra di Pedagogia
sperimentale e docimologia del corso di Laurea in Scienze della Formazione Primaria. Il presente
contributo illustra il progetto in questione ed analizza i risultati ottenuti
2005
- “Esigenze e soluzioni per una migliore didattica universitaria”
[Articolo su rivista]
Poce, Antonella; T., Testani
abstract
Evaluating the quality of university teaching and establishing the strengths and weaknesses of higher education is a necessary step in the direction the Italian university system has taken to adapt its teaching offer to the needs highlighted by higher education throughout Europe in recent years. To this end, it has become necessary to acknowledge the new needs shown by all the actors of the system and to adopt new solutions to implement increasingly more effective assessment methods. The use of new technologies to improve university teaching is a fundamental way to try to solve the problems that Italian universities, in particular, have to face. Overcoming the difficult challenge of increasing the number of university graduates without giving up the quality of education, for example, is an objective that can be achieved only by overhauling traditional teaching methods. Starting from an assessment of the quality of teaching, the article goes on to illustrate the reasons leading the Research Unit of Roma Tre University to undertake an experimental programme within the Experimental Pedagogy and Docimology course, which envisages supplementary teaching activities carried out through e-learning.
2005
- “Le variabili di sfondo. Analisi dei questionari distribuiti nell'ambito del progetto PRIN, La ricaduta dell'e-learning sulla qualità della didattica Universitaria”
[Relazione in Atti di Convegno]
Poce, A
abstract
This contribution reports the analyses performed on the questionnaire data collected to define University Roma TRE – Faculty of Education students who participated in the PRIN project , “The impact of e-learning on the quality of University Teaching and Learning”.
2005
- “L’e-Learning nella didattica delle lingue straniere”
[Articolo su rivista]
Poce, A
abstract
Technology surely represents a useful tool to define more effective teaching and learning methodologies. We wonder which way computer distance learning can be compared, can integrate or support traditional teaching and learning. In particular, th euse of World Wide Web can improve perfomances of those whoa re learning a second language? This artilce aims at giving answers to the issues raised above, offering some significant examples related to experiences carried out in international settings.
2004
- Le pratiche valutative nella scuola secondaria superiore. Uno studio di caso
[Articolo su rivista]
de Stefano, Mt; Ferdinandi, A; Poce, A; Salassa, M; Stringher, C; Testani, T
abstract
2004
- “Le pratiche Valutative nella Scuola Secondaria Superiore”
[Articolo su rivista]
DE STEFANO, M. T.; A., Ferdinandi; Poce, A; M., Salassa; C., Stringher; T., Testani
abstract
The study presented in the article investigated how the evaluation of learning takes place in schools, with particular attention to student-teacher interaction in the classroom. The use of the case study approach and the triangulation of the various instruments used led to finding certain evidence, such as the prevalence of the affective-relational component of evaluation and the lack of an effective and comprehensive exchange of information between teachers and students on evaluation procedures and criteria, with the resulting student resistance to doing assessment tests. The evidence is consistent with what is reported in the literature and perhaps explains why evaluation is still not fully used as regards learning motivation and thus of academic achievement; this is a determining factor for the quality of the school system as a whole.
Keywords: evaluation practices, learning, motivation, secondary schools, student-teacher interaction.