This contribution introduces a device to the learning design that appears as a learning ecosystem, characterized by the integration of methods, technologic resources of different kind used in BYOD (App Depit, YouTube, Telegram, Google Drive) mode, and mediator artefacts (the “Box” and the design table). The device was used during the laboratory called “Theories and methods for the school learning design and assessment”, Academic Year 2019-2020, at the University of Macerata, tested on the 230 students attending the Degree Course in Primary Educational Sciences, organised in 5 small groups, each one coordinated by a tutor. The device gave the pre-service training students the possibility of experimenting how the learning design can be considered as a recursive process between prediction, action, regulation and reflection [1]. The support methodology used, which made use of the different technologic resources, reflects the three phases used by Jonassen [2] of the modelling, coaching, scaffolding. They enabled an accompaniment performed according the logic of fading, so that the students became more and more autonomous and aware. The mediator artefacts that supported the students in their design path were a narrative table to tell and reflect on the designed lesson and the Box/cube as a descriptive tool metaphorizing the process of plunging and distancing towards the designed action and whose sides display the necessary elements to design and to reflect of what is designed. From a first analysis of the data one can suppose how the integrated learning ecosystem that was used, enabled the students to start the development of a reflexive attitude towards the recursive and cyclic dimension of the design.

AN INTEGRATED BLENDED LEARNING ECOSYSTEM FOR THE DEVELOPMENT OF THE DESIGN SKILLS OF TEACHERS-TO-BE

Chiara Laici
2020-01-01

Abstract

This contribution introduces a device to the learning design that appears as a learning ecosystem, characterized by the integration of methods, technologic resources of different kind used in BYOD (App Depit, YouTube, Telegram, Google Drive) mode, and mediator artefacts (the “Box” and the design table). The device was used during the laboratory called “Theories and methods for the school learning design and assessment”, Academic Year 2019-2020, at the University of Macerata, tested on the 230 students attending the Degree Course in Primary Educational Sciences, organised in 5 small groups, each one coordinated by a tutor. The device gave the pre-service training students the possibility of experimenting how the learning design can be considered as a recursive process between prediction, action, regulation and reflection [1]. The support methodology used, which made use of the different technologic resources, reflects the three phases used by Jonassen [2] of the modelling, coaching, scaffolding. They enabled an accompaniment performed according the logic of fading, so that the students became more and more autonomous and aware. The mediator artefacts that supported the students in their design path were a narrative table to tell and reflect on the designed lesson and the Box/cube as a descriptive tool metaphorizing the process of plunging and distancing towards the designed action and whose sides display the necessary elements to design and to reflect of what is designed. From a first analysis of the data one can suppose how the integrated learning ecosystem that was used, enabled the students to start the development of a reflexive attitude towards the recursive and cyclic dimension of the design.
File in questo prodotto:
File Dimensione Formato  
Pentucci_Integrated-Blended-Learning_2020.pdf

non disponibili

Tipologia: Versione editoriale (versione pubblicata con il layout dell'editore)
Licenza: DRM non definito
Dimensione 8.85 MB
Formato Adobe PDF
8.85 MB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11393/271491
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact