Video production-based learning is widely recognised as a powerful strategy to engage students in meaningful learning in terms of disciplinary outcomes (Sablić et al., 2021), motivation (Carmichael et al., 2018) and collaborative skills (Hung et.al., 2004). The aim of the present study is to describe the impact of a co-designed and co-taught hands-on workshop, within the courses of Educational Technology and Intercultural Pedagogy, on students attending the university degree course for social educators. Digital production was meant as both the input and the means to foster: (1) meaningful learning opportunities in both digital/media literacy and intercultural core concepts in education; (2) collaborative and peer support strategies; and (3) intrinsic motivation in the creative process of the video artefact. Reflections on the efficacy of the experience are based on data collected through classroom observations, a final questionnaire, and open feedback that students shared in a collective presentation of their group work.
La progettazione e creazione di video da parte dello studente risulta una pratica ampiamente discussa in letteratura in riferimento alla significatività del processo di apprendimento in termini disciplinari (Sablić et al., 2021), motivazionali (Carmichael et al., 2018) e di attitudini collaborative (Hung et.al., 2004). L’articolo presenta gli esiti di un’esperienza di coteaching condotta sui corsi di Tecnologie Didattiche e Pedagogia Interculturale del corso di studi per Educatore Socio-Pedagogico. La proposta di un’attività laboratoriale basata sulla produzione video ha rappresentato lo stimolo iniziale e il mezzo attraverso il quale coinvolgere attivamente lo studente e favorire: (1) un apprendimento significativo interdisciplinare; (2) un processo di collaborazione attraverso strategie di supporto tra pari; (3) una motivazione intrinseca stimolata dal processo creativo dell’artefatto digitale. Osservazioni in classe e feedback degli studenti hanno consentito di raccogliere dati sull’efficacia dell’esperienza didattica.
Co-teaching and video production-based workshop as drivers for meaningful learning
Fedeli, L;Deluigi, R.
2023-01-01
Abstract
Video production-based learning is widely recognised as a powerful strategy to engage students in meaningful learning in terms of disciplinary outcomes (Sablić et al., 2021), motivation (Carmichael et al., 2018) and collaborative skills (Hung et.al., 2004). The aim of the present study is to describe the impact of a co-designed and co-taught hands-on workshop, within the courses of Educational Technology and Intercultural Pedagogy, on students attending the university degree course for social educators. Digital production was meant as both the input and the means to foster: (1) meaningful learning opportunities in both digital/media literacy and intercultural core concepts in education; (2) collaborative and peer support strategies; and (3) intrinsic motivation in the creative process of the video artefact. Reflections on the efficacy of the experience are based on data collected through classroom observations, a final questionnaire, and open feedback that students shared in a collective presentation of their group work.File | Dimensione | Formato | |
---|---|---|---|
FEDELI_Coteaching-VideoProduction_2023.pdf
accesso aperto
Tipologia:
Versione editoriale (versione pubblicata con il layout dell'editore)
Licenza:
Creative commons
Dimensione
738.2 kB
Formato
Adobe PDF
|
738.2 kB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.