Formazione & insegnamento
ISSN: 2279-7505 | Published: 2013-06-30
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Title: For a quality culture: participatory evaluation and opening of content generated by users in online teaching
Abstract: This article proposes a concept of quality of the Hearning (and in general of university education) based on criticism of the dominant culture of quality assessment linked to industrial production, predefined standard conformity, system productivity and where users (particularly students) have a passive role, from consumers;and radical unpenmark of the participation of students in the construction of training quality cultures (Ehlers, Schneckenberg, 2010, Ghislandi, Raffaghelli, 2012a).The work presents a research experience based supreted or design based research (DBR, Pellerey, 2005) relating to university teaching.The authors intend to demonstrate that a participatory divalutation process of learning quality can trigger a reflective and collaborative a reflective between teachers and students who have an incidence of quality culture.This process is based on the generation by students of some content (Learners' Generated Content), for an opening of teaching;and through a participatory and constructivist approach to verification of learning.The conclusions lead to a better understanding of two load -bearing elements in the research: in the first place, how the quality of teaching must be built in a collaborative and complex commitment.Secondly, it indicates how students can participate in this collaborative process. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Per una cultura di qualità: valutazione partecipata e apertura di contenuti generati dagli utenti nella didattica online
Abstract: Questo articolo propone un concetto di qualità dell'eLearning (e in generaledell'istruzione universitaria) basato sulla critica alla cultura dominantedi valutazione della qualità legata alla produzione industriale, alla conformitàa standard predefiniti, alla produttività del sistema e dove gli utenti(particolarmente gli studenti) hanno un ruolo passivo, da consumatori; e unripensamento radicale della partecipazione degli studenti nella costruzionedi culture di qualità formativa (Ehlers, Schneckenberg, 2010, Ghislandi,Raffaghelli, 2012a). Il lavoro presenta un'esperienza di ricerca basata suprogetto o design based research (DBR, Pellerey, 2005) relativa ad un insegnamento universitario. Le autrici intendono dimostrare che un processo divalutazione partecipata della qualità dell'apprendimento può innescare unprocesso riflessivo e collaborativo tra docenti e studenti che ha incidenzasulla cultura di qualità. Tale processo si basa sulla generazione da partedegli studenti di alcuni contenuti (Learners' generated content), per una apertura della didattica; e tramite un approccio partecipato e costruttivista della verifica dell'apprendimento. Le conclusioni portano ad una migliore comprensione di due elementi portanti nella ricerca: in primo luogo, come la qualità della didattica va costruita in un impegno collaborativo e complesso. In secondo luogo, indica come gli studenti possono partecipare in tale processo collaborativo.
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Title: Pour une culture de qualité: évaluation participative et ouverture du contenu généré par les utilisateurs dans l'enseignement en ligne
Abstract: Cet article propose un concept de qualité de l'audience (et en général de l'enseignement universitaire) basé sur la critique de la culture dominante de l'évaluation de la qualité liée à la production industrielle, de la conformité standard prédéfinie, de la productivité du système et où les utilisateurs (en particulier les étudiants) ont un rôle passif, des consommateurs;et radical en arrière de la participation des étudiants à la construction de cultures de qualité de formation (Ehlers, Schneckenberg, 2010, Ghislandi, Raffaghelli, 2012a).Le travail présente une recherche sur des recherches sous forme ou basée sur une expérience de recherche (DBR, Pellerey, 2005) concernant l'enseignement universitaire.Les auteurs ont l'intention de démontrer qu'un processus de divalituation participatif de la qualité de l'apprentissage peut déclencher une réflexion et collaborative entre les enseignants et les élèves qui ont une incidence de culture de qualité.Ce processus est basé sur la génération par les étudiants d'un contenu (contenu généré des apprenants), pour une ouverture de l'enseignement;et par une approche participative et constructiviste de la vérification de l'apprentissage.Les conclusions conduisent à une meilleure compréhension de deux éléments porteurs de charge dans la recherche: en premier lieu, comment la qualité de l'enseignement doit être construite dans un engagement collaboratif et complexe.Deuxièmement, il indique comment les étudiants peuvent participer à ce processus de collaboration. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Para una cultura de calidad: evaluación participativa y apertura del contenido generado por los usuarios en la enseñanza en línea
Abstract: Este artículo propone un concepto de calidad de la audición (y en general de la educación universitaria) basada en la crítica de la cultura dominante de evaluación de calidad vinculada a la producción industrial, la conformidad estándar predefinida, la productividad del sistema y donde los usuarios (particularmente los estudiantes) tienen un papel pasivo, de los consumidores;y un marcado radical de la participación de los estudiantes en la construcción de culturas de calidad de capacitación (Ehlers, Schneckenberg, 2010, Ghislandi, Raffaghelli, 2012a).El trabajo presenta una investigación basada en la experiencia de investigación basada en el diseño o una investigación basada en el diseño (DBR, Pellerey, 2005) relacionada con la enseñanza universitaria.Los autores tienen la intención de demostrar que un proceso de divalutación participativo de calidad de aprendizaje puede desencadenar un reflexivo reflexivo y colaborativo entre maestros y estudiantes que tienen una incidencia de cultura de calidad.Este proceso se basa en la generación de estudiantes de algún contenido (contenido generado de alumnos), para una apertura de la enseñanza;y a través de un enfoque participativo y constructivista para la verificación del aprendizaje.Las conclusiones conducen a una mejor comprensión de dos elementos de carga en la investigación: en primer lugar, cómo la calidad de la enseñanza debe construirse en un compromiso colaborativo y complejo.En segundo lugar, indica cómo los estudiantes pueden participar en este proceso de colaboración. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Para uma cultura de qualidade: avaliação participativa e abertura do conteúdo gerado pelos usuários no ensino on -line
Abstract: Este artigo propõe um conceito de qualidade da audição (e em geral da educação universitária) com base nas críticas à cultura dominante de avaliação de qualidade ligada à produção industrial, conformidade padrão predefinida, produtividade do sistema e onde os usuários (particularmente os alunos) têm um papel passivo, dos consumidores;e não marca radical da participação de estudantes na construção de culturas de qualidade de treinamento (Ehlers, Schneckenberg, 2010, Ghislandi, Raffaghelli, 2012a).O trabalho apresenta uma pesquisa baseada na experiência de pesquisa ou pesquisa baseada em design (DBR, Pellerey, 2005) relacionada ao ensino universitário.Os autores pretendem demonstrar que um processo participativo de divalitação de qualidade de aprendizado pode desencadear um reflexivo e colaborativo um reflexivo entre professores e alunos que têm uma incidência de cultura de qualidade.Esse processo é baseado na geração por estudantes de algum conteúdo (conteúdo gerado pelos alunos), para uma abertura de ensino;e através de uma abordagem participativa e construtivista da verificação da aprendizagem.As conclusões levam a uma melhor compreensão de dois elementos de carga na pesquisa: em primeiro lugar, como a qualidade do ensino deve ser construída em um compromisso colaborativo e complexo.Em segundo lugar, indica como os alunos podem participar desse processo colaborativo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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