This study aims to analyze the experiences and the voices of the actors involved in the pilot project iCnos in order to achieve a better understanding of the ongoing process of change and to provide transferable and reusable information. This project, promoted and led by the national board of CNOS-FAP Federation, aims at introducing ICTs as support to teachers’ activities and students’ learning processes. Four of the VET centers involved in the project participated in this research. The qualitative analysis of data which were gathered through interviews shows that the innovation process has been taking different forms in each VET center. There are also common features in the transition from an experimental phase to implementation.
In recent years, educational research has paid special attention to teachers’ practical-operative experience. The growing interest in the concept of practice within workplace settings has become a turning point in sociological, anthropological and educational studies. The present study aims to explore lecturers’ perceptions and conceptions of feedback and their daily professional practice, with a focus on the use of body movement while providing feedback during the class. Even though educational research has paid a lot of attention to the concepts of practice and performance, there are very few studies that consider the main actor included in the definition of those concepts: the body. Methodologically this exploratory case study uses a mixed methods approach. Results identified two types of issues: the first one concerns the relation between lecturer and students during the feedback practice; the second one concerns the internal coherence of lecturers between the kind of verbal feedback they provide during the lesson and how at the same time they act bodily.
Intervento di Marco Perini al convegno “Crossing Boundaries in Vocational Education and Training: Social Dimensions and Participation” – Rostock (Germania)
Crossing Boundaries in Vocational Education and Training: Social Dimensions and Participation
Within VET, technologies are involved in the learning processes taking place in the classroom, in the laboratory and during traineeship. In thelaboratory and during the traineeship, technologies are used in different ways: on one hand, they are (and they have always been) a regular part of the work activities, which are the subjects of learning; on the other hand, they “can serve many roles to support work-based learning” (Margaryan, 2008, p.17). Though, can the use of technologies enhance WBL activities while students sit in the classroom (off the job)? This review aims gathering information about the potential of ICT in crossing the boundaries of learning processes between classroom and work within initial vocational education contexts.
Recensione di Marco Perini
La matematica viene spesso percepita come una disciplina astratta, ostica e difficile da digerire. Marco Costanzi, con questo libro, rivisita la disciplina proponendola nelle vesti di “novità culinaria”, ricca di sapori, colori e forme, guidando il lettore attraverso un percorso che invita alla scoperta e all’osservazione di elementi come il gusto e la bellezza, che possono sembrare lontani da teoremi, formule e calcoli. La matematica viene presentata “nel piatto”, partendo dagli aspetti concreti della preparazione culinaria, come la scelta degli ingredienti, delle quantità e delle proporzioni, fino ad arrivare alla presentazione delle portate e dei menù. L’autore, docente di matematica presso il “Centro Servizi Formativi Stimmatini” di Verona, grazie all’aiuto dei colleghi docenti/chef Daniele Cipriani e Luca Magagnotti (autori delle ricette), fa incontrare il mondo dei numeri e della cucina riproponendo l’esperienza fatta nell’ambito del Concorso “I makers dei CFP: intellegiamo con le mani”, fornendo materiali, spunti e stimoli che possono ispirare sia il pensiero matematico che l’interesse per l’ambito culinario. Le ricette presentate sono arricchite da una meticolosa descrizione degli ingredienti, da informazioni nutrizionali e da digressioni di tipo storico e geografico in grado di accendere nel lettore sia la voglia di mettersi ai fornelli che l’interesse per i concetti algebrici e geometrici che stanno dietro alla preparazione di un piatto. Leggi tutto “Matematica con gusto! Menù di cucina e matematica [Review]”
Intervento di Marco Perini e Monica Pentassuglia al convegno “Edulearn17 – International Conference on Education and New Learning Technologies” – Barcellona (Spagna)
The management of institutional innovation process through the introduction of instructional technology in vet centers. A comparative case study.
Since Information and Communication Technologies (ICT) had taken part of everyday life both in workplace and domestic settings, the Italian educational system has progressively tried to promote technological innovations within schools. The present contribution takes place in the iCnos project started in 2012 and promoted and driven by the central coordination of CNOS-FAP federation. This paper aims to analyse experiences and actors’ voices involved in the project in order to achieve a better comprehension of the process and providing transferable and reusable information. Four VET centres were randomly selected among those included in the iCnos project. Teachers who were responsible to coordinate the local section of the overall project were interviewed in two different occasions. Leggi tutto “International Conference on Education and New Learning Technologies”
Recensione di Marco Perini
La costante innovazione tecnologica che ha caratterizzato gli ultimi anni è stata, e continua ad essere, motore di grandi cambiamenti nell’ambito della vita quotidiana e lavorativa. Se da un lato è relativamente semplice servirsi dei nuovi prodotti che il progresso tecnologico continua a proporci, dall’altro si è sempre più a contatto con piccoli e grandi oggetti che, dietro ad un’interfaccia ergonomica sapientemente progettata, nascondono una componentistica sofisticate, creata attraverso processi produttivi ad elevato tasso di complessità. Per reggere i tempi rapidi dell’innovazione diversi settori produttivi stanno velocemente mutando, andando verso la fusione degli impianti industriali con il mondo virtuale al fine di mettere in comunicazione gli oggetti, le persone e i luoghi appartenenti al ciclo produttivo. Questo sta avvenendo tramite lo sviluppo e l’implementazione di sistemi tecnologici intelligenti, in grado di ridurre il distacco tra uomo e macchina, ovvero attraverso l’Internet Of Things (IOT). All’interno delle “nuove fabbriche” si possono trovare linee produttive flessibili al punto di essere in grado di personalizzare i prodotti in base alle esigenze del singolo cliente, macchine in grado apprendere e di comunicare tra di loro, impianti con capacità autodiagnostiche e robot che compiono la quasi totalità delle funzioni manuali richieste. Ma quali sono le caratteristiche di un’industria in grado di immettere sul mercato in tempi brevissimi prodotti ad alto profilo tecnologico? Come sta cambiando il ruolo delle risorse umane al suo interno? Quali competenze vengono richieste ai lavoratori delle fabbriche digitalizzate? Leggi tutto “Industria 4.0. Uomini e macchine nella fabbrica digitale [Review]”
Discovering the interplay between situational and dispositional factors leading to career decidedness
A lifelong learning perspective to the development of individuals needs to rely on a dynamic educational environment, able to support multiple career pathways. Accordingly, educational settings need to possess the knowledge to design effective career counseling programs to allow institutional permeability and options to move horizontally to different educational streams.
Drawing on social cognitive career theory, this contribution explores how career decidedness (CD) of 798 students from different educational streams is affected by optimism, facilitating conditions for school motivations (FCSM), and career decision-making self-efficacy (CDSE).
Results showed that career decision-making self-efficacy partially mediates the relationship between FCSM and CD. Interestingly, whilst the direct effect of FCSM on CD is negative, the relationship linking FCSM to CDSE, as well as that linking CDSE and CD, is positive. Leggi tutto “Unleashing the creative potential of VET. 5th Congress on Research in Vocational Education and Training”
A growing interest in the concept of practice within workplace settings has been seen in the last two decades in a variety of fields. Although some authors highlighted the importance of this type of research, there is still a poor scientific understanding of this process. The first serious discussion and analysis of the construction of knowledge emerged during the 1900s. In the field of humanities, questions have been asked regarding the use of traditional research paradigms in terms of its limitation of understanding complex subjects. In line with this perspective, the current article provides an opportunity to advance the understanding of new research paths. Specifically, after an overview on the traditional research paradigms, particular references are devoted to the Arts-Based Research (ABR) approach and to the use of arts within the research processes. Then, this contribution provides a deep exploration of dance-based methods for educational research. As a transdisciplinary approach, the ABR can be used in different fields. For this reason, the current article tries to provide insights about the use of dance-based methods in the educational context. An in-depth literature review will highlight the issues linked to the use of dance in research paths highlights different connotations of it within the research process. The author identified and explored three main uses of dance in academic field.
Carrying out studies on competence-based training for career development–introduction to the special issue
With the changes related to the invention and the introduction of new technological devices (Weatherbee, 2010), most notably, the internet (Torkzadeh and Van Dyke, 2002), to the economic crisis (Utting et al., 2012) and to different patterns of social life (Tyler,
2002), our modern society has been defined as information society (Webster, 2002), knowledge society (Hargreaves, 2003) and even liquid society (Bauman, 2000, 2011). Do these labels have a meaning or are they a way of hiding phenomena rather than defining them? In any case, they tend to be taken seriously, at least from the point of view of research. As for the relationship between the information and communication technology and the world of education and training, it is interesting to note the existence
at present, as a sign of the times, of the Journal of e-Learning and Knowledge Society. Leggi tutto “European Journal of Training and Development – Special Issue: Competence-based training”