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This article presents the collaborative learning practices performed in a second-year French Language course for students of the Bachelor of Arts in Languages, Civilisations and Language Sciences of the Department of Comparative Linguistic and Cultural Studies at Ca' Foscari University Venice, with particular reference to the courses taught online by the language assistant and the lecturer during the academic year 2020/2021. The aim is to show how the collaborative possibilities offered by digital tools for language learning can extend the work done in class and can thus be productively integrated into teaching well beyond the need for distance learning classes imposed by the pandemic. Ideally, this should enable students to manage their own learning independently, with the support of the teacher, and to recognise their own shortcomings through peer review as a constructive means of gaining common and individual knowledge., Questo articolo presenta le pratiche collaborative di apprendimento utilizzate nel corso di Lingua francese 2 per studenti e studentesse della laurea triennale in Lingue, civiltà e scienze del linguaggio del Dipartimento di Studi Linguistici e Culturali Comparati dell’Università Ca’ Foscari Venezia, con particolare riferimento ai corsi tenuti a distanza dalla lettrice e dal titolare del corso durante l’anno accademico 2020/2021. L’obiettivo è mostrare come le possibilità di collaborazione offerte dagli strumenti digitali per l’apprendimento delle lingue possano prolungare il lavoro svolto e possano a questo scopo essere produttivamente integrate negli insegnamenti ben oltre la necessità delle lezioni a distanza imposte dalla pandemia. Idealmente, questo dovrebbe permettere a studenti e studentesse di gestire l’apprendimento in modo autonomo e indipendente, pur con l’apporto del docente, sapendo riconoscere anche le proprie mancanze attraverso il confronto tra pari, da intendersi come strumento costruttivo di conoscenze comuni e individuali.

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International audience

International audience

International audience

International audience

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The abandonment of olive orchards is a phenomenon of great importance triggered mainly by economic and social causes. The aim of this study was to investigate some chemical and microbiological parameters in a soil of a Southern olive grove abandoned since 1985, in order to define its level of fertility recovery. An adjacent rainfed olive grove having the same characteristics and managed according to extensive pract ices was taken as reference. Composite soil samples were taken in July 2010 from 0-20 and 20-40 cm layers. Soil quality recovery in the abandoned olive grove, triggered by the absence of soil and plant management, was evident. In fact, it showed values of soil organic matter, total N and pH significantly higher than those of cultivated orchard due to the natural input of organic matter (senescent leaves and branches of olive trees; weeds and shrubs; roots; root exudates) and the absence of tillage; on the contrary, available P was lower because it was probably used by the considerable spontaneous vegetation for nutritional aims. Microbial counts showed fewer total bacteria and fungi in the abandoned grove which also showed a greater number of cellulolytic bacteria. The activities of some enzymes involved in the carbon cycle were higher in soil sampled from the abandoned orchard because of the consistent organic matter input; particularly, the high ?-glucosidase activity placed soil from abandoned grove in an advanced evolutionary stage. The study of the carbon substrate utilization profiles using Biolog® method revealed a higher microbial diversity and complexity in soil taken from the cultivated orchard. It seems that, under our experimental conditions, the extensive techniques used did not affect microbiological fertility of the cultivated soil.

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