121 results
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2. University Students Grading before and during COVID-19 Crisis
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Nello Scarabottolo
- Abstract
The paper analyses the grades assigned by the professors of the University of Milan to their students at the end of written exams, comparing what happened in academic year 2018-19 and in academic year 2020-21, i.e., before and during the crisis caused by the COVID-19 pandemic. In March 2020, the lockdown closed the classrooms, stopping face-to-face interactions among professors and students: it became then necessary to identify possible scenarios for carrying on written exams online, suitably monitoring student behaviors, and to propose them to the University professors. Main purpose of the analysis reported in this paper is a preliminary evaluation of the effectiveness of these scenarios, through comparison of the grades the professors assigned to their students. [For the full proceedings, see ED639633.]
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- 2022
3. Delivering an Online Course on 'Health Emergency from SARS-COV-2, the Novel Coronavirus: Preparation and Contrast' for Health Professions Students at Italian Universities
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Galeoto, Giovanni, Berardi, Anna, Tofani, Marco, Saiani, Luisa, Palese, Alvisa, and Valente, Donatella
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Many Italian universities had numerous students attending hospital wards during the coronavirus disease 2019 (COVID-19) pandemic. The training of healthcare professionals and students was necessary to facilitate good practices, disseminate knowledge about COVID-19, and minimize contagion among students who were completing internships. On 28 February 2020, the Italian National Institute of Health (NIH) created a course that aimed to guide healthcare personnel so that they can appropriately address the health emergency due to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), making use of the available scientific evidence and official sources of information and updates. The purpose of this paper was to describe the method used by the Sapienza University of Rome in delivering the Italian NIH course for health professions students at Italian universities. The research group in charge of delivering the course decided to use the Google Classroom platform. Since 1 April, 80 classes have been created, and currently, 15000 students from 28 health professions bachelor's and master's degree programs and 43 universities around Italy are attending the course. A total of 13000 students have completed the final test. This paper represents a clear advantage in the field of e-learning, not only because it describes an effective method for delivering a course to many students but also because it demonstrates how health professions students can be protected while allowing them to continue or restart internships in health facilities more safely and with more awareness. [For the full proceedings, see ED621620.]
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- 2020
4. Mathematics Education in Lower Secondary School: Four Open Online Courses to Support Teaching and Learning
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Barana, Alice, Casasso, Francesca, Fissore, Cecilia, Marchisio, Marina, and Roman, Fabio
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In the light of an educational emergency aggravated by the health emergency following the COVID-19 pandemic, the DELTA (Digital Education for Learning and Teaching Advances) Research Group developed four open online courses available to lower secondary school students and teachers. The four courses, devoted respectively to Numbers, Space and Shapes, Data and Predictions, Relations and Functions, contain interactive materials to support the teaching and learning of Mathematics. We have made the four open online courses available to teachers, tutors, and students within two projects. Both projects are aimed at lower secondary school students, especially those with difficulties in Mathematics. In this paper we discuss the methodologies and technologies used to develop the online courses and we show an example of the interactive materials that can be found within the courses. The results show the appreciation of the resources by teachers, tutors and students, a sign that open online educational resources can foster a change in Mathematics teaching and learning. [For the full proceedings, see ED621108.]
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- 2021
5. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2022 International Pre-Conference (71st, Milwaukee, Wisconsin, October 10-11, 2022)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2022 International Pre-Conference. This year's "Proceedings" contain 12 papers from 18 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Canada, China, Ghana, Italy, Nigeria, and the United States. A major theme continuing from the 2021 conference is the impact of COVID-19 on learners in a variety of settings, including teacher training, adult basic education, and higher education. A second major theme concerns cross-cultural learning, including among migrants and in higher education. Some papers address adult learning experiences in myriad social contexts, such as learning for democracy, aging, military, and spiritual learning. A special feature at this year's Pre-Conference is a focus on CONFINTEA VII and the Marrakech Framework for Action. A panel and discussion session on these important endeavors are part of the Pre-Conference Agenda, with key documents provided in the 2022 Proceedings. [Individual papers are indexed in ERIC.]
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- 2022
6. A Multi-Component Curriculum to Promote Teachers' Mental Health: Findings from the PROMEHS Program
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Cavioni, Valeria, Grazzani, Ilaria, Ornaghi, Veronica, Agliati, Alessia, Gandellini, Sabina, Cefai, Carmel, Camilleri, Liberato, Bartolo, Paul, Tatalovic Vorkapic, Sanja, Golob, Lana, Poulou, Maria, Martinsone, Baiba, Supe, Inga, Simões, Celeste, Lebre, Paula, Colomeischi, Adina, Rusu, Petruta, Acostoaie, Lidia, Vintur, Tatiana, and Conte, Elisabetta
- Abstract
In the last two years, a growing number of studies have focused on the promotion of students' mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers' mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers' wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers' mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.
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- 2023
7. Digital Competences for Educators in the Italian Secondary School: A Comparison between DigCompEdu Reference Framework and the PP&S Project Experience
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Fissore, Cecilia, Floris, Francesco, Marchisio, Marina, Rabellino, Sergio, and Sacchet, Matteo
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Schools are facing a new challenge in their approach to education, due to the spreading of digital technologies. New tools and new ideas take shape at an increasing rate. Educators and teachers at all levels need to be trained and keep up to date with technological opportunities. Some help comes from official EU documents providing directions, guidelines, and reference framework. This is the case of the DigCompEdu, a resource about digital competences for educators, which lists 22 digital competences divided into six main areas equally important for the development of good practices in digital education. In this paper, we want to observe the list of competences in the "Problem Posing and Solving" project, an Italian experience with teachers in STEM disciplines , supported by the Italian ministry of Education; this project makes use of digital technologies of different kinds and innovative methodologies that enhance teaching and learning in secondary schools. We will analyze the competency framework from the point of view of teachers and students participating to the project. [For the full proceedings, see ED621620.]
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- 2020
8. Teacher Support in COVID-19 Pandemic to Develop Blended Learning Disruptive Models in Higher Education
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International Association for Development of the Information Society (IADIS), Floris, Francesco, Genovese, Alessio, Marchisio, Marina, Roman, Fabio, and Sacchet, Matteo
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COVID-19 pandemic has created significant changes in higher education institutions. After university lockdown, a transition from face-to-face learning to distance learning was unavoidable and several teachers and students had to approach new technologies. The DELTA (Digital Education for Learning and Teaching Advances) Research Group provided support to six degree programs at the University of Turin: each professor received specific trainings and the group constantly helped and checked the implementation of the online courses. In this paper the support provided during the emergency period has been analysed in order to evaluate the improvements in teaching methodologies, and to assess professors' transition to future blended learning disruptive models. The results show an important change in methodology for some courses, aiming at improving the online learning processes. The research data analysis and qualitative study about the usage of the Digital Learning Environment describe the courses' disruptive models. They are useful to understand which elements of the emergency response turned out to be positive and which ones to be unfavourable, in order to be able to redesign post-COVID higher education.
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- 2020
9. One Year Later: Digitalized Higher Education in Pandemic Times. An International Study of Higher Education Faculty's Response
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Trevisan, Ottavia and De Rossi, Marina
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The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument's reliability and structure will also be provided. We are exploring how the DE is changing teachers' routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.
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- 2023
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10. A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic
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Busto, Saray, Dumbser, Michael, and Gaburro, Elena
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In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees "traditional" blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth "online streaming." The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our "first key assumption" that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does "not" want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a "technical concept" of how to "preserve" the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them "available" to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The "second key assumption" of this paper is that the teaching of mathematics is a dynamic "creative process" that "requires" the "physical presence" of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The "third key assumption" of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.
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- 2021
11. COVID-19's Impact on Higher Education: A Rapid Review of Early Reactive Literature
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Khan, Muzammal Ahmad
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This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.
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- 2021
12. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
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- 2021
13. Lesson Learned from an Experience of Teaching Support in Higher Education for a Digital Transition in the New Scenario Created by COVID-19
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Bruschi, Barbara, Floris, Francesco, Marchisio, Marina, and Sacchet, Matteo
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Teaching skills are fundamental for academic positions, which combine research and teaching activities. Thus, universities should look for candidates with excellent research records and teaching experience or skills; another strategy is the training of teaching staff. On the other hand, when dealing with already in-service teachers, the challenges for universities are completely different and it is often difficult to cope with digital technologies for education. Moreover, roles in the education process assume different perspectives. This is the background of this research, which investigates the measures adopted at the University of Turin to deal with the scenario of the COVID-19 pandemic and subsequent periods. 30 young graduates halfway between students and teachers, one per university department, support teachers and the digital transition. Their role ranges from the didactical support (online teaching methodologies and the use of the Learning Management System) to the preparation, delivery, and monitoring of online assessment and exams. These young assistants received a grant for their role and proper training over all these topics and other themes related to online education, such as accessibility, copyright, video editing. At the start of the second semester, a questionnaire was delivered to these grant holders to receive feedback on their activity during the first semester and exam period. We collected 26 answers from the questionnaire. Results show that, among the different roles, they were more involved with online examinations and students' support, while collaborating more with professors and with their peers. Most of these grant holders would like to participate again in such an experience, it being useful for their future career, the teachers of the future. [For the full proceedings, see ED621108.]
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- 2021
14. Effects of the Lockdown on Perceived Stress and Well-Being: A Study on Italian University in the First Period of Isolation Due to COVID-19
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Parlangeli, Oronzo, Palmitesta, Paola, Guidi, Stefano, Di Pomponio, Ileana, Bracci, Margherita, and Marchigiani, Enrica
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This study investigated the effect of the isolation during the lockdown period on psychological distress and well-being in a sample of professors (N=150), students (N=150) and technical administrative staff (N=150) from 3 Italian Universities, in the region of Tuscany. We administered a self-reported online questionnaire to collect socio-demographic information, investigate issues in work and study life, and assess the level of perceived stress and psychological well-being. The results of this study indicate that under conditions of isolation perceived stress levels are increased, and this is related to the experience of an unpleasant house environment. This is also significantly predicted by the occurrence of issues with online lectures and administrative activities for university professors or by having issues with managerial support for technical administrative staff. On the other hand, for university students, a good relationship with other students is of great importance to maintain a high level of mental well-being and being male is a protective factor. Evidently, aspects related to the deprivation of opportunities for peer relationships are experienced as particularly problematic. [For the full proceedings, see ED621108.]
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- 2021
15. Criterion Validity and Reliability of Perceived Stress Scale (PSS) in a Student Population during COVID-19 Pandemic
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Berardi, Anna, Ruotolo, Ilaria, Sellitto, Giovanni, Panuccio, Francescaroberta, Polimeni, Antonella, Valente, Donatella, Tofani, Marco, and Galeoto, Giovanni
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Background: Because of coronavirus disease 2019 (COVID-19) in Italy, control measures were adopted, such as closure of schools, universities, workplaces, and subsequently lockdown, so everyone's life changed. This is associated with psychological disorders in general public and in particular on students. Objective: To evaluate validity and reliability of the Perceived Stress Scale (PSS) in the assessment of perceived stress of Italian students after the lifestyle changes due to the outbreak of COVID-19. Study Design: Cross-sectional study. Methods: A mailing list was used for the recruitment of students. Internal consistency was examined through Cronbach's Alpha Coefficient; Criterion validity was evaluated comparing PSS scores to SF-12 values, and Pearson Correlation. Coefficient (PCC) was calculated. Correlation analyses were also used to investigate Cross-cultural validity. Results: The PSS scale was administered to 400 medical and health professionals' students in July 2020. Alpha Coefficient's value was statistically significant, and correlation with the SF-12 health survey was good (p<0,01). A correlation was found between Perceived Stress and gender, BMI, and also between PSS scores and time spent sitting and exercising under pandemic. Conclusions: The Italian version of PSS scale is a valid and reliable instrument to assess Perceived Stress among medical and health professionals' students. [For the full proceedings, see ED621108.]
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- 2021
16. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, October 13-15, 2021)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Ifenthaler, Dirk, and Isaías, Pedro
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These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]
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- 2021
17. The Impact of COVID-19 on U.S. College Students, and How Educators Should Respond
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Hamlin, Alan R. and Barney, Steve T.
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The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.
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- 2022
18. The Role of School-Home Communication in Supporting the Development of Children's and Adolescents' Digital Skills, and the Changes Brought by COVID-19
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Beilmann, Mai, Opermann, Signe, Kalmus, Veronika, Vissenberg, Joyce, and Pedaste, Margus
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School-home communication is a growing research field in social sciences, particularly in education sciences and communication studies. While previous studies have paid much attention to the importance of school-home interaction in supporting primary academic socialisation and progress of elementary school pupils, the role of teacher-parent communication and collaboration in influencing the development of children's and adolescents' digital skills remains an under-researched area. This paper employed thematic analysis of in-depth interviews with education experts in six European countries, providing an insight into their opinions and views on the problems in communication between homes and schools. The analysis identified main problems in and obstacles to school-home collaboration on children's digital skills development, and the changes the COVID-19 pandemic brought along in this field of education. The paper provides five policy recommendations for enhancing school-home collaboration on digital skills development.
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- 2023
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19. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Virtual, July 21-25, 2020)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and Isaias, Pedro
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These proceedings contain the papers of the 14th International Conference on e-Learning (EL 2020), which was organised by the International Association for Development of the Information Society, July 21-23, 2020. This conference is part of the 14th Multi Conference on Computer Science and Information Systems 2020, July 21-25, which had a total of 625 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2020 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]
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- 2020
20. A Teacher Training Project to Promote Mathematics Laboratory during the COVID-19 Health Crisis in Italy
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Giberti, Chiara
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The M@t.abel2020 project supported Italian teachers during the COVID-19 pandemic period, proposing activities based on the mathematics laboratory teaching method which are suitable for distance learning situations. The project resulted in the establishment of an online community of 1,500 teachers. In this paper we present an exploratory study based on an open-ended questionnaire assigned to teachers involved in the project, with the aim of analyzing the results of this training project in terms of mathematics teacher's specialized knowledge. Results show that the project enriched teachers' knowledge not only in terms of pedagogical content knowledge but also in mathematical knowledge.
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- 2022
21. High School Students' Use of Digital General Resources during Lockdown
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Lemmo, Alice and Maffia, Andrea
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There is not a large body of literature about digital resources found and accessed autonomously by high school students while studying mathematics, whereas this topic has become more and more relevant in times of lockdown due to the pandemic. Italy has been one of the first countries facing lockdown for an extended time, making this country a paradigmatic example: in this paper we investigate what kind of digital resources are accessed by the Italians high school students who actually use them and why. According to our results, students' aims and expectations vary according to the school grade, but are not as much devoted to procedural learning as previous literature has shown. Also, we observe that the type of searched media (text, video, image, etc.) is related to the mathematical contents and to students' objectives.
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- 2022
22. Distance Learning: Rethinking Learning Design in Higher Education during the COVID-19 Pandemic
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Ferrari, Luca and Fabbri, Manuela
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During the second semester of the 2019/2020 academic year, due to the regulatory restrictions arising from the COVID-19 pandemic, Bologna University, like many others, was compelled to stop delivering its face-to-face offering and to switch, in a very short time, to the creation of a technological architecture that would enable students to continue their education through teaching via Distance Learning. After illustrating the active teaching model adopted in two courses offered by the University of Bologna Department of Education Studies, this paper addresses future educators by focusing on the main findings from a semi-structured online questionnaire completed by 84 students. The first part of the paper considers a rethinking of educational planning at the time of COVID-19, while the second and final part analyses student perceptions (using the questionnaire's open questions) of their Distance Learning experience in the initial phases of the pandemic scenario.
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- 2022
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23. DAD: Some Historical-Epistemological Considerations on Its Judicious Use
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Morganti, Silvio and Zudini, Verena
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This paper deals with the pros and cons in relation to the teaching strategy imposed specifically in Italy by the COVID-19 pandemic, which has involved and continues to involve significant changes in the setting in which students and teachers interact. The approach is multidisciplinary, in that the perspective advanced is both historical and epistemological in nature. Particular attention is paid to the possibility of erecting an argumentative framework within the operational educational context as it takes place in the temporal and spatial dimensions of the school. Suggestions are provided regarding the set of "tools" useful for the constructive and creative management of didactic-pedagogical modalities inherent to "DAD" (acronym for the Italian "Didattica A Distanza", i.e., distance/remote teaching and learning), including combining the quantitative facets with the necessary qualitative facets, which are expressed in the category of the "bello" (beautiful), thus introducing the aesthetic value. Therefore, the concept of "benessere" (well-being) and that of "malessere" (malaise) are associated with the concept of "bellessere" (beautiful-being).
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- 2021
24. Adult Education and the Impacts of the COVID-19 Pandemic: An International Perspective
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Dikhtyar, Oksana, Helsinger, Abigail, Cummins, Phyllis, and Hicks, Nytasia
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The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labor market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' reemployment prospects. This qualitative study examines measures taken in response to COVID-19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees. [This paper was published in: "Widening Participation and Lifelong Learning" v23 n1 p201-210 Jun 2021.]
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- 2021
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25. Reflection on Digital Language Teaching, Learning, and Assessment in Times of Crisis: A View from Italy
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Freddi, Maria
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This chapter is a reflective account of the author's experience as a teacher of English at the University of Pavia during the first wave of the SARS-CoV-2 pandemic. It considers the design and delivery of an English for architecture and construction engineering course as well as the assessment stage of a text analysis course. It proceeds by presenting and discussing the decisions implemented as a consequence of the crisis situation and reflects on principles of English language teaching, learning, and assessment in general and English for Specific Purposes (ESP) in particular. In doing so, it addresses the book project rationale as an opportunity to reflect on the adjustments made to various planning and design factors informing language education during the health crisis and thought to be generalisable to language teaching, learning, and assessment in the global digital world. It concludes with thoughts on what the future of digital language teaching, learning, and assessment could look like. [For the complete volume, "The World Universities' Response to COVID-19: Remote Online Language Teaching," see ED614006.]
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- 2021
26. The World Universities' Response to COVID-19: Remote Online Language Teaching
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Research-publishing.net (France), Radic, Nebojša, Atabekova, ?nastasia, Freddi, Maria, Schmied, Josef, Radic, Nebojša, Atabekova, ?nastasia, Freddi, Maria, Schmied, Josef, and Research-publishing.net (France)
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This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2021
27. Simulation-Based Training: From a Traditional Course to Remote Learning -- The COVID-19 Effect
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Boffelli, Albachiara, Kalchschmidt, Matteo, and Shtub, Avraham
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The University of Bergamo switched from regular classes to online classes due to the COVID-19 pandemic during March 2020, without leaving to the students the chance to meet their teachers in the traditional setting even once. As such, this context represents a unique opportunity to compare the traditional courses, held in the years before, with remote learning. In this paper, we focus on the lessons learned from switching a project management course that combines traditional lectures with Simulation-Based Training (SBT) to an online course with the same structure, same curriculum and the same teaching team. Lessons learned are based on the opportunity to compare the two methods of teaching and their learning outcomes. Based on the analysis, conclusions about the future of this course and similar courses are presented.
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- 2021
28. Hacking Higher Education: Rethinking the EduHack Course
- Author
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Barpi, Fabrizio, Dalmazzo, Davide, De Blasio, Antonella, and Vinci, Fiorella
- Abstract
The paper presents a report that discusses the experience of participation of the authors in the EduHack, an online course designed to train university teachers in the use of digital techniques and learning strategies. This study highlights two issues of great interest in pandemic times. The first one is the structure and the organization of the EduHack course with some suggestions related to its improvement; the second one is Drag&Fly, the project idea of an e-learning web platform developed by the authors during the collaborative part of the course. The experience of participation to EduHack course has been analyzed by authors using concepts and categories of analysis widespread in the pragmatic theoretical tradition, enhancing the possibility of changing the teachers' approach to the design and the implementation of a higher education e-learning course.
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- 2021
29. The Digital Girls Response to Pandemic: Impacts of in Presence and Online Extracurricular Activities on Girls Future Academic Choices
- Author
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Faenza, Francesco, Canali, Claudia, Colajanni, Michele, and Carbonaro, Antonella
- Abstract
In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3-4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls' future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activities.
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- 2021
30. Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future
- Author
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Cesco, Stefano, Zara, Vincenzo, De Toni, Alberto F., Lugli, Paolo, Betta, Giovanni, Evans, Alexander C. O., and Orzes, Guido
- Abstract
In the last year a new virus (SARS-CoV-2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the "traditional" (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the "new normal" (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.
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- 2021
31. Emergent Narratives in Remote Learning Experiences for Project Based Education
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Recke, Moritz Philip and Perna, Stefano
- Abstract
The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning ("CBL") methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners' intrinsic motivation while working on real world problems organised in projects ("Challenges" in "CBL") with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program's educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors' Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners' engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.
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- 2021
32. Interactive Feedback for Learning Mathematics in a Digital Learning Environment
- Author
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Barana, Alice, Marchisio, Marina, and Sacchet, Matteo
- Abstract
The COVID-19 pandemic has evidenced a need for tools and methodologies to support students' autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.
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- 2021
33. Assessment Practices and Beliefs: Teachers' Perspectives on Assessment during Long Distance Learning
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Ferretti, Federica, Santi, George Richard Paul, Del Zozzo, Agnese, Garzetti, Marzia, and Bolondi, Giorgio
- Abstract
The COVID-19 crisis has strongly affected the school system. In Italy, at-distance forms of didactics have been activated, changing the physiognomy of schools in terms of social interaction, practices and the identity of the individuals. In this paper, we address the issue of how teachers are facing the crisis: our focus is on assessment, as a key variable catalyzing personal history; beliefs; the interface between students; teachers and the school system. We study teachers' beliefs as part of their identities and assessment as a fundamental variable of beliefs. A qualitative content analysis of the open-ended answers to an online questionnaire is carried out to understand the main characteristics associated with assessment by teachers and the obstacles to overcome in the context of long distance learning (LDL). The data show that teachers did not identify valid assessment methods for LDL during the lockdown, especially due to the lack of control over the students. A misconception emerges concerning the definition of formative assessment together with a new awareness of the possibilities offered by digital technologies regarding the individualization of didactics. This study helps to understand which teachers' beliefs are related to assessment are and how they are shaped.
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- 2021
34. From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19
- Author
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Toto, Giusi Antonia and Limone, Pierpaolo
- Abstract
In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers' perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.
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- 2021
35. Perceptions Regarding Distance Learning in Higher Education, Smoothing the Transition
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Todri, Ardita, Papajorgji, Petraq, Moskowitz, Howard, and Scalera, Francesco
- Abstract
This paper presents the perceptions on distance learning approaches, assessed through an online survey, using experimental design of ideas (Mind Genomics). Students and professors of higher education institutions who had not yet experienced distance learning before COVID-19 pandemic period participated in the study. The participants belong to the universities located in Mediterranean basin, e.g., Albania, Italy, Morocco, Algeria and few African countries. Results suggest that distance learning will shift many of the responsibilities formerly on the professors to those of the students. The data suggests the need for emotional support during this transition, specifically to maintain interaction among students and professor as well as among students themselves in distance learning platforms as in traditional classrooms. The study shows that the effectiveness and the interactivity of this new paradigm are very important and any further developments of distance learning should provide strong support for these components. The position of the professor is indispensable as the guide to the entire process, suggesting that at least at the time of this writing (2020) distance learning approach is perceived only to be an intermittent complementary path to in-person interactions.
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- 2021
36. Higher Education and Globalization in the Context of the COVID-19 Crisis
- Author
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Stavre, Ion and Ilie-Prica, Monica
- Abstract
The competition of civilizations forced the European universities to adapt to the competition with the Chinese and American universities. European integration cannot advance without the collaboration between European universities. An answer to these challenges is the CIVICA project, the European University of Social Sciences, a consortium of the following universities: Bocconi University (Italy), Central European University (Hungary), European University Institute (European Intergovernmental Organization), Hertie School of Governance (Germany), The National University of Political Studies and Public Administration (Romania), Sciences Po (France) and the School of Economics in Stockholm (Sweden). This experiment aims to become one of the European pilot universities, in the first round of applications for Erasmus+ in February 2019. The experiment takes into consideration the most important resource of a country: the human resource. The network of universities that are part of the CIVICA consortium will group approximately 38,000 students, 7,000 teachers and 3,000 people from the administrative apparatus. The London School of Economics is part of the CIVICA consortium, as an associate partner. At the Bucharest conference, the public presentation of the consortium and its objectives, the rectors of the seven universities set out to educate the future generations of professionals in social sciences, in order to solve the most pressing problems of the world. Creating a European identity is essentially the long-term, fundamental objective of the CIVICA consortium. In the context of this conference, we interviewed a few representatives of CIVICA, and their answers will be analyzed in this paper's section dedicated to the results of the research.
- Published
- 2020
37. 'School Never Stops': Measures and Experience in Italian Schools during the COVID-19 Lockdown
- Author
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Pellegrini, Marta and Maltinti, Carla
- Abstract
With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learning systems. In this emergency, the primary aim of the Ministry of Education was to guarantee each student's right to education. The expression "School Never Stops" ("La Scuola non si ferma") is a clear response to the country's isolation and a demonstration of the school staff's commitment. This paper describes Italy's educational response during the lockdown by illustrating the measures undertaken by the Ministry of Education and the initiatives by private and public organizations. The challenges of distance education during the pandemic emergency and future directions for the reopening of schools in September are also examined and discussed.
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- 2020
38. Pandemic Acceleration: COVID-19 and the Emergency Digitalization of European Education
- Author
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Cone, Lucas, Brøgger, Katja, Berghmans, Mieke, Decuypere, Mathias, Förschler, Annina, Grimaldi, Emiliano, Hartong, Sigrid, Hillman, Thomas, Ideland, Malin, Landri, Paolo, van de Oudeweetering, Karmijn, Player-Koro, Catarina, Bergviken Rensfeldt, Annika, Rönnberg, Linda, Taglietti, Danilo, and Vanermen, Lanze
- Abstract
With schools and universities closing across Europe, the COVID-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the COVID-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article's five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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- 2022
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39. Distributed Cognition and Exam Preparation in Higher Education: What Sources Students Use before and during the COVID-19 Pandemic
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Di Blas, Nicoletta
- Abstract
What 'sources' of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation methods as well. Framed within the 'Distributed Cognition' theory, the study is based on a questionnaire proposed in July 2021 (summer exam session) to all the students of two schools at Politecnico di Milano (the largest technical university in Italy); 5,369 students responded (16.5% of the total). The results show that students normally resort to a wide range of resources (lectures, lecturer's slides, group work with other students, notes taken by other students, etc.) and that, in the COVID-19 time, recorded lectures and 'exercises' (i.e. practical sessions with a teacher assistant) skyrocket in their perception of relevance, overcoming (almost all) other sources. Academies will need to face the challenge of students advocating for keeping this kind of support even after the COVID-19 era, which has the potential of revolutionising the way universities work, leading towards blended forms of education.
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- 2022
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40. Emergency Distance Learning in the Italian University
- Author
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Tamborra, Valeria
- Abstract
The suspension of face-to-face teaching activities, due to the pandemic emergency, led universities to rearrange their teaching strategies using online learning environments and video-conference tools as a temporarily replacement of classrooms, without an accurate attention to training strategies. In this scenario, there is a need to reconsider current practices in order to determine the appropriate development strategies of academic policies to address the future of innovation of higher education. The purpose is to develop a training system that could adequately integrate users' needs, capitalise good practices and provide a boost in innovation caused by the distance learning experience. A right step in this direction is to develop a higher education context marked by high level of learning environments' hybridisation that could flexibly answer users' needs and meet increasing demand for professionalism in the work marketplace. In this paper, a documentary research of university Emergency Distance Learning practices is presented. The aim is to draw the profile of current situation in order to reflect on future development trajectories of higher education.
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- 2021
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41. Teaching in the COVID-19 ERA: Understanding the Opportunities and Barriers for Teacher Agency
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Ehren, M. C. M., Madrid, R., Romiti, Sara, Armstrong, P. W., Fisher, P., and McWhorter, D. L.
- Abstract
The school closures necessitated by the COVID-19 pandemic created a rapid shift to alternative modes of educational delivery, primarily online learning and teacher-supported home-schooling. This shift has revealed deep inequities in education systems worldwide, as many children lost access to teachers and schooling. An effective response to these changes has tested teachers' personal capacities and individual and collective agency intensely. The research lab we report on within this paper aimed to develop a better understanding of teacher agency in meeting the challenges of the pandemic and the physical and relational enablers and constraints of their environment. Drawing on case study reports from six international contexts and a series of online discussions with research lab participants, this study explores teachers' enactment of agency in the context of various circumstances and environments. The authors argue that it is imperative that education systems support the enhancement of teachers' personal and collective agency in the face of continued disruption to schooling and ongoing challenges to educational equity.
- Published
- 2021
42. 'Aperto per Ferie': Third Spaces Meet Pastoral Contexts
- Author
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Rondonotti, Marco, Mazzotti, Eleonora, Carenzio, Alessandra, Farinacci, Elisa, and Rivoltella, Pier Cesare
- Abstract
Media education is a cultural framework that can be applied in different contexts: schools, families, informal educational environments, along with pastoral work. With Pope Francis' championing, there is an increasing need to bridge pastoral care and the media, which can become new important forms of proximity and open opportunities to connect and assume responsibility towards others. Our aim is to understand how parishes can think of themselves as third spaces. The paper tackles this question through the exploration of the initiative "Aperto per ferie." The initiative was created to enable professionals to experience the summer camp activities despite the COVID-19 pandemic, finding new ways of aggregation in pastoral youth clubs and taking advantage of digital community meetings. It developed a digital space to promote a unifying experience. With digital technologies, the boundaries of the community are redrawn. The correspondence with the territory (of the parish and the diocese) is no longer pre-determined. A community with porous edges is making its way and is more open and permeable to contributions coming from outside, and perhaps more accessible, even by those who do not frequent parish environments.
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- 2020
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43. Exploring School Levels of Digital Readiness in Pandemic Time
- Author
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Roffi, Alice, Ranieri, Maria, and Bruni, Isabella
- Abstract
COVID-19 lockdown measures adopted by governments in March 2020 have impacted our society as never happened before. The school system was not an exception. Interventions to allow students for distance learning through the support of 'old' (e.g. TV) or 'new' media (e.g. digital platforms) have been promoted, involving millions of students and teachers worldwide. This paper presents a study on school leaders and teachers' perceptions on the school levels of digital readiness through the comparison of their views before and during the lockdown. The participation in the EU project DETECT provided the context for exploring the school levels of digital readiness. Data were collected belonging to two different phases and allowing to investigate teachers' perceptions in using technologies for remote teaching. The school is living an unprecedent period where dramatic experiences are also disclosing new opportunities. Our study found that school had a strategy before the COVID-19 emergency, but it was too focused on infrastructures' acquisition, while the development of competences on the side of both teachers and students requires an investment in long-term training, up to the point of reshaping the current teaching practices and also planning for interdisciplinary educational activities addressed to the students.
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- 2020
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44. The Positive in the Tragic: COVID Pandemic as an Impetus for Change in Teaching and Assessment in Higher Education
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Trevisan, Ottavia, De Rossi, Marina, and Grion, Valentina
- Abstract
The spread of COVID-19 pandemic upturned higher education routines, inducing a shift to online learning which sometimes translated into a huge leap towards didactic experimentation. While exposing critical issues in existing teaching methodologies and assessment processes, such emergency distance education condition could spark meaningful educational innovation. This paper describes an international study engaging teachers of professionalizing courses in the educational area across the world (N=120). The aim was to investigate their perception of the induced distance education in terms of teaching methodology and assessment practices. Emerging findings indicate a silver lining in the midst of the pandemic storm, as teaching practices gear more towards being student-centred.
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- 2020
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45. Has the seasonal workers directive missed its target? Evidence from Italy during the pandemic.
- Author
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Passalacqua, Virginia
- Subjects
COVID-19 pandemic ,PERSONALLY identifiable information ,PANDEMICS ,LABOR market ,SOCIAL history - Abstract
In 2014, the European Union adopted the Seasonal Workers Directive to achieve a twofold aim: meeting employers' demand for flexible and cheap labour and enhancing protection for third-country national (TCN) workers. Especially Article 23, the equal treatment provision, triggered a cautious optimism among scholars and trade unions, which looked at the Directive as a source of increased protection for seasonal workers. However, trade unions also pointed out the limited reach of the Directive, criticising its lack of commitment and ambition. Over the years, and especially during the Covid pandemic, it became clear that the Seasonal Workers Directive did not represent a game-changer for TCN seasonal workers, whose increased protections remained true only on paper. This contribution draws on the case of Italy during the pandemic to understand the reasons for the Directive's limited impact. The article critically examines the different political tensions underpinning the adoption of the Directive, to better understand why the Directive is not applied in practice and how it impacts the labour market and migrants' social conditions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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46. Evolution of scientific collaboration on COVID‐19: A bibliometric analysis.
- Author
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Duan, Dezhong and Xia, Qifan
- Subjects
COOPERATIVE research ,BIBLIOMETRICS ,INTERNATIONAL cooperation ,PANDEMICS - Abstract
This paper considers the pattens of international collaboration by analysing publications on COVID‐19 published in the first 6 months of the pandemic. The data set comprised articles on COVID‐19 indexed in the Web of Science Core Collection (WoS CC) downloaded four times between 1 April 2020 and 1 June 2020. The analysis of 5,827 documents revealed that 128 countries, 23,127 authors, and 6,349 institutes published on the pandemic. The data reveal that the three main publishing countries were the USA, China, and England with Italy closely following. Although publication was widely spread, most of the institutions with the highest volume of output were in China. Network analysis showed growth in international cooperation with an average degree of country/region cooperation rising to 23.06 by 1 June. There was also a clear core‐periphery structure to international collaboration. Institutional collaboration was shown to be highly regionalized. The data reveal a high and growing incidence of international collaboration on the pandemic. [ABSTRACT FROM AUTHOR]
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- 2021
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47. Padre Pio, Pandemic Saint: The Effects of the Spanish Flu and COVID-19 on Pilgrimage and Devotion to the World's Most Popular Saint.
- Author
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Di Giovine, Michael A.
- Subjects
INFLUENZA pandemic, 1918-1919 ,PANDEMICS ,COVID-19 ,COVID-19 pandemic ,DEVOTION ,RELIGIOUS tourism ,SAINTS - Abstract
In the Catholic world, pilgrimages and other devotional rituals are often undertaken to foster healing and well-being. Thus, shrines dedicated to saints are particularly relevant in times of pandemic. Pilgrimage to the shrines associated with 20th century Italian stigmatic, St. Padre Pio of Pietrelcina, known as one of the Catholic world's most popular saints, is particularly informed by this notion, as Pio is understood as a healing saint thanks to the spiritual and corporal works of mercy that marked his ministry during his lifetime, as well as belief in the miraculous nature of his relics. Pio's hometown of Pietrelcina and his shrine at San Giovanni Rotondo boast millions of religious tourists each year, especially from Italy, Ireland and the Philippines--many of whom come with the expressed purpose of healing their ailments, praying for others who are suffering, or rendering thanks for healing received through the saint's intercession. The current COVID-19 crisis has also seen the faithful turn to Pio for the alleviation of this new form of suffering. This paper thus argues that Padre Pio can be considered a 'pandemic saint'--one to whom the faithful pray specifically to alleviate their suffering and that of the community, and who serves as a model for moral behaviour, during a pandemic. First, employing ethnohistorical analysis and a close reading of Pio's writings, I trace the development of Pio's 'ministry of mercy,' which is predicated on the Christological ideal of suffering as a proxy for others. In particular, I show that Pio's stigmata experience in 1918, and the meteoric rise of devotion and pilgrimage to him, was a partial result of the world's last great pandemic, the Spanish Flu. Second, drawing on over a decade of ethnographic research at Pio's shrines, interviews and analysis of news media during the current COVID-19 pandemic, and an examination of Pope Francis' public discourses on both Pio and the coronavirus outbreak of 2020, I argue that Pio can also be considered a 'pandemic saint' for COVID-19. Third, the paper ends with an update on the impacts of COVID-19 on the main Italian shrines to Pio, which despite their importance and relevance for alleviating pandemic suffering, were closed to mass religious tourism and pilgrimage during Italy's harsh quarantine in spring 2020, and are now beginning to contemplate new ways to serve the faithful and promote Pio as a pandemic saint in a post-COVID world. [ABSTRACT FROM AUTHOR]
- Published
- 2020
48. Age structure in SIRD models for the COVID-19 pandemic—A case study on Italy data and effects on mortality.
- Author
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Calafiore, Giuseppe Carlo and Fracastoro, Giulia
- Subjects
COVID-19 pandemic ,PANDEMICS ,AGE groups ,COVID-19 ,OLDER people ,AGE - Abstract
The COVID-19 pandemic is bringing disruptive effects on the healthcare systems, economy and social life of countries all over the world. Even though the elder portion of the population is the most severely affected by the COVID-19 disease, the counter-measures introduced so far by governments took into little account the age structure, with restrictions that act uniformly on the population irrespectively of age. In this paper, we introduce a SIRD model with age classes for studying the impact on the epidemic evolution of lockdown policies applied heterogeneously on the different age groups of the population. The proposed model is then applied to age-stratified COVID-19 Italian data. The simulation results suggest that control measures focused to specific age groups may bring benefits in terms of reduction of the overall mortality rate. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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49. Multiple hazards and risk perceptions over time: the availability heuristic in Italy and Sweden under COVID-19.
- Author
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Di Baldassarre, Giuliano, Mondino, Elena, Rusca, Maria, Del Giudice, Emanuele, Mård, Johanna, Ridolfi, Elena, Scolobig, Anna, and Raffetti, Elena
- Subjects
COVID-19 ,COVID-19 pandemic ,RISK perception ,PUBLIC opinion ,PANDEMICS ,CLIMATE change - Abstract
The severe impact of global crises, such as COVID-19 and climate change, is plausibly reshaping the way in which people perceive risks. In this paper, we examine and compare how global crises and local disasters influence public perceptions of multiple hazards in Italy and Sweden. To this end, we integrate information about the occurrence of hazardous events with the results of two nationwide surveys. These included more than 4000 participants and were conducted in two different phases of the COVID-19 pandemic corresponding to low (August 2020) and high (November 2020) levels of infection rates. We found that, in both countries, people are more worried about risks related to experienced events. This is in line with the cognitive process known as the availability heuristic: individuals assess the risk associated with a given hazard based on how easily it comes to their mind. Epidemics, for example, are perceived as less likely and more impactful in Italy compared to Sweden. This outcome can be explained by cross-country differences in the impact of, as well as governmental responses to, COVID-19. Notwithstanding the ongoing pandemic, people in both Italy and Sweden are highly concerned about climate change, and they rank it as the most likely threat. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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50. Pandemia e mondo del lavoro: sostenere la ripresa attraverso la formazione.
- Author
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Biasin, Chiara and Marin, Veronica
- Subjects
TRAINING needs ,PANDEMICS ,COVID-19 ,HUMAN resources departments ,ADULTS - Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
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