Autor: Studenti dell'Università di Padova

Students of the University of Padua (Italy)
Studenti dell'Università di Padova
Estudiantes de la Universidad de Padua (Italia)

Categorías
Tecnologías de la formación presencial y a distancia

Inclusion in Distance Teacher and Distance Learning

Hello everybody!

Today we are going to talk about Inclusion in Distance Teaching and Distance Learning.

Distance teaching is a typology of transmission, discussion and sharing of learning, realized by online platforms for videoconferences, videochat and scripts, to be introduced in the school system in case there won’t be the possibility to do lessons in presence.

Distance teaching can be used also in normal context, to encorurage students’ learning of skills like know how to work in teams at distance, the use of technological means and platforms prepared for learning.

Distance training/learning is a modality of provision of learning trails in alternative to learning in presence, by the use of online platforms for videoconferences. Inclusion presupposes the use of different tools like computers or tablets. and a stable internet connection.

The problem is that, often people, don’t have the chance of having them at home. In fact, some research has highlighted that only the 76,1% of Italian families has an internet connection at home. To allow everyone to access and partecipate in distant teaching and distance learning It is important for the institutions to ensure that resources are equally distribuited.

The term «inclusion» also refers to the cultural issues that arise from the use of distance learning, such as the lack of female emancipation. J.H. Kelland, professor of the University of Alberta, wrote that «In case of women who work from home, participating in distance learning rather than being a means of expanding their horizons, limits them , by keeping them isolated.

As regards kids with special educational needs, example of inclusion in distance teaching are attempts from institutions of not segregate them, by giving them the same inclusion, in terms of human relations, which would be guaranteed in presence.

The Pedagogy and Special Didactics professor at the University of Bolzano, Dario Ianes, said: «We don’t have to forget that for disabled pupils, inclusion means learning and participation, that is relationship with teachers and classmates, and therefore this will be a difficult time.» by referring to emergency epidemiological period that we are living.

About the fruition of distance teaching from students with disabilities, the University of Padua provides support for study and educational activities such as PC, tablets, keyboards and others instruments, which can be taken on loan. In addition, a tutor may be required to manage the study of a given discipline.

In Distance Teaching it has therefore try to insert tools, called «compensatory», such as: audio books, electronic diary, word processing programs with spell checker, all aimed to facilitating the learning.

Another important way of inclusion of students with special needs, is the use of Augmentative Alternative Communication (AAC), defined by the pediatric neuropsychiatrist Aurelia Rivarola as: «Set of knowledge, techniques, strategies and technologies that facilitate and increase communication in people who have difficulties using the most common communication channels, especially oral language and writing”. An example in the image below.

The University of Padua is an example of how the inclusion of students with any type of vulnerability is a theme to be taken into account in the provision of training, especially during a worldwide pandemic that has limited lessons to the online. An example of the University’s inclusiveness was the development of an automatic transcription system for synchronous or asynchronous lessons, usable by students with auditory disabilities.

The Patavino Atenee has also described in guidelines for teachers, how to prepare slides, online materials , that are accessible to any student; as well as tutorials useful to understand the use of online platforms.

Inclusion in Distant Teaching and Distance Learning means, therefore, giving everyone the opportunity to access the content and video lessons, in order to continue to provide quality education and training, fundamental for the individual and social growth of people.

In this final slide we have reported the bibliography from which we have extrapolated our definition about the distance teaching and distant learning. Thank you for your attention! We hope that you’ve enjoyed our work and we hope this will help you on your life path.

Studentesse

Created by Lubiato Sara, Sartorato Chiara and Zatta Veronica, from the University of Padua (Italy), 2021.

Categorías
Tecnologías de la formación presencial y a distancia

Inclusion

The following slide have been developed in order to be as inclusive as possible. We hope we’ve achieved our goal.

Good vision! The term inclusion indicate the action of inserting a new element into a group or a set.

It’s a word the includes many fields: from the disciplinary on, as it happens in math and biology, going through politics, to the common jargon.

(1) The term, used in a social sphere, feature different shades. In fact, it takes the meaning of being part of someting (as to a group of people) and feeling completely part, welcomed and accepted by the comunity.

(1) Besides, the term inclusion means the possibility of the environment wherein a person lives to adapt itself to each person, allowing everybody to partecipate actively and satisfactory.

(2) To be inclusive, contexts must fight againist those social exclusion phenomena concerning, for example, skin color, gender, culture, status, religion, or disability.

Discrimination can occur in various contexts: on the workplace, on the political context or on the social field.

To counter this phenomenon, inclusion aims to remove any type of discrimination that is created in a society, respecting the individual diversities.

Therefore this vision of diversity is proposed not as a weak point, but rather as a strong one, a capital that deserves to be enhanched.

(2) (3) Inclusion is often associated whit the term integration.

As a matter of fact, the two concepts are distinguished by their purpose: the second one proposes a compensatory approach; inclusion, on the other hand, aims to eliminate the visible and invisible barrieres of the environment, to make it accessible to all.

(4) Inclusion allows people to express themselves to the fullest of their abilities, increasing their confidence, self-esteem, and self-awarness.

(3) For example, Baskin is an inclusive sport; this word is a combination of two terms: basketball and inclusion. Baskin is played whit the same rules as basketball, with the integration of some small differences.

The most important difference is the composition of the teams: infact, both athletes with disability and athlestes without disability are part of the same team.

The court and the game dynamics are adapted to people with different characteristics, enhancing the abilities and disabilities of each player, making the context inclusive for all participants.

(5) In the last decades, in Italy, many initiatives have been taken to encourage inclusion and to increase the number of the structure where to pray. In addition, educational institutions have set up various initiatives to increase the inclusion of foreign students.

Since 2012, M. I. U. R. (the Italian Ministry of Education) has decreed that it is compulsory to prepare suitable intercultural approaches in teaching and its actual broader task is to educate to coexistence throught the enhancement of identity and cultural differences.

For this reason, in the school canteens children can choose alternative menu adapted to food religious needs.

(6) (7) (8) In a workplace, to be a woman has always been an element of disadvantage in terms of opportutities and salary.

The employment gaps between men and women affect the salaries and the engagement choices or the career progression.

The European Commission, has passed some advice to encourage inclusion and gender equality in workplaces.

This must happen throught action such as wage trasparency in a business company where gender-based discrimination could occur.

Besides, this must happen by opposing precarious employment and bringing out the high level of women’s undeclared work; promoting women being part of administrative boards.

And all this in order to promote the equality between man and women at all levels of the decision-making process in the workplace.

(9) Bibliographic reference here below.

Authorship

Erizzo Yara, Rorato Giada, Zorzetto Rose, 2021.

Categorías
Tecnologías de la formación presencial y a distancia

Inclusive assessment

Goodmorning everybody,

We present you the notion of Inclusive Assessment in the school system, of subjects with SEN and SLD, referring to Italian legislation. Being included is a way of living together, based on belief that each individual has value and belongs to the community, understood in this way, inclusion can take place, not only in school, but in multiple settings.

According to Jurgen Habermas «Inclusion is a Basic Law, which does not depend on the conditions and the ability of individuals, but it consists in the elimination of borders to create a community open to all».

The index is a complete document in support of inclusive development in schools. Inside the Index, Inclusion it refers to the education of all children with SEN and SLD, and with normal learning.

The objectives of this index are to create a vision of shared values, define community strategies, put the issue of globalization at the center, and respect the theme of differences.

School assessment concerns the learning and behavior of students, constitutes a stimulus to continuous improvement to finalize the didactic paths to the acquisition of disciplinary, personal and social skills.

By the Decree of the President of the Republic n. 122, article 1, paragraph 2: «Every individual has the right to an transparent and timely evaluation» paragraph 3: «The object of the assessment is the learning process, behavior and academic performance.» «Evaluation contributes, with its formative purpose and through the identification of potential and shortcomings, to self-assessment processes, to the improvement of knowledge levels and educational success.» paragraph 4: «The intermediate checks, and periodic and final evaluations must be consistent with learning objectives set out in the training offer plan. To evaluate, the teacher must know the student his characteristics: his learning styles, his strengths and critical issues».

And according to all this must prepare evaluation tools appropriate to detect the quality, of the knowledge that the learner has acquired. Evaluation is inclusive, because it responds at the same time to the demand for individualization, and customization.

The acronym SEN indicates Special Educational Needs, included by the World Health Organization in the International Classification functioning of disability and health. Special Education Needs represent particular, permanent or temporary needs learning, which can arise for different reasons.

They are divided into three categories: disability; specific developmental disorders (in particular SLD, attention deficit and hyperactivity); and disorders related to socio-economic, linguistic and cultural factors (therefore SEN in the strict sense).

The acronym SLD, instead, indicates Specific Learning Disorders. Theme of great importance fort the impact they have on childhood development and on the construction of personality. SLD involve the reading skills (therefore we speak of dyslexia), writing skills (therefore disorthography) and calculation skills (dyscalculia).

The law 170 of 2010 recognizes and describes these four learning disorders, emphasizing the need for rapid diagnosis and effective training.

It is also proposed to locate the didactic forms and the most appropriate evaluation methods; so that students with SLD can achieve educational success.

This also happens thanks to PDP, that is a personalized teaching plan, an obligatory programming document with which school defines the operations it intends put in place towards students with special didactic needs, but not attributable to disability (in this case we would speak of PEI, Individualized Didactic Plan).

Guidelines of 2011 define minimum contents and maximum definition times, that must be present in PDP (which can also be extended to SENs).

For students with LSD, the PDP must be articulated for the disciplines involved in the disorder and must contain: personal data, the the type of disorder, individualized and personalized didactic activities, compensatory instruments and dispensatory measures, and finally, forms of verification and personalized evaluation.

Students with SEN or SLD are evaluated referring to the Decree of the President of the Republic (number 122) in particular reference is made to article 10 which deals with the evaluation of students with SLD (also extendable to to subjects with SEN).

The rules set out in the article have the aim of demonstrate the level of learning achieved, without be penalized by procedures that they do not consider he specific difficulties, keeping separate skills and competences from access difficulties related to the disorder.

The teachers therefore have to pay attention to how the test is structured as well as to the timing of its execution, paying attention to the mastery of the disciplinary contents.

In this slide we present you the sitography we referred to during the research. And we thank you for your attention.

Authorship

Callegher Elisa & Sfoggia Greta, 2021.

Categorías
Tecnologías de la formación presencial y a distancia

Experiential training

Experiential training is an active methodology since it places the lived experience (Erlebnis) of each learner at the center, as a function of new knowledge to be learned.

Since everyone learns in a meaningful way only what is related to their previous knowledge or the strengthening of the structure of the self (C. Rogers), it is essential to build a bridge between these and what will be learned.

Experiential education is a philosophy and a methodology in which educators/trainers intentionally involve learners in direct experience by focusing on reflection to create knowledge, develop skills and clarify values.

According to Plato, who in Phaedrus emphasizes the importance of the erotic dimension (ta-erotikà) of learning, it is essential to arouse the emotions in learners and meet their feelings, the direct participation (methexis), since it is a fundamental condition for the acquisition of knowledge (knowing, knowing how to do, knowing how to be) which, inevitably, passes through Love.

Starting from the learning model of Carl Rogers, who emphasizes previous experiences and experience as a source of acquiring new experiences, and the theoretical work of Kurt Lewin, Kolb has summarized in a model a continuous and circular process divided into four phases:

  1. Concrete experience – Learners encounter a new experience or reinterprets an existing experience.
  2. Reflective observation – In this phase they reflect on the simulated activity and interpret what emerged from the experience.
  3. Abstract conceptualization – The acquired information is schematized to be contextualized and applied in one’s own reality.
  4. Active experimentation – In this phase, the verification and implementation of the new acquired knowledge takes place, generating a new concrete experience.

Experiential learning methodologies:

  • Adventure to operate in unknow contexts where it is easier to indulge is spontaneous action and consequent learning;
  • Metaphor to link the proposed activities with work, organizational and daily life contexts;
  • Reflection applied to everyone’s behavior, it allows to exchange reflections and feedback;
  • Involvement to foster learning and effective change;
  • Transferability to the personal and professional context of the people involved, in which the concept of applicability to professional practice is enhanced.

Methods and activities of experiential training

  • “A minute of silence” Offer students a minute of silence to gather ideas, increase concentration, or to change the subject and encourage reflection.
  • “Role Playing/Simulation/Games” Students and teacher take on specific roles and organize a performance for a demonstration purpose. Simulations and games could include guiding principles, specific rules and structured relationships.
  • “5 facts”: Present five real facts, three of which are true and two are false, but plausible. Report the five cases on a sheet to be distributed to the groups or on a slide and organize the discussion work first in small groups then in plenary. When finished, submit the correct answers and discuss.
  • “Case study”: Students relate to a presented scenario that requires their integration, extension and discussion, trying to solve problems related to the course contents.
  • “LEGO Serious Play”: It is a method finalized at developing thinking, communication and solving complex business management problems through the use of the LEGO construction game. The goal is to foster creative thinking through team building activities based on the use of LEGO bricks to create metaphors of one’s own organizational identity and experiences. Participants work through imaginary scenarios using LEGO bricks, which is why this type of activity is called “serious play “.
  • “Company theater”: It is about the representation of concepts, themes and organizational dynamics through theatrical interpretation. Overcoming emotional barriers, this methodology develops communicative and expressive skills, improves mastery and self control.
  • “Orienteering”: Orienteering is a classic outdoor, multi sensory and exploratory activity.
  • “Team Sports”: The different sports metaphors are characterized by stronger involvement of the participants on the physical level, as well as on the cognitive and emotional.
Authorship

Nicola Battistutta, Nicola Bianchi, Enrico Nichele, 2021.

Categorías
Tecnologías de la formación presencial y a distancia

Evaluation

The aim of this presentation is to suggest a definition and contextualisation specifically in professional or non-formal fields of the terms “evaluation” and “feedback”. 

Evaluation, understood as “value attribution” (etymol.: Valère = give the price, estimate) is called to judge the value of training actions conducted “not only in school” but also in non-formal and informal learning contexts. 

The specific object of this presentation is the evaluation in non-formal contexts, such as: associations private and public bodies companies. 

Evaluation and Feedback in professional contexts constitute a PROCESS characterised by one or more OBJECTIVES and therefore a PROJECT that aspires to realise them. 

Evaluation is expressed through a JUDGEMENT, not an end in itself, but pedagogically supporting side by side both learning and growth, in individuals and in the organisation as a whole. 

As shown in the picture, in order to be truly effective, evaluation must participate in the planning process in its various forms and both must proceed simultaneously, so that evaluation, design, implementation and decision-making are integrated dimensions. 

Literature offers us an an evaluation model that takes into account different elements,consisting of questions, to which it is necessary to refer to in order to draw up an evaluation process. 

At the centre is the recipient of the evaluation, in the case of the definition we are now dealing with, the organisation (public or private body, company or association). 

We will observe in the next slides the possible answers to each single question. 

What is assessed, the elements of the evaluation. 

These are, grouping them into families: Products, Processes, systems 

In non-formal contexts several evaluative models are suggested, the Kirkpatrick model and the integrated model. 

Who evaluates, agents 

The hetero-evaluation is based on an assessment carried out by “different” subjects with respect to the “object” to be evaluated: It is the classic model in which the teacher evaluates the pupil on the basis of the detection of how much the pupil “knows” or “doesn’t know” “can do” or “cannot do”. 

Co-assessment, a form of participatory evaluation that welcomes the instances of different stakeholders involved in the process. Self-assessment, in which it is the subject itself that puts into the field awareness, skill and reflection on his own product. 

When evaluating, the moments of evaluation. 

Evaluation can bediagnostic-orientative: it can collect as much information as possible aimed at a real and in-depth knowledge and understanding of the people within the organisation. Imagine, then, to prepare a questionnaire or an interview that collects data on the training path of the worker, his level of skills and the previous working environment. 

Evaluation can be training-regulatory: It accompanies people during their work, Imagine using frequent feedback: Feedback can be defined as a fundamental regulatory tool that allows to improve performance and strengthen it, a kind of communication bridge betweenevaluator and evaluated subject. I should be “punctual, informative, specific, detailed”. 

The evaluation can be summative-certificative: it responds to the expected objectives and it is the public communication of what has been achieved. In professional contexts it can be carried out through a training plan indicating an assessment of the initial situation and the expected one, with defined and predetermined, shared and clear criteria. 

It is useful if accompanied by an interview to generate and increase reflection and self-awareness. The deferred evaluation examines the entire process for a finalisation (reflection on action) but also for future redesign, aspiring to continuously improve the entire process. 

How to evaluate, instruments 

Evaluation techniques are classified according to the stimulus-response combination. In addition to pseudo-tests, closed open stimulus-closed response, we use: unstructured tests characterised by open stimulus and open responsestructured tests characterised by closed stimulus and closed response semi-structured tests consisting of closed stimulus-open response. 

One last question: why evaluation? 

Evaluation and feedback are a powerful tool for individual and collective growth and learning, if consciously and frequently adopted within the organisation. 

In all respects, the evaluation takes on a pedagogical relevance as it promotes the actors involved and improves the system as a whole, even in non-formal contexts,and if oriented by criteria of Responsibility, Educability and Intentionality. 

Now we leave you the bibliography and also the sitography.

Authorship

Lucrezia Bovo & Marisa Giaretta, 2021.

Categorías
Tecnologías de la formación presencial y a distancia

Collaborative learning

Constructivism

Collaborative Learning refers to the learning process which is based on the pedagogical principles of constructivism: construction is based on information processing, use of strategies and hypothesis’ testing13.

Definition of Collaborative Learning

By the definitions offered by Dillenbourg (1999) and Roschelle & Teasley (1995), collaborativelearning could be defined as a method that designs specific settings, in which “the members ofpairs or small groups interact with each other to reach a common learning goal.”11

Collaborative Learning is a cognitive and social process that creates added value14:

  • the cognitive process14 is achieved through the interaction, interdependence and active participation of the members of a group through a project, with common and shared goals. This make the process a moment for discussion and condivision;
  • the social process4,8 infers the active and shared participation in the social construction of knowledge5.

Collaborative Learning is characterized by three essential points14:

  • the active construction of knowledge as experience (therefore active learning also);
  • peer teaching and the opportunity of expression skill’s development;
  • motivating feedback from others.

To make learning collaborative there must be spontaneity, a positive climate and at the same time a project structure created by the group. Intentionality and motivation to work as a team, common values and goals (necessary to plan together) are very important.

According to people’s needs and demands and context’s features, flexibility and

adaptation are needed, in order to achieve a collaborative learning.

Technology14 allows to remove space-time bonds, and can contribute to enhance CollaborativeLearning, as it can be applied in various situations, for example: remote working modes,distance learning or in streaming conferences.

Therefore, it is possible to plan synchronus and asynchronous training activities to foster a Collaborative Learning.

Consequently, Collaborative Learning is invested by a high formative value because it enhances the following educational areas7: technological, cooperation, mediation and negotiation (ideas and opinions), interrelation and argumentation.

It is important to distinguish Collaborative Learning from cooperative learning. The second one is heterodirected, which means it involves an external observer who assumes a directional attitude that does not facilitate the awareness of being community (as proper of the Collaborative Learning).

Collaborative learning’s advantages and opportunities

Collaborative Learning increases:

  • Problem-solving strategies;
  • Personal skills6;
  • Self-confidence of individuals with Specific Learning Disorders (SLD)3;
  • Relationships12;
  • One own’s usefulness perception2;
  • Peers spontaneous collaboration9.

CL fosters breakthrough goals:

  • Innovation in the relationship within small peer groups;
  • Innovation in the systemic dimension.

A working group is relevant for Collaborative Learning as added value14:

  • promoting both social skill improvement and collaborative behaviour;
  • encouraging cognitive development;
  • facilitating the acquisition of competencies such as “learning by learning” and the acquisition of skills that produce knowledge on one’s own and key competencies (lifeskills).
Limitation and resistance in Collaborative Learning:

A low level technology experience, related to distance training program; the best connectionneeded for a distance training program; disorientation due to missing information and theories; further cognitive effort requested for an active

construction of knowledge; relational limitation caused by personal resistance (emotional and sentimental, trust, character, personality) 1.

An overlook toward future

Cognitive Outlook: both a multidiscipline Collaborative Learning diffusion, since earlier education, and its extension in other context.

Relational Outlook: when Collaborative Learning increases, relational skills empower.

Social Outlook: going beyond an extreme individualization it is impossible to develop a sense of solidarity and a sense of community.

References 
  1. Barlow, A. T., Smith-Walters, C., Owens, D. C., Sadler, T. D. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education 50 (1), 253-277
  2. Buletti, J. (2020). È straordinario, il mio aiuto conta! Un percorso dedicato alle identitàcompetenti per favorire il lavoro cooperativo. Bachelor thesis, Scuola universitariaprofessionale della Svizzera Italiana (SUPSI)
  3. De Lisio, E. (2020) Cooperative learning, autostima e DSA. I benefici del cooperativelearning sull’autostima e sull’apprendimento di un allievo con dislessia e disortografia. Bachelor thesis, Scuola universitaria professionale della Svizzera Italiana (SUPSI)
  4. Dewey, J. (1916). Democracy and Education: an introduction to the philosophy ofeducation. New York: Macmillan (trad. it Democrazia ed educazione. Le Monnier,Firenze, 1988, pp. 50)
  5. Greeno, J.G. (1998) The Situativity of Knowing, Learning, and Research. American Psychologist, 53, 1, pp.5-26.
  6. Han, S. L. & Son, H. S. (2020). Effects on cooperative learning on the improvement of interpersonal competence among students in classroom environments. InternationalOnline Journal of Education and Teaching (IOJET), 7(1). 17-28.
  7. Kaye, A. (1994), Apprendimento collaborativo basato sul computer, Open University
  8. Lave, J., Wenger, E. (2006). L’apprendimento situato. Dall’osservazione alla partecipazione attiva nei contesti sociali. Trento: Erickson.
  9. López-Fitzsimmons, B. M., Laudien, H. (2020). Get out of your seats! Active learningstrategies that engage students in the 21st century. Transforming teaching throughactive learning symposium.
  10. Piazza, G. (2020) Insieme è meglio: un percorso di apprendimento cooperativo per stimolare la collaborazione spontanea fra pari. Bachelor thesis, Scuola universitariaprofessionale della Svizzera Italiana (SUPSI)
  11. Proske, A., Mende, S., Narciss, S. (2020) Individual preparation for collaborative learning: Systematic review and synthesis, Educational Psychologist, DOI: 10.1080/00461520.2020.1828086
  12. http://www.topologik.net/Marcella_Di_Franco_Issue_27.pdf
  13. https://it.wikipedia.org/wiki/Apprendimento_collaborativo
  14. https://scholar.google.it/scholar?q=PEDAGOGIA+APPRENDIMENTO+COLLABORATIVO&hl=it&as_sdt=0&as_vis=1&oi=scholart
Authorship

Brucoli Alessandra, Cangenua Letizia e Martorelli Fabrizia, 2020.