Vol 19, No 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go

Issue Description

Interazione, feedback e apprendimento attivo: a che punto siamo e dove vogliamo andare

Table of Contents

Editorial

Interaction, feedback and active learning: where we are and where we want to go
Pier Giuseppe Rossi, Maria Ranieri, Yan Li, Maria Perifanou
1-5
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DOI: https://doi.org/10.13128/form-7696

Articles

Feedback with technologies in higher education: a systematic review
Chiara Laici, Maila Pentucci
6-25
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DOI: https://doi.org/10.13128/form-7698
Advisor’s feedback as assessment practices in Doctoral Programs: a scoping review of empirical research
Liliana Silva, Massimo Marcuccio
26-47
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DOI: https://doi.org/10.13128/form-7701
Developing a web App to provide personalized feedback for museum visitors: a pilot research project
Antonella Poce, Maria Rosaria Re, Francesca Amenduni, Carlo De Medio, Mara Valente
48-59
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DOI: https://doi.org/10.13128/form-7703
Road to Critical Thinking automatic assessment: a pilot study
Antonella Poce, Francesca Amenduni, Carlo De Medio, Maria Rosaria Re
60-72
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DOI: https://doi.org/10.13128/form-7705
The utility of written corrective feedback in L2 learning: analysis of an experience with Erasmus incoming students
Silvia Gasparini
73-88
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DOI: https://doi.org/10.13128/form-7706
IMPROVe: Six research-based principles to realise peer assessment in educational contexts
Anna Serbati, Valentina Grion
89-105
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DOI: https://doi.org/10.13128/form-7707
Assessing is not a joke. Alternative assessment practices in higher education.
Margherita Di Stasio, Maria Ranieri, Isabella Bruni
106-118
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DOI: https://doi.org/10.13128/form-7488
Male teachers in primary school
Giuseppe Zanniello
119-137
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DOI: https://doi.org/10.13128/form-7712
Keeping TRACK(s) of inclusive interactions in ECEC services: the affordances of video-analysis for professional development
Lucia Balduzzi, Valentina Migliarini, Arianna Lazzari
138-154
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DOI: https://doi.org/10.13128/form-7714
Evaluate children’s User eXperience with AttrakDiff method: USiena experience
Antonio Giardi
155-174
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DOI: https://doi.org/10.13128/form-7464
Integrating digital technologies in tertiary education to prepare students for the job market
Anastasia Griva, Charalampos Thanopoulos, Stefanos Armakolas
175-185
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DOI: https://doi.org/10.13128/form-7719
Becoming a teacher with a disability: a systematic review
Rosa Bellacicco, Heidrun Demo
186-206
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DOI: https://doi.org/10.13128/form-7720
The augmented reality in the professional development: a systematic map
Sergio Miranda, Antonio Marzano
207-220
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DOI: https://doi.org/10.13128/form-7726
Teachers and inclusion: an empirical survey on specialist training for support teachers
Gabriella Ferrara, Francesca Pedone
221-233
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DOI: https://doi.org/10.13128/form-7728

Practices / Considerations

Feedback images in university teaching
Chiara Panciroli, Anita Macauda
234-246
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DOI: https://doi.org/10.13128/form-7730
Exploring the possibilities of automated feedback for third level students
Ian Clancy, Ann Marcus-Quinn
247-256
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DOI: https://doi.org/10.13128/form-7731
Enhancing a blended module in General Didactics: new contents, materials, forms of assessment and feedback
Lilia Teruggi, Franca Zuccoli, Francesca Bassi
257-266
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DOI: https://doi.org/10.13128/form-7732
Promoting historical memory recovery through the feedback given by educational museums and laboratories
Vittoria Bosna
267-275
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DOI: https://doi.org/10.13128/form-7733
Experiential training with Lego® for students of Primary Educational Sciences
Luisa Salmaso
276-287
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DOI: https://doi.org/10.13128/form-7735
Re-orientate in prison. A training for a new life project
Caterina Benelli, Roberta Paleani
288-297
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DOI: https://doi.org/10.13128/form-7736
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