Vol. 15 No. 1 (2024): MEDIA EDUCATION – Studi, ricerche e buone pratiche
Articles

Apprendere ed insegnare nell’era degli ecosistemi digitali intelligenti: pratiche didattiche e nuove piste di ricerca

PDF
  • Salvatore Messina,
  • Cristina Gaggioli,
  • Chiara Panciroli
Salvatore Messina
Alma Mater Studiorum, Università di Bologna
Cristina Gaggioli
Università per Stranieri di Perugia
Chiara Panciroli
Alma Mater Studiorum, Università di Bologna
DOI: https://doi.org/10.36253/me-15835

Published 2024-06-12

Keywords

  • learning,
  • knowledge organizers,
  • digital technologies,
  • ecosystems,
  • AI (Artificial Intelligence)

Copyright (c) 2024 Salvatore Messina, Cristina Gaggioli, Chiara Panciroli

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The integration of Artificial Intelligence (AI) in the educational context marks an advancement in the transition towards innovative educational paradigms, acting as a catalyst for the personalization and optimization of learning processes. Through the analysis of study strategies adopted by a sample of 118 students at the end of their secondary education cycle, this research investigates the impact of digital technologies (with a specific focus on the application of AI) on learning dynamics. Employing a laboratory approach, the metacognitive skills of students and their information processing study strategies are examined, implemented by the analysis of cognitive autobiographies and activities focused on knowledge visualization with and without the adoption of digital technologies (including AI technologies). The aim of this study is to raise critical awareness towards the processing and representation of knowledge by students to promote the development of innovative teaching methodologies that optimize the effective adoption of digital technologies in the teaching and learning process, outlining new directions for research and teaching practice in a continuously evolving field.

PDF

References

  1. Bocci, F. (2021). Pedagogia speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della scienza dell’educazione. Guerini scientifica.
  2. Bonaiuti, G., Calvani, A., Menichetti, L. & Vivanet, G. (2017). Le tecnologie educative. Criteri per una scelta basata su evidenze. Carocci.
  3. Calvani, A. (2011). Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Carocci.
  4. Calvani, A., & Trinchero, R. (2019). Dieci falsi miti e dieci regole per insegnare bene. Carocci.
  5. Cambi, F. (2002). L’autobiografia come metodo formativo. Biblioteca Universale Laterza.
  6. Canevaro, A. (2013). Scuola inclusiva e mondo più giusto. Erickson.
  7. CAST. (2011). Universal Design for Learning (UDL) Guidelines version 2.0. Wakefield, MA.
  8. Coffield, F., Moseley, D., Hall, E. & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
  9. Corazza, L., Panciroli, C., Macauda, A., & Marcato, E. (2022). Teaching with Digital Conceptual Maps for the Development of Inclusive Processes. In Social Justice, Media and Technology in Teacher Education (pp. 209-218). Springer. DOI: https://doi.org/10.1007/978-3-031-20777-8_17
  10. Cottini, L. (2017). Didattica speciale e inclusione scolastica. Carocci.
  11. De Beni, R., Zamperlin, C., Meneghetti, C., Cornoldi, C., Fabris, M., Tona, G. D. M., & Moè, A. (2014). Test AMOS-Abilità e motivazione allo studio: prove di valutazione e orientamento per la scuola secondaria di secondo grado e l’università: Nuova edizione. Edizioni Centro Studi Erickson.
  12. Debes, J. L. (1969). The Loom of Visual Literacy--An Overview. Audiovisual Instruction, 14(8), pp. 25-27.
  13. Dewey, J. (1938). Experience and Education. Kappa Delta Pi, International Honor Society in Education.
  14. Dunn, R. & Dunn, K. (1979). Learning syles/teaching styles: Should they be matched, in Educational leadership.
  15. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In Resnick L.B. (Ed.), The nature of intelligence (pp. 231-236), Hillsdale. DOI: https://doi.org/10.4324/9781032646527-16
  16. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), pp. 906-911. DOI: https://doi.org/10.1037//0003-066X.34.10.906
  17. Gaggioli, C. & Capuano, A. (2022). Insegnare la comprensione del testo agli studenti con DSA. Strategie inclusive per la scuola secondaria di primo grado. Erickson.
  18. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
  19. Gee, J. P. & Hayes, E. R. (2011). Language and learning in the digital age. Routledge. DOI: https://doi.org/10.4324/9780203830918
  20. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. DOI: https://doi.org/10.4324/9780203181522
  21. Hadji, C. (2023). Una valutazione dal volto umano: Oltre i limiti della società della performance (D. Aglieri & D. Simeone, Cura). Tradotto da C. Bonetti. Scholé.
  22. Kolb, D. A., & Fry, R. E. (1975). Toward an applied theory of experiential learning. MIT Alfred P. Sloan School of Management.
  23. Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  24. Laurillard, D. (2015). Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie. FrancoAngeli.
  25. Maslow, A. H. (2010). Motivazione e personalità. Armando editore.
  26. Messina, S., Macauda, A., & Panciroli, C. (2023). Heritage education and media literacy: Analysis of digitization practices, in PVBLICA (Ed.), IMG23 4th International and Interdisciplinary Conference on Images and Imagination, pp. 67-74.
  27. Moè, A., Cacciò, L., Zamperlin, C., De Beni, R., & Cornoldi, C. (1999). Consapevolezza strategica e abilità di studio in ragazzi che si accingono alla scelta universitaria. Orientamento precoce alla scelta universitaria. Modelli, strumenti e analisi di un’esperienza pilota, pp. 73-88.
  28. Neisser, U. (2014). Cognitive psychology: Classic edition. Psychology press. DOI: https://doi.org/10.4324/9781315736174
  29. Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Journal of e-Learning and Knowledge Society, 6 (3), pp. 21–30.
  30. OMS. (2002). ICF. International Classification of Functioning, Disability and Health. (trad. it., a cura di Matilde Leonardi, Classificazione Internazionale del Funzionamento, della Disabilità e della Salute). Erickson.
  31. Paivio, A. (1991), Dual coding theory: Retrospect and current status, Canadian Journal of Psychology, 45, pp. 255-287. DOI: https://doi.org/10.1037/h0084295
  32. Panciroli, C. (Ed.). (2021). Elementi di didattica post-digitale. Bologna, Italy: Bologna University Press.
  33. Panciroli, C. & Macauda, A. (2019). Feedback images in university teaching. FORM@RE, 19, pp. 234-246.
  34. Panciroli, C. & Rivoltella, P. C. (2023). Pedagogia algoritmica. Per una riflessione educativa sull’intelligenza artificiale. Brescia, Italy: Scholé.
  35. Pashler, H., McDaniel, M., Rohrer, D. & Bjork, R. (2008). Learning styles. Concepts and Evidence. Psychological science in the public interest, 9 (3), pp. 105-119. DOI: https://doi.org/10.1111/j.1539-6053.2009.01038.x
  36. Ranieri, M. (2022). Competenze digitali per insegnare. Modelli e proposte operative. Carocci. DOI: https://doi.org/10.36253/978-88-5518-587-5.6
  37. Ranieri, M., Cuomo, S., & Biagini, G. (2024). Scuola e intelligenza artificiale. Percorsi di alfabetizzazione critica. Carocci.
  38. Rezapour-Nasrabad, R. (2019). Mind map learning technique: An educational interactive approach. International Journal of Pharmaceutical Research, 1.
  39. Rizzato, R., & De Beni, R. (2018). Insuccesso universitario: Dai fattori personali all’autoregolazione dell’apprendimento. In L. Arcangeli (Ed.), Studenti con DSA. Pratiche di empowerment all’università, Carocci, pp. 119–133.
  40. Rivoltella, P. C. (2012). Neurodidattica. Insegnare al cervello che apprende. Raffaello Cortina.
  41. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), pp. 43–69. DOI: https://doi.org/10.1006/ceps.1996.0004
  42. Scurati, C. & Zanniello, G. (Eds). (1993). La ricerca-azione: Contributi per lo sviluppo educativo. Tecnodid. Meridiani e paralleli.
  43. Sternberg, R. J. (1995). Styles of thinking and learning. Language Testing, 12(3), pp. 265-291. DOI: https://doi.org/10.1177/026553229501200302
  44. Vicari, S. & Caselli, M. C. (Eds.). (2020). Neuropsicologia dell’età evolutiva: Prospettive teoriche e cliniche. Bologna. il Mulino.
  45. Welcome, S. E. & Joanisse, M. F. (2014). Individual differences in white matter anatomy predict dissociable components of reading skill in adults. NeuroImage, 96, pp. 261-275. DOI: https://doi.org/10.1016/j.neuroimage.2014.03.069