Media Education 2021-03-23T16:00:58+00:00 Maria Ranieri Open Journal Systems <p>“Media Education. Studi, ricerche, buone pratiche” è la rivista ufficiale del MED. Pubblicata online con cadenza semestrale, si configura come multiprodotto ad alta innovazione: sito tematico di materiali integrativi multimediali e di incontro/dibattito della community. Rispecchiando la mission del MED, la rivista rende produttivo e visibile l’incontro tra studiosi e docenti universitari, professionisti dei media, insegnanti ed educatori nella scuola e nel territorio interessati e impegnati nella Media Education, sia in Italia che all’estero; si avvale dell’esperienza ventennale delle Summer School (con oltre 2000 presenze) in cui è risultata vincente la strategia di coniugare teoria e pratica laboratoriale.</p> <p>La rivista si divide in 2 parti:</p> <p><strong>La prima – Studi e Ricerche –</strong>&nbsp;propone contributi che intervengono nel dibattito scientifico intorno ai concetti-chiave e alle prassi della Media Education. L’approccio complessivo aspira a cogliere la complessità del rapporto media-giovani e a collegarsi con le principali esperienze internazionali. Particolare attenzione viene posta alle nuove interpretazioni, analisi e ricerche nel campo del rapporto tra educazione e comunicazione all’interno dei diversi contesti mediaeducativi: dalla scuola al territorio, dal profit al non profit.</p> <p><strong>La seconda parte – Buone pratiche di Media Education –</strong>&nbsp;legata all’analisi e alla valutazione – si propone come spazio di visibilità e confronto di esperienze mediaeducative, di attività formative e di ricerca-azione attinenti ai temi affrontati, presentate dagli insegnanti, dagli educatori, dagli animatori culturali o in generale dai media educator.</p> Media and education in the pandemic age of COVID-19 2021-01-29T18:17:39+00:00 Gianna Cappello Maria Ranieri <p>.</p> 2020-12-24T10:22:51+00:00 Copyright (c) 2020 Gianna Cappello, Maria Ranieri Journalism and fake news in the Covid-19 era. Perspectives for media education in Italy 2021-01-29T18:17:50+00:00 Giannamaria Cappello Francesca Rizzuto <p class="p1">In this article, drawing from the data collected by the AGCOM during the pandemic crisis, we argue that the emergence of COVID 19 has made more evident the new relationships between the informative cybercascades, the significant need of news during a crisis, the presence of disinformation online, and the relevant consequences on collective narrations, often producing a generalized panic. We also argue that infotainment can be considered a critical turning point in the relationship between true and false in the news because of its fusion of facts, drama, and emotional narrative frames so that it is no longer possible to separate reality from media reconstruction of it. We finally argue that Media Education can help individuals unpack the complexities of this fusion and engage ‘civically’ so that, by combining critical thinking and social action, they can contribute to reconnect (news)media to vital issues such as credibility, freedom of expression, pluralism, democracy, and social change.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Gianna Cappello, Francesca Rizzuto La scuola va in tv. Una ricerca sulla qualità di un programma didattico al tempo del Covid 19 2021-03-23T16:00:58+00:00 Maria Ranieri Cristina Gaggioli Arianna Cinotti Silvia Ercoli <p class="p1">The history of Italian public television presents many educational programs created with the aim of offering a cultural and educational service supporting the school. The closure of the school, due to the health emergency from Covid 19, has given a strong incentive to the use of technologies in education, while highlighting the presence of an important digital divide. The Italian public television broadcaster (RAI) launched the programme “La Banda dei FuoriClasse” to support children and adolescents after the closure of schools, and integrate the public educational offer. The paper presents the results of a research promoted by RAI Gulp, University of Florence and University of Palermo, for the monitoring and evaluation of the didactic and communicative quality of the program. A specific grid was developed and 105 observation grids were collected for each episode. The results indicate that “La banda dei fuoriclasse” was highly appreciated by the listening group for the technical and didactic aspects that characterize the program, with a strong emotional implication.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Maria Ranieri, Cristina Gaggioli, Alessia Cinotti, Silvia Ercoli Home-schooling during the pandemic: A push for digital education in German classrooms?! 2021-01-29T18:18:16+00:00 Nadine Elstrodt-Wefing Ute Ritterfeld <p class="p1">The COVID-19 home-schooling situation has become a catalyst for educational institutions to search for and deploy innovative solutions within a relatively short period of time. Since many teachers have been forced to employ technical or digital approaches with which they have had little to no prior experience, this situation might give rise to a push for digital education. In the present study we employed a two-part interview-survey to investigate how home-schooling affects German teachers’ general technical affinity and their digital teaching competence during home-schooling. Furthermore, the qualitative properties of the implementation of home-schooling were explored. The results of the study revealed that the teachers’ digital teaching competence, but not their technical affinity, changed during the pandemic. An increase in digital teaching competence was only identifiable for the first weeks of the pandemic. Qualitative analyses showed that the teachers used three different types of educational tools: (1)&nbsp;digital tools, (2) analogue tools, and (3)&nbsp;technical tools. Over the course of the pandemic the usage of those tools became more structured. However, structures were mostly built on a micro-level, e.g., by individual teachers for their classes; no macro-structures like class-comprehensive rules or even strategy papers for digital teaching were developed.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Nadine Elstrodt-Wefing, Ute Ritterfeld Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic 2021-01-29T18:18:29+00:00 Michi Sebastian Fujii Jana Hüttmann Nadia Kutscher Henrike Friedrichs-Liesenkötter <p class="p1">This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering the educational participation of young refugees, especially regarding online learning, are discussed. The empirical data show that during the period of distance education the specific needs of young refugees are only taken into account to a limited extent and thus increasing risks of exclusion from education emerge. Lack of technical access, media expertise, language skills and personal support turn out to be major challenges in enabling educational participation of vulnerable groups such as young refugees. Therefore, educational policy at federal and national level in Germany needs to outline a scheme on how to meet these challenges by further developing non-formal as well as formal educational support structures.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Michi S. Fujii, Jana Hüttmann, Nadia Kutscher, Henrike Friedrichs-Liesenkötter La scuola come polo educativo e socio-culturale nell’era pandemica del COVID-19 2021-01-29T18:18:43+00:00 Manuela Repetto <p class="p1">The school and the institutions of the local community play a complementary role on how the educational system currently works, as well as on its desired transformation. In light of the changes that the pandemic imposes on a structural and regulatory level, it is necessary to reorient reflection and research also on pedagogical models that can facilitate a transformation process already underway before the pandemic and that the current situation brings to the fore. One way could be to favor the contamination between formal knowledge and the repertoire of knowledge and educational practices spread throughout the territory. In this mutual contamination, the role of digital technologies and educational media appears crucial, which will be explored in this contribution by defining, through a taxonomic model, some scenarios on the possible educational initiatives that arise from the alliance between school and territory. These scenarios, in addition to offering solutions to address the risks posed by the pandemic situation, represent an opportunity to innovate the educational system.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Manuela Repetto Didattica e apprendimento nei musei nell’era della pandemia di COVID-19 2021-01-29T18:19:04+00:00 Marinella Muscarà Alessandro Romano <p class="p1">Moving from the consideration that the museum does not represent only a place of preservation, collection and promotion of cultural heritage but a vital learning space, the article aims to investigate the role that technologies and media have played in the museum during the first phase of the spread of the Covid-19 pandemic. In particular, the authors reflect on the issues of the recognition of some museum practices as educational practices, on the use of technologies for cultural heritage education and for its use and on the digital initiatives proposed by museums in order to reconnect with the variety publics, in particular children and young people, during the period of social isolation. There is therefore a need, also in the context of non-formal learning, to reconsider the value of ICT to redesign and reshape teaching and learning practices, outlining new perspectives and educational implications.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Marinella Muscarà, Alessandro Romano La didattica universitaria a distanza durante e dopo la pandemia: impatto e prospettive di una misura emergenziale 2021-01-29T18:19:21+00:00 Federico Zannoni <p class="p1">Participation in online lessons, delivered on virtual platforms to replace traditional face-to-face activities, took on a significant role in the daily life of numerous university students during the quarantine imposed on a national scale in response to the pandemic emergency. A qualitative survey conducted on a sample of students enrolled in the School of Medicine and Surgery of the University of Bologna allowed to analyse the impact and the factors of positivity and negativity of online lessons, providing elements to reflect on possible developments, when this method will cease to be bound to the emergency, to become an opportunity to be integrated with traditional face-to-face learning.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Federico Zannoni Valuations by Spanish university students on online assessment in times of pandemic 2021-01-29T18:19:37+00:00 Enrique Javier Díez-Gutiérrez Katherine Gajardo Espinoza <p class="p1">This study describes the assessment that university students make regarding the model of evaluation of Higher Education during the period of confinement by COVID-19 in Spain. We developed a descriptive study through an online questionnaire designed from the assessment and qualification proposals presented by Spanish Network of University Quality Agencies (REACU), The National Agency for Quality Assessment and Accreditation (ANECA), UNESCO and the Spanish Ministry of Universities. Following its application to a sample of 1008 students from across the country, it is observed that university students demand greater flexibility in online assessment, introduce learning-oriented assessment practices in accordance with a formative and continuous assessment approach, in addition to using various strategies and instruments. However, they are reluctant to introduce peer evaluation mechanisms, although they do propose democratic evaluation. The future of Higher Education, after COVID-19, is adopting hybrid and mixed models of training and evaluation, so it is imperative to investigate students’ vision and analyse the practices developed during the crisis to reinforce an assessment in Higher Education that ensures equity and enhances learning.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Enrique-Javier Díez-Gutiérrez, Katherine Gajardo Espinoza Costruire strumenti per lo sviluppo dell’intelligenza visuo-spaziale in età prescolare: il modello software VIEP-app 2021-01-29T18:20:04+00:00 Rosa Vegliante Sergio Miranda <p class="p1">The health emergency caused by Covid-19 and the suspension of teaching activities in presence have required a total rethinking of the school system. Kindergarten has been most affected by the consequences of an exclusively remote system. The purpose of this paper is to present the theoretical-empirical premises of a playful-educational software model, the <span class="s1"><em>VIEP-app</em></span>, a user-friendly application, aimed at increasing visual-spatial skills through a cognitive enhancement program that could be used in distance learning experiences. From a methodological point of view, this paper reports the experimental evidence relating to the connection between visual-spatial intelligence and the preschool period, using first and second level studies (systematic reviews or meta-analyzes). The review process made it possible to aggregate the different sources into three thematic areas: (i) the components of working memory; (ii) the exercise on executive functions in visual-spatial tests; (iii) the didactic effectiveness of the cognitive enhancement programs. The paper also concludes with some summary considerations on the possible research trends and their advancements are presented.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Rosa Vegliante, Sergio Miranda (Dis)connessi? Alunni, genitori e insegnanti di fronte all’emergenza Covid-19 2021-01-29T18:20:21+00:00 Mariagrazia Santagati Paolo Barabanti <p class="p1">Even if the alarm caused by coronavirus in Italy has actually arisen as a medical emergency, it soon became apparent that there would be may other spill-over effects. The education system has been one of the first areas which have been adversely affected by this pandemic, as schools and university have been closed since the very first weeks. Schools have thus begun to build new ways of schooling in order to keep in contact with students and families and to go on with teaching activities. This article aims to focus on students’, parents’ and teachers’ educational experience in the time of the Covid-19 emergency. After a brief study of the situation of the Italian school before this pandemic, the paper seeks to investigate the lockdown effect on the school-family relationships and on the way of schooling during this emergency time. Findings show that distant learning has caused tensions and difficulties among teachers, students and parents, but at the same time it has enabled to reflect and to build new unexpected ways of drawing connections, guaranteeing socializing and refiguring the school on its role both of transmitting knowledge and of training the future citizens.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Mariagrazia Santagati, Paolo Barabanti Il virus incontrollato dell’infodemia 2021-01-29T18:20:38+00:00 Igor Scognamiglio Diana Salzano <p class="p1">The aim of the present paper is to argue, from a critical perspective, the theme of fake news and online misinformation about Covid19 disease and to investigate the role of <span class="s1"><em>infodemic</em></span> (developed in mainstream and online communication) in determining a difficult management of behaviors and emotions. Moreover, the paper aims to investigate the role of the new opinion leaders of online communication (more experienced users or communicators at the service of mainstream information agencies), able to facilitate the interpretation of events. These particular types of stakeholders breathe new life into the “two steps flow of communication” model theorized by Katz and Lazarsfeld (1955). Furthermore, through the thought of Castells and the <span class="s1"><em>agenda setting</em></span> paradigm, the paper emphasizes the role of the media construction of news and of the <span class="s1"><em>theming </em></span>and <span class="s1"><em>indexing</em></span> processes in the representation of the Covid19 epidemic. In this regard, the infodemic is analyzed as a hyper-thematization process. The news <span class="s1"><em>framing </em></span>operation about the Coronavirus disease is important to understand how fear spreads and how much is fondamental the role of media (and digital) education to properly manage news.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Igor Scognamiglio, Diana Salzano La TV educativa al tempo del COVID-19. Analisi del programma RAI “Diario di casa” 2021-01-29T18:20:51+00:00 Luciano Di Mele Erica Della Valle <p class="p1">During phase 2 of the COVID emergency, Rai and the Ministry of Education signed an agreement called #lascuolanonsiferma. The purpose of this study is to deepen and analyze “Diario di casa”, a program that aimed to inform the children of the school and their families about the coronavirus emergency. “Home diary” is an educational program for children, but also for adults. The analysis was conducted on 7 episodes of the program using Voicethread to comment, in an interactive way, each episode following a shared observation grid that also highlighted the psycho-pedagogical aspects.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Luciano Di Mele, Erica Della Valle Dilemmi digitali e governance dell’identità digitale dei minori: l’interazione fra pari come opportunità informale di media education 2021-01-29T18:21:03+00:00 Davide Cino <p class="p1">The contribution investigates parents’ digital dilemmas associated with sharenting as an informal learning opportunity to rethink and orient their online sharing behavior. The paper reports on some results of an exploratory study based on the analysis of online conversations on a parenting forum focused on these dilemmas. Findings suggest that the interactional context where such exchange takes place can function as an informal learning environment, fostering informal peer-to-peer media education practices for parents in the digital age.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Davide Cino La scuola dell’Infanzia alla prova dei LEAD: l’esperienza del territorio marchigiano 2021-01-29T18:21:17+00:00 Laura Ceccacci <p class="p1">The Kindergartens faced an extremely difficult time due to the suspension of face-to-face teaching activities during the health emergency. They were supported by Infancy Commission, who published the document “Pedagogical Guidelines”, with indications for maintaining the relationship through Distance Educational Links (LEADs). They were also supported by territorial training teams for the National Digital School Plan (PNSD). The study was performed during a teachers’ training course in the Marche region, to collect data in order to define the most critical areas in distance learning for younger children. It will promote the next course design. Teamwork teachers emerged as a strength, while critical issues were identified, with reference to the DigCompEdu framework, in the areas: Digital resources, Differentiation and personalization, Responsible use of digital.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Laura Ceccacci Pandemia, controllo digitale e democrazia: un’esperienza DaD di Filosofia e Media education 2021-01-29T18:21:39+00:00 Lia De Marco <p class="p1">This article presents the teaching experience <span class="s1"><em>Pandemic, digital control and democracy </em></span>conducted in the 5th AU and 5th BU classes of the “G. Bianchi Dottula” of Bari in the months of March and April 2020, in the lockdown period due to the Covid-19 health emergency. The path, based on the combination of research-action methods, consisted in the discussion of philosophical issues in a transversal perspective through a targeted DaD approach (with the help of Padlet, Google Classroom, Google Meet, Screen-cast-o-matic, Rai Scuola and many others), in view of the State Exams. In a historical moment in which the discussion on the present is of extreme urgency and the awareness of the processes in progress is decisive, the narration of this good practice could contribute to the sharing of didactically effective experiences in consideration of the next DDI.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Lia De Marco Didattica Inclusiva a Distanza: tecnologie e tecniche per l’Inclusione di studenti con disabilità visiva 2021-01-29T18:21:54+00:00 Lucia Maffione <p class="p1">This contribution illustrates the activation of an inclusive teaching practice realized during the suspension of face-to-face lessons, due to the Covid 19 epidemic. The purposes of the intervention were: to respond to the student’s learning special needs, with visual disabilities and attending the Secondary School, as well as to achieve the objectives of her individualized educational plan. Throughout the article many various didactic techniques, software, aids, e-tivity and online open resources are presented to implement inclusive distance learning.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Lucia Maffione Voci di speranza, una significativa esperienza di didattica a distanza che ha colmato le distanze 2021-01-29T18:22:06+00:00 Roberta Gianesin <p class="p1">In the s.y. 2019-20 I followed a project born from the collaboration between the comprehensive school Francesco d’Assisi in Tezze sul Brenta (VI) where I work as a religion teacher and the radio station <span class="s1"><em>Radio Oreb</em></span>, to give children a voice on inclusive issues. A mediaeducational project that has fostered communication, the exchange of experiences and emotions and which allowed children to feel close to each other during the Covid-19 emergency.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Roberta Gianesin Students teaching other students 2021-01-29T18:22:18+00:00 Valentina Pagani <p class="p1">The COVID-19 pandemic situation that overwhelmed us still strongly questions university teaching today. The research reports a classroom’s activity based on self-assessment (SA) and peer-feedback (PF)activities. The result is connected to the combination of three key points for effective teaching: 1) an active role of the students involved in the activity, 2) an effective use of technology based on a Student Response System (SRS), and 3) a sustained pedagogical training for teachers suddenly catapulted to new teaching methods. The design used, developed in the Italian university context, can be developed totally online, guaranteeing new skills and new learning, in view of a hypothetical, and not so unexpected, return to distance learning.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020 Valentina Pagani L’uso dei media da parte dei musei nell’era della pandemia Covid-19: criticità e potenzialità 2021-01-29T18:22:31+00:00 Daniela Benedetti <p class="p1">The closing to the public due to the health emergency led museums to publish on the web a considerable amount of digital contents, in several cases self-produced. The modest diffusion in the Italian museums of a planned and conscious use of digital communication, resulting in part from the peculiarities of the national scene, revealed during the pandemic. It’s appropriate move from the need to provide over the internet displays of resilience or contents alternatives to the possibility to go to the museum to a rethinking of the online offer, extremely challenging task for the several small and medium Italian museums, with few professional and economic resources.</p> 2020-11-02T00:00:00+00:00 Copyright (c) 2020