Instructional design for Special Need Education. An environment for sharing expertise
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Published
Aug 31, 2013
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Abstract
As part of the FIRB WISE project, the research unit from the University of Florence designed and developed the e-PeiWISE system, a network environment for sharing expertise and supporting the design of instructional interventions aimed at people with special needs, particularly the homebound. The theoretical basis of this work is grounded on reference knowledge in the development of inclusive instructional paths, as well as the externalization and transfer of achieved and enacted competences. The platform stimulates the sharing of results from evidence-based research, instructional design models, advice and experience accounts. Furthermore, it offers scaffolding for the reorganization of competences towards solution of specific cases.
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Articles - Special Issue
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References
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Calvani A. (2011).Principi dell’istruzione e strategie per insegnare. Roma, IT: Carocci.
Calvani A. (2012). Per un’istruzione evidence based. Analisi teorico-metodologica internazionale sulle didattiche efficaci e inclusive. Trento, IT: Erickson.
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Calvani A., Bonaiuti G., Pettenati M.C. (2011). Instructional Principles, Universal Learning Design and the role of technologies. In F. Ugolini, V. Tsipidis (eds.). International Conference ICT for inclusive learning: the way forward, (Firenze, Italia, 10-11 novembre 2011). Atene, GR:Euroacade my Association, pp. 229-233. http://eruralnetconference.files.wordpress.com/2011/11/proceedings_final_print.pdf (ultima consultazione 16.05.2013).
Clark R.C., Lyons C. (2004). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco, CA, USA: Pfeiffer Wiley.
Clark R.C., Nguyen F., Sweller J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA, USA: Pfeiffer Wiley.
Cooke N.J. (1994). Varieties of knowledge elicitation techniques. International Journal of Human-Computer Studies, 41 (6), pp. 801-849.
Cortigiani P. (2010). Wiki-schools: scuole che generano conoscenza connettiva. Rivista dell’Istruzione , 6, pp. 80-88.
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Polanyi M. (1966). The tacit dimension. New York, USA: Doubleday & Company.
Pontecorvo C., Ajello A.M., Zucchermaglio C., (eds.) (1995). I contesti sociali dell’apprendimento. Acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana. Milano, IT: LED.
Pontecorvo C., Ajello A.M., Zucchermaglio C. (2007). Discutendo si impara: interazione sociale e conoscenza a scuola . Roma, IT: Carocci.
Ranieri M., Manca S., Fini A. (2012). Promuovere comunità professionali attraverso i siti di Social Network. TD Tecnologie Didattiche , TD55, 20 (1), pp. 24-30.
Ricolfi L. (2006). La ricerca qualitativa . Roma, IT: Carocci.
Rosenshine B. (2009), The empirical support for direct instruction. In S.Tobias, T.M. Duffy (eds.).Constructivist instruction: success or failure London, UK: Routledge, pp. 201-220.
Rullani E. (2004). Economia della conoscenza. Creatività e valore nel capitalismo delle reti. Roma, IT: Carocci.
Schön D.A. (1983). The reflexive practitioner. New York, USA: Basic Books. Senge P. (1990). The Fifth Discipline: the Art and Practice of the Learning Organization . New York, USA: Doubleday/Currency.
Sennett R. (2008). L’uomo artigiano . Milano, IT: Feltrinelli.
Strassman P.A. (1985). Information Payoff. The Transformation of Work in the Electronic Age . New York, USA: The Free Press.
Swanson, R. A.,, Holton III, E. F. (2001). Foundations of Human Resource Development. San Francisco, CA, USA: Berrett-Koehler Publishers Inc.
Trentin G. (2004). Apprendimento in rete e condivisione delle conoscenze. Ruolo, dinamiche e tecnologie delle comunità professionali on-line . Milano, IT: Franco Angeli.
Trentin G. (2006). Dall’e-learning formale a quello informale attraverso i processi di gestione e condivisione della conoscenza professionale. TD Tecnologie Didattiche , TD39, 14 (3), pp. 39-42.
Trentin G. (ed.) (2012). Reti e inclusione socio-educativa. Il sistema di supporto WISE. Milano: Franco Angeli.
Van der Heijden B.I.J.M. (2000). The development and psychometric evaluation of a multidimensional measurement instrument of professional expertise. High Ability Studies , 11 (1), pp. 9-39.
Wenger E. (1998). Communities of Practice. Learning, Meaning and Identity . Cambridge, UK: Cambridge University Press.
Wenger E., McDermott R., Snyder W.M. (2002). Cultivating communities of practice. Boston, MA, USA: Harvard Business School Press.
Berlin I. (1966). The sense of reality. London, UK: Chatto & Windus.
Bowker N., Tuffin K.(2006). Transcending operating barriers online for disabled bodies. Australian. Journal of Rehabilitation Counselling, 1 (12), pp. 46-61.
Calvani A. (ed.) (2007). Tecnologia, scuola, processi cognitivi. Per una ecologia dell’apprendere. Milano, IT: Franco Angeli.
Calvani A. (2011).Principi dell’istruzione e strategie per insegnare. Roma, IT: Carocci.
Calvani A. (2012). Per un’istruzione evidence based. Analisi teorico-metodologica internazionale sulle didattiche efficaci e inclusive. Trento, IT: Erickson.
Calvani A., Benigno V., Menichetti L., Picci P. (2012). Trasferire expertise progettuale per la didattica inclusiva: l’ambiente e-Pei WISE. Atti del Convegno Didamatica 2012 (Taranto, 14-16 maggio 2012).
Calvani A., Bonaiuti G., Pettenati M.C. (2011). Instructional Principles, Universal Learning Design and the role of technologies. In F. Ugolini, V. Tsipidis (eds.). International Conference ICT for inclusive learning: the way forward, (Firenze, Italia, 10-11 novembre 2011). Atene, GR:Euroacade my Association, pp. 229-233. http://eruralnetconference.files.wordpress.com/2011/11/proceedings_final_print.pdf (ultima consultazione 16.05.2013).
Clark R.C., Lyons C. (2004). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco, CA, USA: Pfeiffer Wiley.
Clark R.C., Nguyen F., Sweller J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA, USA: Pfeiffer Wiley.
Cooke N.J. (1994). Varieties of knowledge elicitation techniques. International Journal of Human-Computer Studies, 41 (6), pp. 801-849.
Cortigiani P. (2010). Wiki-schools: scuole che generano conoscenza connettiva. Rivista dell’Istruzione , 6, pp. 80-88.
Cullen J., Cullen C., Hayward D., Maes V. (2009). Good Practices for Learning 2.0: Promoting inclusion. An in-depth study on eight learning 2.0 cases. European Commission, Joint Research Centre - Institute for Prospective Techno logical Studies, Luxembourg, http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2600 (ultima consultazione 16.05.2013).
Cullen J. (2011). Missing the target: why an inclusive learning society remains a dream. In Proceedings Conference ICT for inclusive learning: the way forward (Palazzo Medici Riccardi, Firenze, 10-11 Novembre 2011), pp. 17-34.
Davies P. (1999). What is evidence-based education?. British Journal of Educational Studies , 2 (47), pp. 108-121.
Dieste O. (2011). Systematic review and aggregation of empirical studies on elicitation techniques. IEEE Transaction on Software Engineering, 37 (2), March-April, pp. 283-304.
Drucker P. (1946). Concept of the corporation. New York, USA: The John Day Co.
Drucker P. (1993). Post-capitalist society . Oxford, UK: Butterworth Heinemann.
Earp J., Ott M., Pozzi F. (2013), Facilitating Educators’ Knowledge Transfer with Information Systems for Sharing Practices. Computers in Human Behaviour , 29, pp. 445-455.
European Commission (2010). EUROPE 2020. A strategy for smart, sustainable and inclusive growth. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:52010DC2020:EN:HTML (ultima consultazione 16.05/2013).
Gorman M.E. (2002). Types of Knowledge and Their Roles in Technology Transfer. The Journal of Technology Transfer , 27 (3), pp. 219-231.
Guglielman E. (2010). E-learning e disabilità: Progettare l’accessibilità, promuovere l’inclusione. Atti del VII Congresso Nazionale SIEL (Milano, 20-22 ottobre 2010). http://www.scribd.com/doc/48568200/E-learning-e-disa bilita-Progettare-l’accessibilita-promuovere-l’inclusione (ultima consultazione 16.05.2013).
Hattie J. (2009). Visible Learning. A Synthesis of over 800 meta-analyses relating to achievement . London-New York: Routledge.
Menichetti L. (2012). e-Pei WISE: ambiente online per la progettazione didattica assistita nella Special Education. In G. Trentin (ed.). Reti e inclusione socio-educativa. Il sistema di supporto WISE . Milano, IT: Franco Angeli, pp. 157-173.
Nonaka I., Takeuchi H. (1995). The knowledge-creating company. How Japanese companies create the dynamics of innovation. Oxford, UK: Oxford University Press.
OMS (2001). Classificazione Internazionale del Funzionamento, della Disabilità e della Salute, ICF . Trento, IT: Erickson.
Orr J. (1995). Condividere le conoscenze, celebrare l’identità. La memoria di comunità in una cultura di servizio. In Pontecorvo C., Ajello A.M., Zucchermaglio C. (eds.). I contesti sociali dell’apprendimento. Acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana . Milano, IT: LED, pp. 303-327.
Pettenati M.C., Svab M., Calvani A. (2011). ePEI: wb-based counselling system to support educators during the Instructional Design process. Proceedings of 18th International Conference University of Leeds (Leeds, UK, 6-8 settembre 2011).
Pettenati M.C., Svab M., Benigno V., Repetto M., Calvani A. (2011). Supporting inclusive learning through the E-PEI online counseling system. In F. Ugolini, V. Tsipidis (eds.). Proceedings of International Conference ICT for Inclusive Learning : the way forward , Euroacademy Association (Athens, Greece, 2011), pp.167-172.
Picci P. (2012). Sapere didattico-progettuale, qualità e tipologie. In G. Trentin (ed.). Reti e inclusione socio-educativa. Il sistema di supporto WISE . Milano, IT: Franco Angeli, pp. 143-155.
Polanyi M. (1966). The tacit dimension. New York, USA: Doubleday & Company.
Pontecorvo C., Ajello A.M., Zucchermaglio C., (eds.) (1995). I contesti sociali dell’apprendimento. Acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana. Milano, IT: LED.
Pontecorvo C., Ajello A.M., Zucchermaglio C. (2007). Discutendo si impara: interazione sociale e conoscenza a scuola . Roma, IT: Carocci.
Ranieri M., Manca S., Fini A. (2012). Promuovere comunità professionali attraverso i siti di Social Network. TD Tecnologie Didattiche , TD55, 20 (1), pp. 24-30.
Ricolfi L. (2006). La ricerca qualitativa . Roma, IT: Carocci.
Rosenshine B. (2009), The empirical support for direct instruction. In S.Tobias, T.M. Duffy (eds.).Constructivist instruction: success or failure London, UK: Routledge, pp. 201-220.
Rullani E. (2004). Economia della conoscenza. Creatività e valore nel capitalismo delle reti. Roma, IT: Carocci.
Schön D.A. (1983). The reflexive practitioner. New York, USA: Basic Books. Senge P. (1990). The Fifth Discipline: the Art and Practice of the Learning Organization . New York, USA: Doubleday/Currency.
Sennett R. (2008). L’uomo artigiano . Milano, IT: Feltrinelli.
Strassman P.A. (1985). Information Payoff. The Transformation of Work in the Electronic Age . New York, USA: The Free Press.
Swanson, R. A.,, Holton III, E. F. (2001). Foundations of Human Resource Development. San Francisco, CA, USA: Berrett-Koehler Publishers Inc.
Trentin G. (2004). Apprendimento in rete e condivisione delle conoscenze. Ruolo, dinamiche e tecnologie delle comunità professionali on-line . Milano, IT: Franco Angeli.
Trentin G. (2006). Dall’e-learning formale a quello informale attraverso i processi di gestione e condivisione della conoscenza professionale. TD Tecnologie Didattiche , TD39, 14 (3), pp. 39-42.
Trentin G. (ed.) (2012). Reti e inclusione socio-educativa. Il sistema di supporto WISE. Milano: Franco Angeli.
Van der Heijden B.I.J.M. (2000). The development and psychometric evaluation of a multidimensional measurement instrument of professional expertise. High Ability Studies , 11 (1), pp. 9-39.
Wenger E. (1998). Communities of Practice. Learning, Meaning and Identity . Cambridge, UK: Cambridge University Press.
Wenger E., McDermott R., Snyder W.M. (2002). Cultivating communities of practice. Boston, MA, USA: Harvard Business School Press.