Italian Journal of Educational Technology <h2>Since 1993, a four-monthly journal on educational technology</h2> <p>The<strong> Italian Journal of Educational Technology (IJET) </strong>(formerly <strong>TD Tecnologie Didattiche</strong>) is a refereed, open-access journal that publishes theoretical perspectives, review articles, methodological developments, empirical research and best practice in the field of education and technology. The journal targets scholars and practitioners and welcomes contributions in English on any aspect of technology-enhanced learning in formal, non-formal and informal learning contexts, from early years through to technical, vocational and higher education, professional development and corporate training, in any subject domain.</p> <p>All contents of the Italian Journal of Educational Technology (IJET) are licensed under a <a href="" target="_blank" rel="license noopener">Creative Commons Attribution-NonCommercial 4.0 International License</a>. Readers have free online access to the contents of all issues of the journal.</p> <p><a href="" rel="license"><img title="Creative Commons Attribution-NonCommercial 4.0 International License" src="" alt=""></a></p> <p>Italian Journal of Educational Technology has been recognised as Classe A journal in the assessment carried out by&nbsp;<a href="" target="_blank" rel="noopener">ANVUR</a>, the agency designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output.&nbsp; <a href="/about" target="_blank" rel="noopener">Keep reading in About</a>.</p> <h3>TOPICS</h3> <p>Topics covered concerns any aspect of educational technology, including:</p> <ul> <li>Theoretical aspects of educational technology and technology-enhanced learning</li> <li>Innovative learning environments</li> <li>Open and online education</li> <li>Collaborative learning</li> <li>Design of learning environments</li> <li>Evaluation and assessment</li> <li>Mobile technologies and social media</li> <li>Game-based learning</li> <li>Formal, non-formal and informal learning</li> <li>Digital literacy</li> <li>Technology for inclusive learning</li> <li>Digital contents and educational resources</li> <li>Research methods in educational technology</li> <li>Policies for innovation in educational systems</li> </ul> <h3>PEER REVIEW POLICY</h3> <p>Manuscripts undergo a double-blind peer-review process involving at least two reviewers and the editor of each issue.</p> en-US <p><span>Authors who publish with this journal agree to the following terms:</span></p><ol><li><span>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under </span>a <a href="" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_blank">The Effect of Open Access</a>)</li></ol> (Italian Journal of Educational Technology (IJET)) (Luca Bernava) Wed, 22 Dec 2021 00:00:00 +0100 OJS 60 EDITORIAL. TECHNOLOGY ENHANCED LEARNING FOR HEALTHCARE PROFESSIONALS <p>In the last years a number of transformations in the health care systems in Europe and beyond has occurred, which result in new demands and ways of working for health care professionals; roles in health professions have been subject to substantial changes and in some cases new categories of health professionals have been defined (Goldfield, 2017).<br>As a consequence, new and multi-faceted needs are emerging in terms of education and training, calling for comprehensive, multidisciplinary and problem-based approaches. Higher Education institutions and Vocational &amp; Training providers need to guarantee access to up-to-date, evidence-based medical and nursing knowledge and clinical practice, as well as the capacity to develop key abilities, competences and critical thinking skills and dispositions, so that health care professionals are able to plan and implement individualized heath care, to understand and manage complex health issues and conditions, to collaborate with fellow professional, and to interact with patients, in the effort to help improve their health status and quality of life.<br>As a response to these changes and needs, in recent years the field of “Medical Humanities” has started attracting attention, by advocating positive impact of introducing humanistic elements, such as art, literature and storytelling in health education and training.<br>In this evolving scenario, new technologies - as part of a digitalized society and e-health services - offer affordances that seem to fit well with the new needs of the healthcare training context; they can pave the way for adoption of innovative methods and approaches and can support meaningful and effective learning in such a challenging sector. The learning environments, if featured with high-tech devices and solutions, can support collaborative and active learning approaches, thus contributing to better prepare the future health care professionals. In this line, institutions offering education and training for healthcare professionals are increasingly adopting e-learning or blended learning approaches.<br>Nonetheless, it seems the adoption of technological solutions does not necessarily imply innovation in terms of methods. This has emerged even more clearly during the recent Covid-19 pandemic, when most institutions were forced to suddenly move to online training; in those exceptional circumstances, it came out most of the training offer was primarily transmissive in nature, as most of the providers turned out to be unprepared to harness the strengths of online learning, nor deal with its limitations (Hodges, Moore, Lockee, Trust, &amp; Bond, 2020).<br>For these reasons, sharing research findings and experiences about how technologies are actually affecting teaching and learning methods in the healthcare professionals’ training, seems useful.&nbsp;<br>In this special issue we have collected a number of papers, in an attempt to contribute to this debate.</p> Francesca Pozzi, Annamaria Bagnasco, Ioanna V. Papathanasiou, Hannele Turunen ##submission.copyrightStatement## Wed, 12 Jan 2022 18:26:35 +0100 DIGITAL NARRATIVES FOR THE DEVELOPMENT AND SHARING OF PROFESSIONAL NURSING SKILLS: THE EXPERIENCE OF THE HEALTH SCHOOL <p>The paper presents a study carried out at an Italian Local Health Unit in a professional training course for Multidisciplinary Day Surgery Nurses, based on the Digital Storytelling method. Through focus groups, participants told stories drawn from their real professional experiences where they found themselves facing a particularly critical problem. After discussing the problem and the skills needed to solve it, they transformed the stories into digital narratives. Digital Storytelling through role-playing in real work settings brought out the emotional, participatory and collaborative dimensions. The development of the script and the storyboard with the use of photos and videos made it possible to focus on the specific settings where the narrated problems unfolded, foregrounding a great deal of tacit knowledge. The videos were then published online as training materials for continuing professional development among peers or for novice nurses in other Health Units in the local area.</p> Corrado Petrucco, Briana Zardinoni ##submission.copyrightStatement## Tue, 02 Nov 2021 00:00:00 +0100 NARRATING THE MUSEUM TO PROMOTE EMPATHY AND CRITICAL THINKING IN MEDICAL SCIENCE STUDENTS AND DOCTORS THROUGH ONLINE ACTIVITIES: A PILOT RESEARCH EXPERIENCE <p>The research experience "Narrating the museum to promote empathy and critical thinking in medical science students and doctors through online activities", carried out within the "Inclusive Memory" project, co-funded by University Roma Tre, aims at promoting empathy and critical thinking skills in medical science students and doctors through heritage education activities. The innovative features of the research experience lie in the use of online activities, combining different learning methodologies: Visual Thinking Strategies, Reflective Questioning, Storytelling, and Object-Based Learning. The paper presents the results of the pilot activity carried out by the Centre for Museum Studies research group, based at the Department of Education – Roma Tre, in collaboration with the Sapienza University of Rome. It also describes the teaching activities, learning and evaluation tools used during the pilot experience, which involved 35 participants. The trial results highlight a statistically significant improvement in the Critical Thinking use of language indicators and an improvement of Sensitivity to the context empathy dimension; participants state that their levels of communication and critical thinking skills improved at the end of the activities and that the exercises foreseen stimulated reflection, observation, and interpretation.</p> Antonella Poce, Massimo Mancone, Maria Rosaria Re, Mara Valente, Carlo De Medio, Francesca Amenduni, Viviana Maestrini ##submission.copyrightStatement## Wed, 10 Nov 2021 00:00:00 +0100 ECM ONLINE COURSE ON NARRATIVE MEDICINE AS PART OF EVIDENCE BASED MEDICINE <p>The narrative approach is an essential aspect of humanization of care. The so-called “narrative medicine” aims to empower patients to take ownership of their health and care needs (patient empowerment). The course described in this article involved some health professionals in the onco-hematology field, with the aim of developing the skills to rethink their role and motivation in a new system of interdependence with patients. The healthcare training based on the narrative approach, delivered through an e-learning platform, developed a highly interactive environment between teachers and professionals, who had different roles and professional status. The use of evaluation tools made it possible to measure the high effectiveness of the course and to propose new developments.</p> Marco Bresadola, Michele Fabbri, Mariasilvia Accardo ##submission.copyrightStatement## Tue, 16 Nov 2021 00:00:00 +0100 TECHNOLOGY-ENHANCED LEARNING IN NURSE PROFESSIONAL TRAINING: THE CASE OF THE ENHANCE GREEK PILOT COURSE <p>Technology-enhanced learning is being used in nurse education and training to promote active development of professional knowledge and skills among university students as well as among professional nurses. Although many studies have focused on enablers and barriers to e-learning in nursing education, there is still little knowledge regarding the specific functionalities that allow to instantiate flexible and effective learning activities as well as the user satisfaction of these functionalities. This study examines the students’ opinions about the ease of use and usefulness of the functionalities of the Open Online Tool (OOT) platform that was implemented and used for an online initiative for professional training on Family and Community Nursing (FCN) in Greece. The results of the research showed that most of the features of the OOT were considered by the participants to be easy to use and at the same time useful in contributing consistently to their training.</p> Flavio Manganello, Evangelos C. Fradelos, Dimitrios Mantzaris, Konstantinos Tsaras, Francesca Pozzi, Ioanna V. Papathanasiou ##submission.copyrightStatement## Tue, 19 Oct 2021 00:00:00 +0200 AN APPLICATION OF TEAM BASED LEARNING IN MEDICAL EDUCATION IN THE AGE OF COVID-19: A DIGITAL EXPERIENCE <p>In recent decades, Medical Education has undergone several radical changes. Moreover, the changes currently due to the Covid-19 emergency must be added. This paper aims to share the results of a teaching innovation in medical education based on Team-Based Learning (TBL), which was implemented within an elective course in the Master's Degree Course in Medicine and Surgery. The results of the mixed method evaluative research led to identify interpretative elements concerning the students’ engagement, their learning outcomes, and their perceptions about the teaching approach. The TBL, if introduced progressively and implemented with appropriate scaffolding actions through the exploitation of the potential of educational technologies, can lead to positive results. It can indeed facilitate a greater involvement of the students and the mobilization of the knowledge autonomously acquired in order to face tasks with increasing cognitive complexity, as well as an empowerment process of the "learning to learn" skill in the perspective of lifelong learning.</p> Luigina Mortari, Alessia Bevilacqua, Roberta Silva, Giuseppe Borzellino ##submission.copyrightStatement## Mon, 11 Oct 2021 00:00:00 +0200 HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE <p>The purpose of this paper is to describe the implementation of an online course, as well its development after implementation, and to focus on the health sciences educators’ and educator candidates’ assessments of their digipedagogical competence after the course. Semi-structured interviews to learners (n = 11) were used to collect data that were then analysed using inductive content analysis. The learners perceived that their ability to exploit digital applications increased and that they critically reflected upon their use of digital technology in teaching. The feedback from and presence of the tutors, as well as the collaborative activities with peer learners in the course, were generally regarded positively. Suggestions for improving the course were to limit the course content and to increase communality and other factors that support learners’ learning and work. The lessons learned from this study can be applied in basic and continuing professional development of health sciences educators.</p> Terhi Saaranen, Janette Kiikeri, Leena Salminen, Kukka-Maaria Kokkonen, Imane Elonen, Iina Ryhtä, Kristina Mikkonen, Maria Kääriäinen, Tuulikki Sjögren, Hilkka Korpi, Marjorita Sormunen ##submission.copyrightStatement## Thu, 11 Nov 2021 00:00:00 +0100