A dynamic model for distance learning: evaluation of an online course for hospital teachers’ professional development
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Apr 6, 2018
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Abstract
Nell’ambito della Scuola in Ospedale la formazione dei docenti gioca un ruolo cruciale per affrontare la complessità di questo particolare contesto formativo. Partendo dai risultati di un’indagine sui bisogni professionali espressi dagli insegnanti ospedalieri, è stato progettato un corso modulare online che rappresenta una delle azioni del modello DOCC (Dynamic Online Course Community), ideato per lo sviluppo professionale dei docenti ospedalieri. Lo scopo del presente contributo è indagare quanto il corso online abbia soddisfatto i bisogni professionali espressi dai docenti. I risultati hanno evidenziato un alto livello di soddisfazione pur in presenza di alcune differenze fra le aree tematiche proposte. Sulla base dei risultati e delle criticità emerse sono previste ulteriori azioni formative per lo sviluppo professionale orientate allo sviluppo di competenze sempre più specifiche.
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References
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Wadley, G., Vetere, F., Hopkins, L., Green, J., & Kulik, L. (2014). Exploring ambient technology for connecting hospitalised children with school and home. International Journal of Human-Computer Studies, 72(8), 640-653. doi: 10.1016/j.ijhcs.2014.04.003
Vanderlinde, V., Aesaert, K., & van Braak, J. (2014). Institutionalized ICT use in primary education: A multilevel analysis. Computers & Education, 72, 1-10. doi: 10.1016/j.compedu.2013.10.007
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American Psychological Association. (1997). Learner-centered psychological principles: a framework for school redesign and reform. Washington, DC: ERIC Clearinghouse.
Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of instructional design. Journal of Instructional Development, 3(4), 70-90. doi: 10.1007/BF02904348
Benigno, V., Caruso, G., Fante, C., & Ravicchio, F. (2016). Un sistema dinamico per lo sviluppo professionale dei docenti: il caso della scuola ospedaliera. In M. Rui (Ed.), Proceedings della Multiconferenza EM&M ITALIA. Modena, Italia 7-9 settembre 2016. Retrieved from https://www. ememitalia.org/archivio/2016/atti-ememitalia-2016
Benigno, V., Fante, C., & Caruso, G. (2017). Docenti in ospedale e a domicilio. L’esperienza di una scuola itinerante. Milano, IT: Franco Angeli.
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 57(1), 289-300.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. doi: 10.12973/eurasia.2009.00146a
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. doi: 10.3102/0013189X018001032
Capurso, M., & Dennis, J. L. (2017). Key Educational Factors in the education of students with a medical condition. Support for Learning, 32(2), 158-179. doi: 10.1111/1467-9604.12156
Capurso, M., & Vecchini, A. (2010). Un profilo professionale degli insegnanti di scuola in ospedale.
L’integrazione scolastica e sociale, 9(5), 519-526.
Cortigiani, P. (2010). Wiki-schools: scuole che generano conoscenza connettiva. Rivista dell’Istruzione, 6, 80-88.
Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British Journal of Educational Technology, 45(6), 1136–1148. doi:10.1111/bjet.12200
Halavais, A. M. (2012). A genealogy of badges: inherited meaning and monstrous moral hybrids.
Information, Communication & Society, 15(3), 354–373. doi: 10.1080/1369118X.2011.641992
Hopkins, L., Green, J., Henry, J., Edwards, B., & Wong, S. (2014). Staying engaged: The role of teachers and schools in keeping young people with health conditions engaged in education. The Australian Educational Researcher, 41(1), 25-41. doi: 10.1007/s13384-013-0096-x
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. doi: 10.1007/s11423-009- 9132-y
Johnson, S. D., & Aragon, S. A. (2002). An instructional strategy framework for online learning environments. New directions for adult and continuing education, 2003(100), 31-43.
Maor, D., & Mitchem, K. J. (2015). Can technologies make a difference for hospitalized youth: Findings from research. Journal of Computer Assisted Learning, 31(6), 690-705. doi: 10.1111/jcal.12112
Massaglia, P. (2008). Aspetti emotivo-relazionali del dolore in oncologia pediatrica. Giornale Italiano di Psico-Oncologia, 10(1), 35-36.
McCarthy, A., Maor, D., & McConney, A. (2017). Mobile technology in hospital schools: What are teachers’ professional learning needs? Journal of Technology and Teacher Education, 25(1), 61-89.
McCombs, B. (2015). Learner-Centered Online Instruction. New Directions for Teaching and Learning, 2015(144), 57-71.
McCombs, B. L., & Vakili, D. (2005). A learner centered framework for e-learning. Teachers College Record, 107(8), 1582- 1609.
Pilgrim, M., Hornby, G., Everatt, J., & Macfarlane, A. (2016). Evaluation of an innovative programme for training teachers of children with learning and behavioural difficulties in New Zealand. Educational Review, 69(3), 337-348. doi: 10.1080/00131911.2016.1218443
Polanyi, M. (1979). La conoscenza inespressa. Roma, IT: Armando Editore.
Raffaghelli, J. E. (2014). Open Digital Badges: a technology supporting assessment in Lifelong Learning, TD Tecnologie Didattiche, 22(2), 119-123. doi: 10.17471/2499-4324/150
Ranieri, M., Manca, S., & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769. doi: 10.1111/j.1467-8535.2012.01356.x
Salomon, G. (1998). Novel constructivist learning environments and novel technologies: some issues to be considered. Research Dialog in Learning and Instruction, 1(1), 3-12. doi: 10.1016/S0959- 4752(98)00007-3
Schön, D. H. (1983). The Reflective Practitioner: How Professionals Think in Action. London, UK: Maurica Temple Smith.
Shaw, S. R., & Brown, M.B. (2011). Keeping pace with changes in health care: Expanding educational and medical collaboration. Journal of Educational and Psychological Consultation, 21(2), 79-87. doi: 10. 1080/10474412.2011.571549
Trentin, G. (2008). La sostenibilità didattico formativa dell’E-learning. Milano, IT: Franco Angeli.
Tseng, F. C., & Kuo, F. Y. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72, 37-47.
doi: 10.1016/j.compedu.2013.10.005
Unal, S., & Ozturk, I. H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944. doi: 10.5829/idosi.wasj.2012.18.07.1243
Wadley, G., Vetere, F., Hopkins, L., Green, J., & Kulik, L. (2014). Exploring ambient technology for connecting hospitalised children with school and home. International Journal of Human-Computer Studies, 72(8), 640-653. doi: 10.1016/j.ijhcs.2014.04.003
Vanderlinde, V., Aesaert, K., & van Braak, J. (2014). Institutionalized ICT use in primary education: A multilevel analysis. Computers & Education, 72, 1-10. doi: 10.1016/j.compedu.2013.10.007
Vrieling, E., Van den Beemt, A., & De Laat, M. (2016). What’s in a name: Dimensions of social learning in teacher groups. Teachers and Teaching, 22(3), 273-292. doi: 10.1080/13540602.2015.1058588