LA VALUTAZIONE DELLE COMPETENZE DIGITALI IN AMBITI INFORMALI ONLINE: UNA ESPERIENZA TRASFORMATIVA CON WIKIPEDIA
Barra laterale dell'articolo
Pubblicato:
Apr 1, 2019
Parole chiave:
Competenze Digitali, Valutazione, Valutazione Partecipata, Wikipedia, Apprendimenti Informali, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
L’articolo presenta una esperienza di didattica universitaria relativa all’acquisizione e valutazione delle competenze digitali attraverso la creazione e l’editing di voci di Wikipedia. Le competenze digitali sono declinate secondo il framework europeo DigComp 2.1. Il processo di creazione delle voci è stato monitorato nelle sue articolazioni tra contesti formali e informali di apprendimento nel tentativo di sviluppare un ambiente per la costruzione di conoscenza in grado di favorire una valutazione autentica, situata e partecipata attraverso sia gli interventi regolativi del docente e dei tutor, sia i feedback di altri utenti di Wikipedia.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:
- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
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Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. Sevilla, SP: Institute for Prospective Technological Studies.
Alam, S. L., & McLoughlin, C. (2010). Using digital tools to connect learners: Present and future scenarios for citizenship 2.0. In C. Steel, M. Keppell, P. Gerbic, & S. Housego (2010). Curriculum, technology & transformation for an unknown future. Proceedings ASCILITE Sidney2010.
Alberici, A., & Di Rienzo, P. (2014). Learning to learn for the individual and society. In Learning to Learn (pp. 103-120). London, UK: Routledge.
Ballarino, G. (2013). Istruzione, formazione professionale, transizione scuola-lavoro. Il caso italiano in prospettiva comparata. Rapporto di ricerca IRPET.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. doi: 10.1080/00098650903505415
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC, USA: International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of ASEE National Conference, 30(9), 1-18.
Bloom, B. S.; Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY, USA: David McKay Company.
Brown, P., Green, A., & Lauder, H. (2001). High skills: Globalization, competitiveness, and skill formation: globalization, competitiveness, and skill formation. Oxford, UK: Oxford University Press.
Calvani, A., Fini, A., & Ranieri, M. (2010). La competenza digitale nella scuola. Modelli e strumenti per svilupparla e valutarla. Trento, IT: Erickson.
Calvani, A., Fini, A., & Ranieri, M. (2011). Valutare la competenza digitale: prove per la scuola primaria e secondaria (Vol. 6). Trento, IT: Edizioni Erickson.
Calvani, A., Fini, A., & Ranieri, M. (2014). La competenza digitale nella scuola. Modelli, strumenti, ricerche. Italian Journal of Educational Research, 5, 9-21.
Carretero, G. S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. EUR–Scientific and Technical Research Report Information Society. Publications Office of the European Union.
Castoldi, M. (2016). Valutare e certificare le competenze. Roma, IT: Carocci.
Cope, B., & Kalantzis, M. (2015). Assessment and Pedagogy in the Era of Machine-Mediated Learning. In T. Dragonas, K. J., Gergen, S., & McNamee (Eds). Education as Social Construction: Contributions to Theory, Research, and Practice, (pp. 350-374). Chagrin Falls, OH, USA: Worldshare Books.
Cope, B., Kalantzis, M., Abd-El-Khalick, F., & Bagley, E. (2013). Science in Writing: Learning Scientific Argument in Principle and Practice. E-Learning and Digital Media, 10(4), 420-441. doi: 10.2304/elea.2013.10.4.420
Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of online education, 4(5), 2.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and higher education, 15(1), 3-8. doi: 10.1016/j.iheduc.2011.06.002
Eisenberg, M. B., Murray, J., & Bartow, C. (2014). Big6 by the month: a common sense approach to effective use of common standards for information literacy learning. Library Media Connection, 32(6), 38-41
Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. New York: Cambridge University Press.
Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5, 319–336. doi: 10.1016/0959-4752(95)00021-6
Ellerani, P. G. (2006). Per una valutazione «autentica». Innovazione educativa, 2, 50-56.
Ferrari, A., Punie, Y., & Brečko, B. N. (Eds.). (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Luxembourg: Publications Office of the European Union.
Galliani L. (2013). Apprendimento in età adulta, contesti e reti. Lectio magistralis presentata alla Conferenza ICT and Adult learning. European Agenda on Adult Learning. Torino, IT: Isfol.
Galliani, L., & Notti, A. (2014). Valutazione educativa. Lecce, IT: Pensa MultiMedia.
Garvoille, A., & Buckner, G. (2009). Writing Wikipedia Pages in the Constructivist Classroom. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 1600-1605). Chesapeake, VA, USA: AACE.
Gentili, C. (2014). Istruzione tecnica tra sapere e cultura d’impresa. Formazione & Insegnamento. Rivista internazionale di Scienze dell’educazione e della formazione, 10(2), 141-164.
Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Dordrecht, NL: Springer.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London - New York, NY, USA: Routledge.
Jonassen, D. (2002). Learning to solve problems online. In C. Vrasidas, & G.V. Glass (Eds.), Distance education and distributed learning (pp. 75-98). Greenwich, CT, USA: Information Age Publishing.
Kittur, A., & Kraut, R. E. (2008). Harnessing the wisdom of crowds in Wikipedia: quality through coordination. Proceedings of the 2008 ACM conference on Computer supported cooperative work (pp. 37-46). doi: 10.1145/1460563.1460572
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. doi: 10.1016/j.compedu.2014.05.009
Parmigiani, D., Traverso, A., Pennazio, V., & Olivieri, A. (2016). Web-based information search: strategies and differences between tablet and pc use. Italian Journal of Educational Technology, 23(3), 148-154.
Patrick, W. (2010). Recognising non-formal and informal learning outcomes, policies and practices. OECD publishing. Retrieved from http://www.oecd.org/education/innovation-education/recognisingnon-formalandinformallearningoutcomespoliciesandpractices.htm
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & evaluation in higher education, 35(4), 435-448. doi: 10.1080/02602930902862859
Resnick, L. B. (1995). Imparare dentro e fuori la scuola. In Pontecorvo, C., Ajello, A. M., Zucchermaglio, C. (eds.), I contesti sociali dell’apprendimento (pp. 61-84). Milano, IT: LED.
Rivoltella, P. C. (2013). Fare didattica con gli EAS. Episodi di apprendimento situati. Brescia, IT: Editrice La Scuola.
Roth, S., & Erstad, O. (2013). Networked lives for learning: digital media and young people across formal and informal contexts. In G. Trentin, & M. Repetto (Eds.), Using Network and Mobile Technology to Bridge Formal and Informal Learning (pp. 119-152). Oxford, UK: Woodhead/Chandos Publishing Limited.
Scardamalia, M., Bransford, J., Kozma, B., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In Assessment and teaching of 21st century skills (pp. 231-300). Netherlands: Springer.
Sigalov, S. E., & Nachmias, R. (2017). Wikipedia as a platform for impactful learning: A new course model in higher education. Education and Information Technologies, 22(6), 2959-2979. doi: 10.1007/s10639-016-9564-z
Star, S. L., & Griesemer, J. R. (1989). Institutional Ecology, Translations and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science 19(4), 387–420. doi: 10.1177/030631289019003001
Surowiecki, J. (2005). The wisdom of crowds: why the many are smarter than the few. London, UK: Abacus.
Tessaro, F. (2014). Lo sviluppo della competenza. Indicatori e processi per un modello di valutazione. Formazione & insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 10(1), 105-120.
Trentin G. (2014). Come trasformare un’esigenza estrema in una straordinaria opportunità di innovazione didattica e crescita professionale per i docenti. TD Tecnologie Didattiche, 22(1), 31-38.
Troia, S. (2017, November 23). DigComp 2.1: presentazione del modello italiano. Retrieved from http://www.cittadinanzadigitale.eu/blog/2017/11/23/digcomp-2-1/
Wannemacher, K. (2009). Articles as assignments - Modalities and experiences of Wikipedia use in university course. In M.Spaniol, Q. Li, R. Klamma, & R. W. H. Lau (Eds.), Advances in Web Based Learning - ICWL 2009. Lecture Notes in Computer Science, 5686 (pp.434-443). Berlin, DE: Springer.
Wenger, E., McDermott, R., & Snyder, W.M. (2007). Coltivare comunità di pratica. Prospettive e esperienze di gestione della conoscenza. Milano, IT: Guerini e Associati.
Wiggins, G. (1998). Educative Assessment. Designing Assessments to Inform and Improve Student Performance. San Francisco, CA, USA: Jossey-Bass Publishers.
Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374. doi: 10.10.80/1475939X.2014.948041
Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. Sevilla, SP: Institute for Prospective Technological Studies.
Alam, S. L., & McLoughlin, C. (2010). Using digital tools to connect learners: Present and future scenarios for citizenship 2.0. In C. Steel, M. Keppell, P. Gerbic, & S. Housego (2010). Curriculum, technology & transformation for an unknown future. Proceedings ASCILITE Sidney2010.
Alberici, A., & Di Rienzo, P. (2014). Learning to learn for the individual and society. In Learning to Learn (pp. 103-120). London, UK: Routledge.
Ballarino, G. (2013). Istruzione, formazione professionale, transizione scuola-lavoro. Il caso italiano in prospettiva comparata. Rapporto di ricerca IRPET.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. doi: 10.1080/00098650903505415
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC, USA: International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of ASEE National Conference, 30(9), 1-18.
Bloom, B. S.; Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY, USA: David McKay Company.
Brown, P., Green, A., & Lauder, H. (2001). High skills: Globalization, competitiveness, and skill formation: globalization, competitiveness, and skill formation. Oxford, UK: Oxford University Press.
Calvani, A., Fini, A., & Ranieri, M. (2010). La competenza digitale nella scuola. Modelli e strumenti per svilupparla e valutarla. Trento, IT: Erickson.
Calvani, A., Fini, A., & Ranieri, M. (2011). Valutare la competenza digitale: prove per la scuola primaria e secondaria (Vol. 6). Trento, IT: Edizioni Erickson.
Calvani, A., Fini, A., & Ranieri, M. (2014). La competenza digitale nella scuola. Modelli, strumenti, ricerche. Italian Journal of Educational Research, 5, 9-21.
Carretero, G. S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. EUR–Scientific and Technical Research Report Information Society. Publications Office of the European Union.
Castoldi, M. (2016). Valutare e certificare le competenze. Roma, IT: Carocci.
Cope, B., & Kalantzis, M. (2015). Assessment and Pedagogy in the Era of Machine-Mediated Learning. In T. Dragonas, K. J., Gergen, S., & McNamee (Eds). Education as Social Construction: Contributions to Theory, Research, and Practice, (pp. 350-374). Chagrin Falls, OH, USA: Worldshare Books.
Cope, B., Kalantzis, M., Abd-El-Khalick, F., & Bagley, E. (2013). Science in Writing: Learning Scientific Argument in Principle and Practice. E-Learning and Digital Media, 10(4), 420-441. doi: 10.2304/elea.2013.10.4.420
Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of online education, 4(5), 2.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and higher education, 15(1), 3-8. doi: 10.1016/j.iheduc.2011.06.002
Eisenberg, M. B., Murray, J., & Bartow, C. (2014). Big6 by the month: a common sense approach to effective use of common standards for information literacy learning. Library Media Connection, 32(6), 38-41
Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. New York: Cambridge University Press.
Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5, 319–336. doi: 10.1016/0959-4752(95)00021-6
Ellerani, P. G. (2006). Per una valutazione «autentica». Innovazione educativa, 2, 50-56.
Ferrari, A., Punie, Y., & Brečko, B. N. (Eds.). (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Luxembourg: Publications Office of the European Union.
Galliani L. (2013). Apprendimento in età adulta, contesti e reti. Lectio magistralis presentata alla Conferenza ICT and Adult learning. European Agenda on Adult Learning. Torino, IT: Isfol.
Galliani, L., & Notti, A. (2014). Valutazione educativa. Lecce, IT: Pensa MultiMedia.
Garvoille, A., & Buckner, G. (2009). Writing Wikipedia Pages in the Constructivist Classroom. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 1600-1605). Chesapeake, VA, USA: AACE.
Gentili, C. (2014). Istruzione tecnica tra sapere e cultura d’impresa. Formazione & Insegnamento. Rivista internazionale di Scienze dell’educazione e della formazione, 10(2), 141-164.
Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Dordrecht, NL: Springer.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London - New York, NY, USA: Routledge.
Jonassen, D. (2002). Learning to solve problems online. In C. Vrasidas, & G.V. Glass (Eds.), Distance education and distributed learning (pp. 75-98). Greenwich, CT, USA: Information Age Publishing.
Kittur, A., & Kraut, R. E. (2008). Harnessing the wisdom of crowds in Wikipedia: quality through coordination. Proceedings of the 2008 ACM conference on Computer supported cooperative work (pp. 37-46). doi: 10.1145/1460563.1460572
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. doi: 10.1016/j.compedu.2014.05.009
Parmigiani, D., Traverso, A., Pennazio, V., & Olivieri, A. (2016). Web-based information search: strategies and differences between tablet and pc use. Italian Journal of Educational Technology, 23(3), 148-154.
Patrick, W. (2010). Recognising non-formal and informal learning outcomes, policies and practices. OECD publishing. Retrieved from http://www.oecd.org/education/innovation-education/recognisingnon-formalandinformallearningoutcomespoliciesandpractices.htm
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & evaluation in higher education, 35(4), 435-448. doi: 10.1080/02602930902862859
Resnick, L. B. (1995). Imparare dentro e fuori la scuola. In Pontecorvo, C., Ajello, A. M., Zucchermaglio, C. (eds.), I contesti sociali dell’apprendimento (pp. 61-84). Milano, IT: LED.
Rivoltella, P. C. (2013). Fare didattica con gli EAS. Episodi di apprendimento situati. Brescia, IT: Editrice La Scuola.
Roth, S., & Erstad, O. (2013). Networked lives for learning: digital media and young people across formal and informal contexts. In G. Trentin, & M. Repetto (Eds.), Using Network and Mobile Technology to Bridge Formal and Informal Learning (pp. 119-152). Oxford, UK: Woodhead/Chandos Publishing Limited.
Scardamalia, M., Bransford, J., Kozma, B., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In Assessment and teaching of 21st century skills (pp. 231-300). Netherlands: Springer.
Sigalov, S. E., & Nachmias, R. (2017). Wikipedia as a platform for impactful learning: A new course model in higher education. Education and Information Technologies, 22(6), 2959-2979. doi: 10.1007/s10639-016-9564-z
Star, S. L., & Griesemer, J. R. (1989). Institutional Ecology, Translations and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science 19(4), 387–420. doi: 10.1177/030631289019003001
Surowiecki, J. (2005). The wisdom of crowds: why the many are smarter than the few. London, UK: Abacus.
Tessaro, F. (2014). Lo sviluppo della competenza. Indicatori e processi per un modello di valutazione. Formazione & insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 10(1), 105-120.
Trentin G. (2014). Come trasformare un’esigenza estrema in una straordinaria opportunità di innovazione didattica e crescita professionale per i docenti. TD Tecnologie Didattiche, 22(1), 31-38.
Troia, S. (2017, November 23). DigComp 2.1: presentazione del modello italiano. Retrieved from http://www.cittadinanzadigitale.eu/blog/2017/11/23/digcomp-2-1/
Wannemacher, K. (2009). Articles as assignments - Modalities and experiences of Wikipedia use in university course. In M.Spaniol, Q. Li, R. Klamma, & R. W. H. Lau (Eds.), Advances in Web Based Learning - ICWL 2009. Lecture Notes in Computer Science, 5686 (pp.434-443). Berlin, DE: Springer.
Wenger, E., McDermott, R., & Snyder, W.M. (2007). Coltivare comunità di pratica. Prospettive e esperienze di gestione della conoscenza. Milano, IT: Guerini e Associati.
Wiggins, G. (1998). Educative Assessment. Designing Assessments to Inform and Improve Student Performance. San Francisco, CA, USA: Jossey-Bass Publishers.
Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374. doi: 10.10.80/1475939X.2014.948041