eSchooling: an ICT-based approach to compentence- based education
DOI:
https://doi.org/10.6092/issn.1825-8670/5572Keywords:
Digital Competence, eSchooling, Competence-based Education, Highschool, Teaching and Learning ProcessesAbstract
We present the eSchooling project, which aims at supporting the introduction of a nce-based approach to education in schools, leveraging Information and Communication Technology. The project supports the whole teaching and learning lifecycle, from the didactic project to the assessment, to the metacognitive reflection on the learning process. It supports all involved actors: teachers, students, school directors and families. Digital competence of the actors is reinforced both in personal way and communicative interaction.References
Avvisati, F., Hennessy, S., Kozma, R. B., & Vincent-Lancrin, S. (2013). Review of the Italian Strategy for Digital Schools. OECD Education Working Papers, No. 90, OECD Publishing. Retrieved April 9, 2013, from http://dx.doi.org/10.1787/5k487ntdbr44-en.
Antonietti, A., Colombo, B., & Di Nuzzo, C. (2015). Metacognition in self-regulated multimedia learning: Integrating behavioural, psychophysiological and introspective measures. Learning, Media And Technology, 40(2), 187-209. doi:10.1080/17439884.2014.933112.
Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., & Wesselink, R. (2004). Competence-based VET in the Netherlands: Background and pitfalls. Journal of Vocational Education and Training, 56, 523-538.
Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J. & Mulder, M. (2009). Towards competence-based VET: dealing with the pitfalls. Journal of Vocational Education and Training, 61(3), 267-286.
Birenbaum, M. (2003). New insights into learning and teaching and the implications for assessment. In M. Segers, F. J. R. C. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 13-36). Dordrecht: Kluwer Academic Publishers.
Bottani N. (2007). L’istruzione scolastica a un bivio di fronte alla voga travolgente e stravolgente delle competenze. In D. S. Rychen & L. Hersh Salganik, Agire le competenze chiave. Scenari e strategie per il benessere consapevole (pp. 12-31). Milano: Franco Angeli. Retrieved from http://www.oxydiane.net/IMG/pdf/DESECO_italia.pdf.
Boutin, G. & Julien, L. (2000). L’obsession des compétences. Son impact sur l’école et la formation des enseignants. Montréal: Éditions Nouvelles, Collection «Éducation».
Chiozzi, G. & Nassi, G. (2011). Educ@tion: la visione di Telecom Italia per una didattica digitale innovative. Notiziario Tecnico Telecom Italia 3/2011 (pp. 32-45). Retrieved April 9, 2013, from http://www.telecomitalia.com/content/dam/telecomitalia/it/archivio/documenti/Innovazione/NotiziarioTecnico/2011/n3-2011/capitolo03.pdf .
Chiozzi, G., Giaffredo, S., Gris, R. & Ronchetti, M. (2014, June). Helping educators to teach competences with the support of technology in the Italian context. World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 106-113). Tampere, Finland.
Crahay, M. (2006). Dangers, incertitudes et incomplétude de la logique de la compétence en education. Revue française de pédagogie, 154, 97–110.
De Bruijn, E. & Leeman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27(4), 694-702.
DM 9 (2010). Indicazioni per la certificazione delle competenze relative all'assolvimento dell'obbligo di istruzione nella scuola secondaria superiore. Jan. 17, 2010. Retrieved April 9, 2013, from http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/bf957051-b4bc-470e-ac82-8cefb2b79ced/ind_naz_cert_obbligo_12.04_2010.pdf
DM 139 (2007). Regolamento recante norme in materia di adempimento dell’obbligo di istruzione, Aug. 22 2007. Retrieved July 2, 2015, from http://archivio.pubblica.istruzione.it/normativa/2007/allegati/all2_dm139new.pdf.
DM 254 (2012). Regolamento recante indicazioni nazionali per il curricolo della scuola di infanzia e del primo ciclo dell’istruzione. Retrieved July 2, 2015, from http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/DM_254_201_GU.pdf.
European Commission (2006, december 18th). Recommendations of the European Parliament on key competences for lifelong learning (2006/962/EC). Official Journal of the European Union 06.05.2008 (2008/C111/01), 10-18.
European Commission (2013). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committtee and the Committee of the Regions. Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources. Retrieved July 2, 2015, from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:52013DC0654.
Gelman, R., & Greeno, J. G. (1989). On The Nature of Competence: Principles for Understanding in a Domain. In L. B.Resnick (Ed.), Knowing, Learning and Instruction: Essays in Honor of Robert Glaser (pp. 125-186). Hillsdale, NJ: Lawrence Erlbaum Assoc.
Goldstein, T. R., & Winner, E. (2012). Enhancing Empathy and Theory of Mind. Journal of Cognition and Development, 13(1), 19-37.
Goodrich, H. (1996). Understanding Rubrics. Educational Leadership, 54 (4), 14-18.
Grant, G., P. Elbow, T. Ewens, Z. Gamson, W. Kohli, W. Neumann, V. Olesen & Riesman, D. (1979). On Competence. A Critical Analysis of Competence-Based Reforms in Higher Education. San Francisco: Jossey-Bass.
Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., & Van der Wel, M. (2013). Aligning Formative and Summative Assessments: A Collaborative Action Research Challenging Teacher Conceptions. Studies in Educational Evaluation, 39(2), 116–124.
James, W. & Gardner, D. (1995). Learning styles: Implications for distance learning. New Directions for Adult and Continuing Education, 67, 19-32. doi:10.1002/ace.36719956705.
Kolb, D. (1985). Learning Style Inventory: Self Scoring Inventory and Interpretation Booklet. Boston, MA: McBer & Company.
Hwang, H. K., & Ronchetti, M. (2014). Q-Book: multimedia annotation tool for e-books. In World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2014(1), 2543-2551.
Looney, J., & Michel, A. (2014). Keyconet’s conclusions and recommendations for strengthening key competence development in policy and practice. Final Report Caroline Kearney ed., European Schoolnet. ISBN: 9789491440601.
Mana, N., Mich, O., Sugliano, A. & Hwang, H. K. (2015). Validation of an ICT system supporting Competence-Based education: the eSchooling case. Enciclopaideia, this number.
Mulder, M., Weigel, T., & Collins, K. (2007). The concept of competence concept in the development of vocational education and training in selected EU member states. A critical analysis. Journal of Vocational Education and Training, 59(1), 65-85.
Mulder, M. (2014). Conceptions of Professional Competence. In S. Billett, C. Harteis, & H. Gruber (Eds.), International Handbook of Research in Professional and Practice-based Learning (pp. 107-137). Dordrecht: Springer.
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. doi: http://dx.doi.org/10.1016/j.edurev.2013.01.002.
Pellerey, M. (2010). Ripensare le competenze e la loro identità nel mondo della scuola e della formazione. Seconda parte: l’approccio per competenze nei processi educativi e formativi. Orientamenti Pedagogici, 57(3), 379-400.
Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common Core Standards: The New U.S. Intended Curriculum. Educational Researcher, 40(3), 103–116.
Sophian, C. (1997). Beyond competence: The significance of performance for conceptual development. Cognitive Development, 12(3), 281-303.
Sturing, L., Biemans, H.J.A., Mulder, M. & De Bruijn, E. (2011). The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands. Vocations and Learning, 4(3), 191-210.
Wesselink, R., Biemans, H.J.A., Mulder, M. & Van den Elsen, E.R. (2007). Competence-based VET as seen by Dutch researchers. European Journal of Vocational Training, 40(1), 38-51.
Winterton, J., De La Mare-De Leist, F., & Stringfellow, E. (2006). Typology of knowledge, skills and competences: clarification of the concept and prototype. Cedefop Reference series; 64 Office for Official Publications of the European Communities, Luxembourg. ISSN 1608-7089 ISBN 92-896-0427-1.
Young, M. F. D. (2009). National Qualifications Frameworks: An Analytical Overview. In R. Maclean & D. Wilson (Eds.), International Handbook of Education for the Changing World of Work (pp. 2867-2880). Bonn: Springer.
Zanchin, M. R. (2012). Il percorso nazionale delle riforme. Last retrieved on July 10, 2015 on http://www.obiettivo2020.org/il-percorso-nazionale-delle-riforme/.
Extra (unused) References
Baird, J., Hopfenbeck, T. N., Newton, P., Stobart, G., & Steen-Utheim, A. T. (2014). State of the field review: assessment and learning. Oslo: Norwegian Knowledge Centre for Education.
Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report: A review of studies of ICT impact on schools in Europe: European Schoolnet. Retrieved from http://www.aef-europe.be/documents/RAPP_doc254_en.pdf.
Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15. doi: 10.3102/0013189x033008003.
Dalsgaard, P. (2012). Challenges of participation in large-scale public projects. In Proc. PDC 2010, ACM press, 21-30.
ESUL (European Schoolnet and University of Liège) (2012). Survey of schools: ICT in Education. Country profile: Italy. Retrieved April 9, 2013, from https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/Italy%20country%20profile.pdf.
Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Retrieved from http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359.
Halasz, G. & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306.
Hunzicker, J. (2010). Effective professional development for teachers: a checklist. Professional Development in Education, 37(2), 177-179. doi: 10.1080/19415257.2010.523955.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2005). Transferring Learning to Behavior. Berrett-Koehler Publishers.
Ledoux, G., Meijer, J., Van der Veen, I., Breetvelt, I., Ten Dam, G., & Volman, M. (2014). Meetinstrumenten voor sociale competenties, metacognitie en advanced skills. Een inventarisatie (Assessment instruments for social competences, metacognition and advanced skills: An inventory). Amsterdam: Kohnstamm Instituut.
Rivoltella, P. C., Garavaglia, A., Ferrari, S., & Ferri, P. M. (2012). Could technology encourage innovation in school? An overview of "Classi 2.0" project in Lombardia (Italy). REM. Research on Education and Media, 4(2), 253-264.
Van Merriënboer, J. J. G. (1997). Training complex cognitive skills: a four-component instructional design model for technical learning. Englewood Cliffs, NJ: Educational Technology Publishers.
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The Use of ICT in Education: a survey of schools in Europe. European Journal of Education, 48(1), 11-27.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2015 Marco Ronchetti, Giovanna Chiozzi, Roberto Gris
This journal is licensed under a Creative Commons Attribution 4.0 International License (full legal code).
