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ConvegnoCKBG2014 - Garavaglia, Nigris, Petti & Zuccoli - University student voices from technology to innovation

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Information about ConvegnoCKBG2014 - Garavaglia, Nigris, Petti & Zuccoli - University...
Education

Published on February 24, 2014

Author: CKBGShare

Source: slideshare.net

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IV° Convegno CKBG - Pavia 29-31 gennaio 2014

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca

University student voices from technology to innovation

Simposio - Il movimento Student Voice: ascoltare gli studenti per migliorare la scuola. Quale il ruolo delle tecnologie?
Discussant: Filippo Dettori (Università di Sassari)
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Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca University student voices from technology to innovation Prof.ssa Elisabetta Nigris Dott. Andrea Garavaglia Dott.ssa Livia Petti, Dott.ssa Franca Zuccoli elisabetta.nigris@unimib.it andrea.garavaglia@unimib.it livia.petti@unimib.it franca.zuccoli@unimib.it

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Theorical background • "Student voice gives students the ability to influence learning to include policies, programs, contexts and principles" (Harper, 2000). • “Over the last 15 years, a way of thinking has re-emerged that strives to reposition students in educational research and reform. ...This way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education.” (Cook-Sather 2006).

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Keywords rights, respect, attention, response, listening, actively, shape (Cook-Sather, 2006)  to authorize Students’ Perspectives (Cook-Sather, 2002). Not only, but voice, listening, participation, power, change, reform  to build your own training (Colsant, 1995; Oldfather et al.,1999; Sanon, Baxter, Fortune & Opotow, 2001; Shultz & Cook-Sather, 2001)

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Student voice as a key factor • As long as we exclude these perspectives from our conversations about schooling and how it needs to change, our efforts at reform we will be based on an incomplete picture of life in classrooms and schools and how that life could be improved (Cook-Sather, 2002). • It is created as a reflection/action aimed at students under 18 years (A. Cook-Sather, 2002; 2009; M. Fielding, 2006, 2011), particularly in secondary school (CookSather, 2002; Feldman, 2006; Mitra, 2006; Fielding, 2001). • Some research is also currently being carried out on university students, abroad (Bradley, Ferguson, Kurland, Simeone, 2014; Garlick, 2008) and in Italy (Fedeli & Felisatti, 2013; Ghislandi & Raffaeghelli, 2013).

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Methodology • Mixed method (Creswell, 2003). • Qualitative research methods, specifically student focus group (Corrao, 2005); • Quantitative research methods, brief online questionnaire (Zammuner, 1998). Completed by 375 students. Aims: to understand which context, role and situation permit to realize the student voice in university to define the factors that have allowed the student voice

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Case study Degree Course in Primary Education : • Online courses: Didactics (attending and non- attending students) academic years 2011-12 and 2012-13 and Image Education 2012-13 and 2013-14; • Analysis of student communities on Facebook

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Focus Group In case of problems… 1. Confrontation with students in classroom (outside/during lesson) 2. Confrontation in Facebook Un-official Keywords (FB): fast, to share information, no control… 3. To get in touch with professors and/or their assistants 4. LMS platform VS Facebook Kewords : download/upload file, less easy to use

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Questionnaire: Problems with these courses NO YES, REGARDING TOPIC COMPLEXITY/INCOMPREHENSION 52.8% 4.3% YES, REGARDING THE LINK BETWEEN STUDY WORKLOAD AND DIDACTIC WORK 23.6% YES, REGARDING EXAM ENTRIES 3.1% YES, REGARDING EXAMINATION PROGRAMMES 5.2% YES, ORGANIZATIONAL AND LOGISTICAL, REGARDING ENJOYMENT / PARTICIPATION IN DIDACTIC ACTIVITIES 10.1%

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Where have you solved these problems? IN SOCIAL NETWORK, UN-OFFICIAL GROUP 22.1% IN STUDENT COMMUNITY 1.8% IN DOCEBO, IN ON LINE COURSE 4.3% IN CLASSROOM, OUTSIDE LESSON TIME IN CLASSROOM, DURING LESSON TIME 24.8% 15.6% Informal: Social Network + outside lesson time

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Student voice 39.6% 28.8% 25.2% 21.2% 23.6% 19.6% 15.3% 6.7% 6= totally 5 4 2.1% 3 2 .9% 7.4% 1= not at not able all to say Students Voice in courses analyzed 59,2% high SV 7.4% 6=totally 2.1% 5 4 3 2 1=not at all Students Voice in Degree Course in Primary Education 30,7% high SV

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca You have solved your problems thanks to…(1) 32.8% 28.2% 27.0% 15.0% 14.7% 12.3% 5.5% 6=totally 5 4 3 2 .3% 4.6% 1=not at not able all to say Professors or their assistants 47,5% high SV 16.0% 17.2% 14.4% 8.3% 3.7% 6=totally 5 4 3 2 1=not at not able all to say Tutors of student Community This percentage is influenced by less use of old community on line environment 16% high SV

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca You have solved your problems thanks to…(2) 32.5% 27.6% 26.7% 23.9% 20.6% 12.3% 13.8% .3% 2.1% 6=totally 5 16.3% 10.7% 1.5% 4.9% 6.7% 4 3 2 1=not at not able all to say Student representatives 2,5% high SV Work experience and workshop office 6,4% high SV

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Student Communities: a place where students can talk with university tutor • In 2005 the Department of Education started research about the use of online communities to engage students in discussing university issues and sharing resources (Petti, 2011) • Communities are course-centred (e.g. Formazione Primaria Community, Scienze dell’educazione community…) • The communities are moderated by tutors (ex students graduated in the same course) • Teachers are not able to access to community, to allow students to discuss frankly • Tutors listen to students’ needs, provide feedback and sometimes report issues to administrative office

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Longitudinal analysis of communication activities in on line communities: n. of messagges posted from 2005 to 2013 First growth of Social network in Italy Facebook in Italy record more than 10 millions of users Communities begin to move to Official Facebook groups

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Longitudinal analysis of communication activities in online communities: the influence of social network From October 2013 Community of Scienze della Formazione Primaria moves to Official Facebook group NOW: 266 users and 272 post per month (prediction for 2014: over 3000 post per year) From March 2013 Community of Scienze dell’educazione moves to Official Facebook group NOW: 1055 users and 1300 post per month (prediction for 2014: over 15000 post per year)

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca A new role for student voices in Italy: the effects of law n.240/2010 and n.47/2013 on University administration • The law n.240/2010 introduces the Joint Committe, a group of professors and students with the aim of argue for the quality of the courses of each department or school. • The law n.47/2013 introduces the draft of quality document called «Riesame» for each course. The group of authors must include a student rappresentative as stakeholder • Every year the member of Joint Committe reflects on issues reported on Riesame document and make proposal with the aim of increasing the quality of courses

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Topic «Riesame» Formazione Primaria Students say: 1. 2. 3. 4. 5. To care in regard different needs To ensure a parameter of equality To share study plan To improve administrative/bureaucracy procedures To increase a didactics reflection in courses

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli Dipartimento di Scienze Umane per la Formazione «R.Massa» Università degli Studi di Milano-Bicocca Conclusions Technology improves the possibilities for comparison of his own voice, but .. • Student voice linked to teacher attitude • Informal Area: in case of problems, students communicate in Social Network or in classroom but outside lesson hours

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