The main focus of this work is on didactic planning (in high schools) with a special emphasis on the following topics: the use of problem-solving and social media in a course centered on scientific knowledge, participatory and collaborative activities, on and off line, the paradigms of collective intelligence (Levy, 1994), and connective intelligence (Siemens, 2005, 2006) and technical skills. The work methodology includes the creation of an integrated educational environment functional to the promotion of process-based learning for the presence of learning practices in the formal didactic setting taken from non-formal or informal contexts, as suggested by Luciano Galliani (2011). The leading hypothesis of the work is concerned with the participatory practices (production-sharing-socialization) which are used in a structured learning context and on their effects: a) to increase the degree of interest and involvement of the students and, b) to have a positive effect on subject knowledge (learning history), and cross-curricular knowledge (responsible use of technologies).

Digital narration and didactics of history in secondary school: between formal and non-formal

Giovanni Ganino
2015

Abstract

The main focus of this work is on didactic planning (in high schools) with a special emphasis on the following topics: the use of problem-solving and social media in a course centered on scientific knowledge, participatory and collaborative activities, on and off line, the paradigms of collective intelligence (Levy, 1994), and connective intelligence (Siemens, 2005, 2006) and technical skills. The work methodology includes the creation of an integrated educational environment functional to the promotion of process-based learning for the presence of learning practices in the formal didactic setting taken from non-formal or informal contexts, as suggested by Luciano Galliani (2011). The leading hypothesis of the work is concerned with the participatory practices (production-sharing-socialization) which are used in a structured learning context and on their effects: a) to increase the degree of interest and involvement of the students and, b) to have a positive effect on subject knowledge (learning history), and cross-curricular knowledge (responsible use of technologies).
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11392/2385639
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