Skip to main navigation menu Skip to main content Skip to site footer

[CLOSED] The need for innovation in didactics: inclusion and technologies

Vol. 9 No. 2 (2018): ESS - The need for innovation in didactics: inclusion and technologies

Faculty professional development on e-learning. The results of the DIDeL project

Submitted
November 6, 2018
Published
2019-01-26

Abstract

The paper presents the evaluation plan and the first results of DIDeL (Didactics in e-Learning), a research and development project of the University of Florence, aimed at promoting faculty professional development on e-learning methods and technologies. From a theoretical point of view the project is based on a multi-levels model characterized by the combination of methodological approaches and teaching tools. The evaluation plan reflects this articulation with the aim to measure users’ satisfaction, the impact of the programme on teachers’ techno-didactic competences on the short and medium run, as well as the impact on students’ career progression. Specifically, this papers illustrates and discusses the results of a questionnaire administered online to all the teachers who participated in at least one of the project's training activities during the first half of 2018: it was investigated the level of satisfaction of training and teachers’ self-perception of learning in terms of knowledge and skills. 166 teachers answered the questionnaire. The results show a high level of appreciation for the various types of training initiatives, which confirms the design hypotheses and the methodologies adopted.

References

  1. Amundsen C. e Wilson M. (2012). Are We Asking the Right Questions? A Conceptual Review of the Educational Development Literature in Higher Education. Review of Educational Research, 82(1), 90–126.
  2. Bruschi B. e Ranieri M., a cura di (2018). Special Issue su Didattica all’università: qualità, efficacia e formazione docenti. Form@re, 18, http://www.fupress.net/index.php/formare/issue/view/1489.
  3. Catelani M., Formiconi A., Ranieri M., Pezzati F., Raffaghelli J., Renzini G. e Gallo F. (2017). Didattica in e-Learning (DIDeL). Primi risultati dei laboratori per lo sviluppo delle competenze tecnologiche per l'eLearning universitario. In AA.VV., Atti della Conferenza EMEMITALIA 2017, 65-73.
  4. EHEA (2015). Yerevan Communiqué. http://www.ehea.info/cid101764/ministerial-conference-yerevan-2015.html
  5. EHEA (2018). Paris ministerial Communiqué. http://www.ehea.info/ media.ehea.info/file/2018_Paris/77/1/EHEAParis2018_Communique_final_952771.pdf
  6. Felisatti E. (2016). Strategie di sistema per la promozione della professionalità docente in università. Dalla valutazione della didatticaall’int ervento sul campo. Excellence and Innovation in Learning and Teaching, 1, 5-16.
  7. Felisatti E. e Serbati A., a cura di (2017). Preparare alla professionalità docente e in-novare la didattica universitaria. Milano: Franco Angeli.
  8. Felisatti E. e Serbati A. (2018). La valutazione della didattica e formazione dei docenti universitari. In: Grion V. e Serbati A., a cura di, Valutare l’apprendimento o valutare per l’apprendimento. Verso una cultura della valutazione sostenibile all’università (pp.19-30). Lecce: Pensa MultiMedia.
  9. Galliani L., a cura di (2011). Il docente universitario: una professione tra ricerca, didattica e governance degli atenei. Lecce: Pensa MultiMedia.
  10. Ghislandi P. e Raffaghelli J. E. (2012). Implementing Quality e-learning in Higher Education: change efforts, tensions and contradictions. In: Gómez Chova L., López Martínez A. e Candel Torres I., a cura di, Proceedings of the Fifth Annual Edition of ICERI2012: 5th International Conference of Education, Research and Innovation (pp. 1107–1117). Barcelona, 19-21 November 2012: IATED.
  11. Grion V. e Serbati G. (2018). Valutare l’apprendimento o valutare per l’apprendimento. Verso una cultura della valutazione sostenibile all’università. Lecce: Pensa MultiMedia.
  12. Hénard F. e Roseveare D. (2012). Fostering Quality Teaching in Higher Education: Policies and Practices. Paris, FR: OECD.
  13. High Level Group on the Modernisation of Higher Education (2013). Report to the European Commission on ‘Improving the quality of teaching and learning in Europe’s higher education institutions. Brussels, Belgium.
  14. Meyer K. A (2014). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93-112.
  15. Ranieri M. (2005). E-learning: Modelli e strategie didattiche. Trento: Erickson.
  16. Ranieri M., Pezzati F. e Raffaghelli J. E. (2017). Towards a model of faculty development in the digital age. The DIDE-L program's case. In: 11th International Technology, Education and Development Conference, Valencia, Spain, March 6th-8th, 2017, IATED Academy, 5094-5102.
  17. Ranieri M., Raffaghelli J. E. e Pezzati F. (2018a). Digital resources for faculty development in e-learning: a self-paced approach for professional learning. Italian Journal of Educational Technology, Online first.
  18. Ranieri M., Raffaghelli J. E. e Pezzati F. (2018b). Building cases for faculty development in e-learning: a design-based approach. Form@re, 18, 67-82.
  19. Ranieri M., Raffaghelli J. E. e Bruni, I. (in stampa). Supporting Learning Design as a driver for pedagogical innovation within an integrated model of faculty development. In: Elçi A., Beith L. L. e Elçi A., a cura di, Faculty Development for Digital Teaching and Learning. Hershey, PA: IGI Global.
  20. Sambell K., McDowell L. e Montgomery C. (2017). Assessment for learning in Higher Education. Nuove prospettive e pratiche di valutazione all’università (ed. it. a cura di Grion V. e Serbati A.). Lecce: Pensa MultiMedia.
  21. Stes A., Min-Leliveld M., Gijbels D. e Van Petegem P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25–49.

Metrics

Metrics Loading ...