Stefania Bocconi is currently researcher at the National Research Council of Italy (CNR) Institute for Educational Technology (ITD), where she started working in 1999. During 2012, she worked as Research Fellow at the Institute for Prospective Technological Studies (IPTS), a European Commission Joint Research Centre (DG JRC) (http://www.jrc.es) based in Seville. She holds a PhD in Cognitive Sciences and Education from the University Ca' Foscari of Venice (IT) and a Laurea in Educational Sciences from the University of Genoa. Her research interests are in the field of Technology Enhanced Learning (TEL) and the role of ICT in improving teaching and learning practices.
Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digit... more Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a bottom-up (folksonomies), adopted to capture and share experiences Ie user.
L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborat... more L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborativo in rete basata su un approccio olistico, che prende cioe' in considerazione un ampio spettro di caratteristiche connotative della qualita'.
Nei corsi in rete i processi di apprendimento collaborativo nei quali i partecipanti sono coinvol... more Nei corsi in rete i processi di apprendimento collaborativo nei quali i partecipanti sono coinvolti sfruttano in genere una piattaforma di comunicazione che mette a disposizione particolari ambienti, che di seguito chiameremo "conferenze virtuali" o, semplicemente "conferenze", ciascuno dei quali e' caratterizzato da una precisa funzione pragmatica e comunicativa.
Description of the contents of the framework on the professional profile of teachers in ICT devel... more Description of the contents of the framework on the professional profile of teachers in ICT developed in the European project UTeacher.
In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, al... more In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most signific...
Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digit... more Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a bottom-up (folksonomies), adopted to capture and share experiences Ie user.
This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., &amp; Gleason, B.... more This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., &amp; Gleason, B. (2020). "Think globally, act locally". A glocal approach to old and new literacies for social media skills. Computers &amp; Education. Abstract Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills) or that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired) or situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a <em>tool</em>, as a <em>process</em>, as <em>collaboration</em>, and as <em>participation</em>. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. Besides, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.
Metariflessione, evaluation and quality 'experiences AIR courses for the continuing developme... more Metariflessione, evaluation and quality 'experiences AIR courses for the continuing development of professionalism' of teachers pioneers. This article 'the result of reflections on the data that emerge from the analysis of traces of the route of the participants and the experience of different actors involved in courses AIR.
Discussion on availability 'view of the use of tools by persons with disabilities. It examine... more Discussion on availability 'view of the use of tools by persons with disabilities. It examines in particular the case of educational software, considered in the Italian law on availability '.
This work describes some of the web services that have been developed within the Share.TEC projec... more This work describes some of the web services that have been developed within the Share.TEC project to foster access, sharing and reuse of Teacher Education digital resources at European level. The Share.TEC platform features personalized functions to help users search for and select educational material via a broad repository of metadata records. These describe educational resources from various European countries and draw on an ontology that captures concepts pertaining to teacher education and maps them across a variety of cultural and linguistic contexts. The article also presents Share.TEC’s adaptivity mechanisms, in particular the recommending functionality. This provides extra search support that reduces the need to explicitly specify all the query parameters. Finally, the article reports on the project’s impact on the European Teacher Education sector, and on future development directions.
This paper reports on initial findings of a study on developing computational thinking (CT) as a ... more This paper reports on initial findings of a study on developing computational thinking (CT) as a 21st Century skill. Extensive desktop research collecting evidences from the (academic and grey) literature has been complemented with a survey on policy documents and several semi-structured interviews with policy makers, researchers and practitioners involved in the implementation of relevant policy and grassroots initiatives to further understand the uptake of CT approaches in K-12 educational contexts. Preliminary findings from the literature review indicate that the debate on definitional issues remains open. Despite an increasing number of CT implementations in both formal and informal education settings, research still appears necessary on how CT skills develop in K-12 students, what pedagogical approaches can facilitate the effective introduction of CT concepts, and how the acquisition of CT skills should be assessed in practice.JRC.B.4-Human Capital and Employmen
Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digit... more Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a bottom-up (folksonomies), adopted to capture and share experiences Ie user.
L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborat... more L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborativo in rete basata su un approccio olistico, che prende cioe' in considerazione un ampio spettro di caratteristiche connotative della qualita'.
Nei corsi in rete i processi di apprendimento collaborativo nei quali i partecipanti sono coinvol... more Nei corsi in rete i processi di apprendimento collaborativo nei quali i partecipanti sono coinvolti sfruttano in genere una piattaforma di comunicazione che mette a disposizione particolari ambienti, che di seguito chiameremo "conferenze virtuali" o, semplicemente "conferenze", ciascuno dei quali e' caratterizzato da una precisa funzione pragmatica e comunicativa.
Description of the contents of the framework on the professional profile of teachers in ICT devel... more Description of the contents of the framework on the professional profile of teachers in ICT developed in the European project UTeacher.
In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, al... more In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most signific...
Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digit... more Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a bottom-up (folksonomies), adopted to capture and share experiences Ie user.
This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., &amp; Gleason, B.... more This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., &amp; Gleason, B. (2020). "Think globally, act locally". A glocal approach to old and new literacies for social media skills. Computers &amp; Education. Abstract Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills) or that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired) or situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a <em>tool</em>, as a <em>process</em>, as <em>collaboration</em>, and as <em>participation</em>. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. Besides, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.
Metariflessione, evaluation and quality 'experiences AIR courses for the continuing developme... more Metariflessione, evaluation and quality 'experiences AIR courses for the continuing development of professionalism' of teachers pioneers. This article 'the result of reflections on the data that emerge from the analysis of traces of the route of the participants and the experience of different actors involved in courses AIR.
Discussion on availability 'view of the use of tools by persons with disabilities. It examine... more Discussion on availability 'view of the use of tools by persons with disabilities. It examines in particular the case of educational software, considered in the Italian law on availability '.
This work describes some of the web services that have been developed within the Share.TEC projec... more This work describes some of the web services that have been developed within the Share.TEC project to foster access, sharing and reuse of Teacher Education digital resources at European level. The Share.TEC platform features personalized functions to help users search for and select educational material via a broad repository of metadata records. These describe educational resources from various European countries and draw on an ontology that captures concepts pertaining to teacher education and maps them across a variety of cultural and linguistic contexts. The article also presents Share.TEC’s adaptivity mechanisms, in particular the recommending functionality. This provides extra search support that reduces the need to explicitly specify all the query parameters. Finally, the article reports on the project’s impact on the European Teacher Education sector, and on future development directions.
This paper reports on initial findings of a study on developing computational thinking (CT) as a ... more This paper reports on initial findings of a study on developing computational thinking (CT) as a 21st Century skill. Extensive desktop research collecting evidences from the (academic and grey) literature has been complemented with a survey on policy documents and several semi-structured interviews with policy makers, researchers and practitioners involved in the implementation of relevant policy and grassroots initiatives to further understand the uptake of CT approaches in K-12 educational contexts. Preliminary findings from the literature review indicate that the debate on definitional issues remains open. Despite an increasing number of CT implementations in both formal and informal education settings, research still appears necessary on how CT skills develop in K-12 students, what pedagogical approaches can facilitate the effective introduction of CT concepts, and how the acquisition of CT skills should be assessed in practice.JRC.B.4-Human Capital and Employmen
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