This paper analyses meaning-making processes in a blended setting—face-to-face interaction and web forum—purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two... more
This paper analyses meaning-making processes in a blended setting—face-to-face interaction and web forum—purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two female students aged 17 and 18 who attended a Brazilian third-year state secondary school. We envisioned intertextuality in a seamless thematic flux using a single theme—about everyday problems in the culture—by two different problem-solving tasks. Task#1 required discussing two polemic reports published in an online newspaper: one in favour of using digital technologies in class, the other against it. Task#2 involved perspective-taking, where students should imagine the school in 20 years. Afterwards, the pair participated in an episodic interview focusing on their participation in both tasks. The interactions were video recorded. To map the meaning-making processes, we applied the dialogic thematic analysis looking for centripetal and centrifugal force...
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This paper presents a protocol developed for multidimensional assessment for e-learning experiences based on socioconstructivist principles. First, we describe the structure of an e-learning course where the protocol has been developed... more
This paper presents a protocol developed for multidimensional assessment for e-learning experiences based on socioconstructivist principles. First, we describe the structure of an e-learning course where the protocol has been developed and tested; second, we describe the protocol and how it has been used in that course. We believe this protocol is a useful tool for a twofold reason: on the one hand, it takes into account the complexity of the pedagogical architecture of socioconstructivist courses – where many teaching models and learning strategies are mixed, different individual and collaborative activities are proposed and students are asked to build a variety of final products. On the other hand, it promotes students’ assumption of responsibility and active role, with a particular reference to self-assessment competences. Instances of how we have applied the protocol will be described in the paper. The assessment protocol we present here is complex, nevertheless flexible. Theref...
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The aim of this work is to promote a conceptual and methodological dialogue between the socioconstructivism perspective and the point of view of the psychodynamic theory of the unconscious. The authors recognize that at the moment there... more
The aim of this work is to promote a conceptual and methodological dialogue between the socioconstructivism perspective and the point of view of the psychodynamic theory of the unconscious. The authors recognize that at the moment there is a lack of communication between socioconstructivism and the theory of the unconscious, resulting first of all from the theoretical core of traditional dynamic psychology and psychoanalysis, that has raised and developed as an individualistic model. All the same, a significant part of the contemporary psychodynamic theory has deeply changed. It shares with socioconstructivism the common contextual epistemology wich focuses on the relationship between individuals and context, as well as the mediation that discourse and semiotic devices exercise within this relationship. Four different models of relationship between the two theoretical field are presented. In conclusion the authors highlight opportunities of theoretical and methodological development suggest that encounters between socioconstructivism and psychology of the unconscious can take place and have productive results
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Education is a main issue in all countries. Policy makers, educators, families, students and, in a more general way, societies expect schools to provide a high quality education. They also expect students to be able to achieve and to... more
Education is a main issue in all countries. Policy makers, educators, families, students and, in a more general way, societies expect schools to provide a high quality education. They also expect students to be able to achieve and to become active and critical citizens. As senior researchers in education, we address some of the most complex and demanding research questions: How does learning affect identity? How does participation to educational settings, scenarios and situations impact the way we are or became? Can changes in how we perceive our Selves be considered as part of the learning process? This book attempts to outline some answers to such broad questions using a very robust and updated theoretical frame: the dialogical approach. In these chapters very well-known international authors from different continents and countries analyze school and educational situations through new lens: by considering the teaching and learning processes as multi-voiced and socially complex and...
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The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making... more
The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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In this paper we explore evolution in the appropriation of virtual environments during the training of an individual female SME entrepreneur. The subject is participating in a project devoted to innovation of organizational practices for... more
In this paper we explore evolution in the appropriation of virtual environments during the training of an individual female SME entrepreneur. The subject is participating in a project devoted to innovation of organizational practices for enhanced sustainability and the exchange of so-called “externalities”. In this investigation we distinguish between technology as the object of activity and technology as tool, and identify three utilization schemas: usage schema, instrument-mediated action schema and instrument-mediated collective activity schema. The investigation highlights the prompting role of the researcher conducting the training and the substantial difference between the narrated and acted levels of technology utilization. The findings show that technology appropriation is not necessarily a linear process proceeding from one usage schema to the next. Moreover, technology did not become an “invisible” instrument for the participant s activity. Moving up to the next schema lev...
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This article integrates the Computer Mediated Communication (CMC) theoretical ap-proach with Conflict Elaboration Theory (CET) a theory based on psycho-social perspec-tives of human interaction. The hypothesis on which the research was... more
This article integrates the Computer Mediated Communication (CMC) theoretical ap-proach with Conflict Elaboration Theory (CET) a theory based on psycho-social perspec-tives of human interaction. The hypothesis on which the research was designed led to the prediction that interaction between partners at a distance is not influenced exclusively by the technical features of the communication environment, but rather by a set of other socio-cognitive variables. These variables include the type of task, how personal and partner’s identities are perceived, how conflicts are managed during the interaction, and the type of relationship established between the partners. The interactions took place within a text-based virtual reality environment using software called Multi Users Dimensions (MUD). The task guiding the interaction was a complex problem-solving scenario presented as a mystery game. The interlocution of the scenario permits the variables considered as salient to emerge. Twenty-fiv...
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Space and time are fundamental aspects of educational practices, but their analysis has occupied a marginal place in literature on the subject. A few authors claim that investigating space and time is crucial for contemporary educational... more
Space and time are fundamental aspects of educational practices, but their analysis has occupied a marginal place in literature on the subject. A few authors claim that investigating space and time is crucial for contemporary educational theory because we are living in an era of profound change, where the space-time of schooling is transformed both by policy makers (Renshaw, 2014) and by the advent of digital technology (Kumpulainen et al., 2013).
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Il progetto “AAA Futuro Cercasi” e un percorso di orientamento rivolto agli studenti in uscita dalla Scuola Secondaria Superiore e supportato da Social Network. In alternativa ad un orientamento informativo circa l’offerta universitaria e... more
Il progetto “AAA Futuro Cercasi” e un percorso di orientamento rivolto agli studenti in uscita dalla Scuola Secondaria Superiore e supportato da Social Network. In alternativa ad un orientamento informativo circa l’offerta universitaria e lavorativa, il percorso mira a valorizzare le competenze degli studenti, le abilita di lavoro in gruppo e la conoscenza delle risorse del territorio. Nelle prime due edizioni hanno partecipato in totale 129 studenti. Il progetto, ora alla terza edizione, si basa sull’approccio Design-Based Research, per cui ogni edizione e stata migliorata tenendo conto dei risultati di quella precedente. Pur restando constante l’articolazione in quattro fasi – incontri iniziali in presenza; attivita sui SN; progetti collaborativi; incontri finali in presenza – sono stati migliorati tempi e modalita di esecuzione delle attivita. Inoltre, e stato osservato che la partecipazione al progetto fa diminuire l’incertezza verso il futuro e delle scelte da affrontare.
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Appendix: Reviewers and Editorial Assistants In addition to the contributors of this book, there were also a lot of other scholars involved. First, we would like to thank all reviewers that took part in this doubleblind peer reviewed... more
Appendix: Reviewers and Editorial Assistants In addition to the contributors of this book, there were also a lot of other scholars involved. First, we would like to thank all reviewers that took part in this doubleblind peer reviewed book. These were (in alphabetical order): • Charoula Angeli (University of Cyprus, Cyprus) • Hermann Astleitner (University of Salzburg, Austria) • Geraldine Clarebout (Catholic University of Leuven, Belgium) • Oliver Diekamp (Ludwigs-Maximilian University of Munich, Germany) • Bernhard Ertl (University of the Federal Forces Munich, ...
This article focuses on a case of implementing the Trialogical Learning Approach (TLA) in two classes in the first year of a university school for future osteopaths (N = 36). The approach involves the creation of useful and tangible... more
This article focuses on a case of implementing the Trialogical Learning Approach (TLA) in two classes in the first year of a university school for future osteopaths (N = 36). The approach involves the creation of useful and tangible objects through alternation between individual and group activities, supported by digital technologies. The aim of the study is to observe the impact of TLA on the quality of learning products made by students and on teaching style, as well as to collect students’ views on activities. The collected data (individual and group products, notes inserted online, audio recordings of lessons, final questionnaires) have been analyzed using a mixed qualitative and quantitative approach. The results show: a) positive evolution in the quality of individual and group products; b) progression from a transmissive teaching style towards one more oriented to collaboration and knowledge building; c) general appreciation of the innovative method and its potential for fost...
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The recent conceptualization of identity positioning of the dialogical self (Hermans, 2001b) has many potentialities for education, where the relation between identity de-velopment and learning is well recognized (Bruner, 1997). Moreover,... more
The recent conceptualization of identity positioning of the dialogical self (Hermans, 2001b) has many potentialities for education, where the relation between identity de-velopment and learning is well recognized (Bruner, 1997). Moreover, new ways of expressing the self, based on ...
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This paper introduces intersubjectivity as a concept playing a crucial role in collaborative tasks, even when performed between partners at a distance. Two 5th grade classes from two European countries (Italy and Greece), collaborated in... more
This paper introduces intersubjectivity as a concept playing a crucial role in collaborative tasks, even when performed between partners at a distance. Two 5th grade classes from two European countries (Italy and Greece), collaborated in writing fairytales inspired by philosophically relevant issues. The software sup- porting the task is an asynchronous virtual environment. Videos recorded in the Italian class and
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L’articolo esamina i contributi teorico-metodologici ed empirici che caratterizzano la presenza della Situated Cognition in Italia. Muovendo dagli spunti culturali che ne hanno agevolato la diffusione nel panorama della psicologia... more
L’articolo esamina i contributi teorico-metodologici ed empirici che caratterizzano la presenza della Situated Cognition in Italia. Muovendo dagli spunti culturali che ne hanno agevolato la diffusione nel panorama della psicologia italiana, la rassegna individua tre principali campi applicativi nei quali poter collocare le ricerche ispirate alla prospettiva situata. Si tratta dei contesti educativi, dei contesti sociali e comunicativi ed infine dei contesti tecnologici. Dall’analisi complessiva delle ricerche emergono alcuni elementi comuni alle diverse opzioni metodologiche ed empiriche e, contemporaneamente, la notevole potenzialità euristica ed applicativa di tale pros-pettiva.