In the last years, the concept of Virtual Mobility has receiving a growing attention from educational policy makers and institutions, because it has the potential to make more accessible and effective students and teachers mobility in Higher Education. Virtual Mobility could be defined as institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and/or learning. Despite the interest, there is still a few empirical researches regarding actual effectiveness of Virtual Mobility implementation and which technological solutions could be adopted. The present paper describes a research project aimed at designing an Open and Accessible Virtual Mobility Massive Open Online Course, by involving students and teachers from six European countries and higher education institutions. 716 participants completed and assessed the Open Virtual Mobility MOOC. Participants expressed a positive evaluation of different MOOCs features: (a) Badges; (b) Technical features; (c) Gamification. Four out of eight MOOCs obtained the highest evaluation: (a) Collaborative learning; (b) Autonomy-drive learning; (c) Open-mindedness; (d) Intercultural skills. Future research trajectories would be described.
Virtual Mobility can enhance curriculum development in Higher Education by promoting international co-design and collaborative work among students and lecturers through the use of Information and Communication Technologies (ICT). During the spread of COVID-19 pandemic, virtual forms of students’ mobility increased considerably, allowing learners to continue or start VM experience even if boarders and campuses around the world were closed. The recent outbreak in interest and activity related to VM requires educational researchers to study this learning practice in depth in order to provide data and effective indications in terms of skills promotion. During the academic year 2020-2021, a team of lecturers of Teacher Education programs from the Roma Tre University (Rome, Italy) and the University of the Balearic Islands (Balearic Islands, Spain) agreed to work in open digital environment, organising specific VM activities for 38 university students. Specifically, students were asked to meet online, design and collaboratively create, in groups from the two countries, Open Digital Resources (OERs) to be used in international online contexts with their future pupils. This paper presents the design of the learning experience together with self-assessment results of the professional and transverse competences promoted. Conclusions also reflect on the new improvements to be done for new editions of the activity.
The present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path.
The present paper aims to illustrate the reorganization of the second year course “Standards for museum education” of the two-year post-graduate course “Advanced Studies in Museum Education” promoted by the CDM (Museum Education Centre) – Dept. of Education at University Roma Tre, that was carried out during the Covid-19 pandemic, and to analyse the educational strategies adopted in terms of museum educators’ professional development to face the 2020 Covid-19 lockdown of Italian museums and universities. The results, taking into consideration the activities and digital tools proposed, show in university students the efficacy of the course reorganization, in terms of transverse and professional skills development, critical thinking and collaboration in particular. Moreover, the data analysis offers useful indications in terms of university online lectures, e-learning laboratory activities and practices, evaluation tools and methodologies aimed at promoting professional development of in-training museum educators in a university learning context.
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