Open Professional Development of Math Teachers Through an Online Course

Anna, Brancaccio; Massimo, Esposito; Marchisio, Marina; Sacchet, Matteo; Claudio, Pardini

doi:10.33965/el2019_201909f017

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…To recover the difficulties in Mathematics, teachers and schools, but also students and parents, devote a lot of resources in terms of time and actions taken. The University of Turin has designed, studied and developed innovative methodologies for the reduction of school failures, such as:  the use of a Virtual Learning Environment for collaborative learning and online tutoring (Barana & Marchisio, 2016;Brancaccio et al, 2019;Fissore et al, 2019);  the use of an ACE for interactive materials and for problem solving (Brancaccio et al, 2015);  the use of an AAS for the construction of online tests with interactive feedback for recovery and enhancement (Barana et al, 2018a;Barana et al, 2018b). The use of these new methodologies allows to propose a recovery intervention different from the traditional one with the use of new technologies (Turrentine and Macdonald, 2006;Ferrari, 2011).…”

Section: Online Teaching Strategies For the Recovery Of School Failurementioning

confidence: 99%

Online Tutoring Through an Integrated Platform to Support Learning Mathematics at Lower Secondary School

Fissore¹,

Marchisio²,

Rabellino³

2020

Proceedings of the 14th International Conference on E-Learning (EL 2020)

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The technologies and online supports that can offer students study opportunities have increased a lot in recent years, but often students do not use computers or mobile devices in school and, in general, for educational purposes. The Action of the University of Turin, within the "Ragazzi Connessi" project, proposes strategies for school recovery in Mathematics which involve the introduction of an online service built around an integrated Moodle platform with an advanced computing environment, an automatic assessment system and a web conference service, which enable the use of innovative didactics methodologies. The project involved teachers and students from three different secondary schools in the city of Genoa. This paper shows the main aspects of the platform and the strategies for school recovery developed inside the Action, in particular mathematics recovery path for students, carried out entirely online.

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Section: Online Teaching Strategies For the Recovery Of School Failurementioning

confidence: 99%

Online Tutoring Through an Integrated Platform to Support Learning Mathematics at Lower Secondary School

Fissore¹,

Marchisio²,

Rabellino³

2020

Proceedings of the 14th International Conference on E-Learning (EL 2020)

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“…Behind the competences framework, the professional development of teachers plays an essential role. In this sense, a European experience was provided by the Erasmus+ SMART (Science and Mathematics Advanced Research for good Teaching) project (Brancaccio et al, 2019), whose main output were two open online courses called "Mathematical Modelling" and "Observing, Measuring and Modelling in Science". These two open online courses were created to help teachers in their continuous professional development, in an open self-paced path.…”

Section: State Of the Artmentioning

confidence: 99%

DIGITAL COMPETENCES FOR EDUCATORS IN THE ITALIAN SECONDARY SCHOOL: A COMPARISON BETWEEN DIGCOMPEDU REFERENCE FRAMEWORK AND THE PP&S PROJECT EXPERIENCE

Fissore¹,

Floris²,

Marchisio³

et al. 2020

Proceedings of the 14th International Conference on E-Learning (EL 2020)

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Schools are facing a new challenge in their approach to education, due to the spreading of digital technologies. New tools and new ideas take shape at an increasing rate. Educators and teachers at all levels need to be trained and keep up to date with technological opportunities. Some help comes from official EU documents providing directions, guidelines, and reference framework. This is the case of the DigCompEdu, a resource about digital competences for educators, which lists 22 digital competences divided into six main areas equally important for the development of good practices in digital education. In this paper, we want to observe the list of competences in the "Problem Posing and Solving" project, an Italian experience with teachers in STEM disciplines , supported by the Italian ministry of Education; this project makes use of digital technologies of different kinds and innovative methodologies that enhance teaching and learning in secondary schools. We will analyze the competency framework from the point of view of teachers and students participating to the project.

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“…The tool we chose to offer all the tutoring activities is the Moodle Virtual Learning Environment. The University of Turin carried out multiple experiences in the field of tutoring and adaptive teaching (Barana et al, 2017b; in press 2019; Barana et al, 2019a;Barana et al, 2019b), e-learning (Brancaccio et al, 2016;Brancaccio et al, 2019;Marchisio et al, 2019a) and in the development of Virtual Learning Environments (Barana et al, 2017a;Bruschi et al, 2018;Marchisio et al, 2019b). The research group also designed and developed the online Moodle platform of the project (available at the link: https://tutoratoonline.orientamente.unito.it/) integrated with a web conference service for the Disciplinary Tutoring of the University of Turin.…”

Section: Introductionmentioning

confidence: 99%

University Tutoring Actions Using an Integrated Online Platform

Fissore

Floris

Marchisio

et al. 2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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University tutoring consists of a set of heterogeneous actions aimed to support students, upon entering the University and throughout their academic life. The tutoring implements the resources needed to cope with possible difficulties in each phase of the training process. It also provides information and advice to better address the study course, prepares paths for the recovery of learning gaps, and provides assistance for the preparation of the thesis. Its main purpose is to remove any possible obstacles to a profitable attendance at courses, also through initiatives related to the attitudes and needs of individuals. The research group of University of Turin has designed and developed a model of online tutoring, carried out via an online Moodle platform integrated with a web conference service for the Disciplinary Tutoring of the University of Turin. The main aim of the project, called TutoratoOnline, is to reduce the number of students starting the second academic year with a low number of passed exams, by helping students with the lessons they find more difficult. Through the platform, various and many synchronous and asynchronous tutoring activities were offered to students. The aim of this paper is to discuss and analyze the multiple tutoring activities carried out through the platform and the multiple teaching strategies used, and to discuss how their variety is associated with a greater students engagement.

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Open Professional Development of Math Teachers Through an Online Course

Cited by 6 publications

References 7 publications

Online Tutoring Through an Integrated Platform to Support Learning Mathematics at Lower Secondary School

Online Tutoring Through an Integrated Platform to Support Learning Mathematics at Lower Secondary School

DIGITAL COMPETENCES FOR EDUCATORS IN THE ITALIAN SECONDARY SCHOOL: A COMPARISON BETWEEN DIGCOMPEDU REFERENCE FRAMEWORK AND THE PP&S PROJECT EXPERIENCE

University Tutoring Actions Using an Integrated Online Platform

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