The coronavirus crisis has challenged higher education institutions in many new and unexpected ways, particularly in relation to digitization and digitally enhanced learning and teaching (Perla, Scarinci, Amati 2021; Agrati, Vinci 2021). Mediation (Damiano 2013; Perla 2016; Agrati 2020) at the time of COVID-19 involved a strong accentuation of the dislocation of points of view with respect to interaction in the presence: technologies are ‘amplifiers’ of learning spaces and opportunities for learner-centered strategies, that can ensure greater accessibility of learning environments and resources (Huang 2020). The COVID-19 pandemic, which suddenly forced teachers to introduce hybrid models and practices in their teaching (Perla, Scarinci, Amati 2021), accelerated the process of raising awareness about the need for high quality professional development, for an advancement in the field of Digital Scholarship, for a support for teacher professionalism and for the development of teaching competences aimed at improving students’ learning (Perla et al. 2021). The research specifically investigates the experience of Distance Learning, to bring out the changes in teaching practice, paying particular attention to didactic mediation and evaluation, two areas considered foundational and emblematic in teaching-learning action. Through the administration of an online questionnaire to which 721 teachers responded, we highlight the metamorphoses involved in mediation and evaluation. What emerged allows us to redefine the "teaching charter" as a "mediated action with a high potential for hybridization", bringing to light the criticalities / potentialities of the pedagogical Third (Houssaye 2000) as a space for experimentation of flexibility teaching. The findings highlighted the need to support teachers' digital training to develop a new type of sophisticated knowledge and the ability to transform disciplinary content into digitalized disciplinary content (Perla, Agrati, Vinci 2019).
Hybrid mediation and Digital Scholarship in Higher Education
VINCI V;
2021-01-01
Abstract
The coronavirus crisis has challenged higher education institutions in many new and unexpected ways, particularly in relation to digitization and digitally enhanced learning and teaching (Perla, Scarinci, Amati 2021; Agrati, Vinci 2021). Mediation (Damiano 2013; Perla 2016; Agrati 2020) at the time of COVID-19 involved a strong accentuation of the dislocation of points of view with respect to interaction in the presence: technologies are ‘amplifiers’ of learning spaces and opportunities for learner-centered strategies, that can ensure greater accessibility of learning environments and resources (Huang 2020). The COVID-19 pandemic, which suddenly forced teachers to introduce hybrid models and practices in their teaching (Perla, Scarinci, Amati 2021), accelerated the process of raising awareness about the need for high quality professional development, for an advancement in the field of Digital Scholarship, for a support for teacher professionalism and for the development of teaching competences aimed at improving students’ learning (Perla et al. 2021). The research specifically investigates the experience of Distance Learning, to bring out the changes in teaching practice, paying particular attention to didactic mediation and evaluation, two areas considered foundational and emblematic in teaching-learning action. Through the administration of an online questionnaire to which 721 teachers responded, we highlight the metamorphoses involved in mediation and evaluation. What emerged allows us to redefine the "teaching charter" as a "mediated action with a high potential for hybridization", bringing to light the criticalities / potentialities of the pedagogical Third (Houssaye 2000) as a space for experimentation of flexibility teaching. The findings highlighted the need to support teachers' digital training to develop a new type of sophisticated knowledge and the ability to transform disciplinary content into digitalized disciplinary content (Perla, Agrati, Vinci 2019).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
