Media education in action.Models, tools and examples of good practice

Pandemia, controllo digitale e democrazia: un’esperienza DaD di Filosofia e Media education

Media Education ◽

10.36253/me-9650 ◽

2020 ◽

Vol 11 (2) ◽

pp. 171-178

Author(s):

Lia De Marco

Keyword(s):

Digital Control ◽

Good Practice ◽

Teaching Experience ◽

The State ◽

Media Education ◽

Historical Moment ◽

Research Action ◽

Action Methods

This article presents the teaching experience Pandemic, digital control and democracy conducted in the 5th AU and 5th BU classes of the “G. Bianchi Dottula” of Bari in the months of March and April 2020, in the lockdown period due to the Covid-19 health emergency. The path, based on the combination of research-action methods, consisted in the discussion of philosophical issues in a transversal perspective through a targeted DaD approach (with the help of Padlet, Google Classroom, Google Meet, Screen-cast-o-matic, Rai Scuola and many others), in view of the State Exams. In a historical moment in which the discussion on the present is of extreme urgency and the awareness of the processes in progress is decisive, the narration of this good practice could contribute to the sharing of didactically effective experiences in consideration of the next DDI.

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Media education in action.Models, tools and examples of good practice

Anàlisi ◽

10.7238/a.v0im.1963 ◽

2013 ◽

pp. 19

Author(s):

Alberto Parola ◽

Maria Ranieri

Keyword(s):

Good Practice ◽

Media Education

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Autism and Learning: A Guide to Good Practice. Edited by S. Powell & R. Jordan. David Fulton, London, 1997. pp. 170. £13.99 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963097321325 ◽

1998 ◽

Vol 39 (2) ◽

pp. 279-284

Author(s):

Patricia Howlin

Keyword(s):

Good Practice

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Redesigning Introduction to Communication Disorders

Perspectives on Issues in Higher Education ◽

10.1044/ihe13.2.40 ◽

2010 ◽

Vol 13 (2) ◽

pp. 40-48 ◽

Cited By ~ 1

Author(s):

John Wm. Folkins

Keyword(s):

Student Learning ◽

Student Evaluation ◽

Good Practice ◽

Communication Disorders ◽

Team Experience ◽

Team Activity ◽

Class Period ◽

Written Assignments ◽

Principles Of Good Practice ◽

Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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Management of children with potential anaphylactic reactions in the community: a training package and proposal for good practice

Clinical & Experimental Allergy ◽

10.1046/j.1365-2222.1997.770835.x ◽

1997 ◽

Vol 27 (8) ◽

pp. 898-903 ◽

Cited By ~ 6

Author(s):

D. W. VICKERS ◽

L. MAYNARD ◽

P. W. EWAN

Keyword(s):

Good Practice ◽

Training Package

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Förderung der Lesekompetenz mittels reziproken Lehrens: Implementation und Wirksamkeit imRegelunterricht

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000176 ◽

2016 ◽

Vol 30 (4) ◽

pp. 213-225 ◽

Cited By ~ 2

Author(s):

Helvi Koch ◽

Nadine Spörer

Keyword(s):

Good Practice ◽

Post Test

Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.

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