The complexity of the class context changes knowledge that, today, experiments more and more the ambiguity between global and local. Knowledge seems to aim at the construction of nets of modal meanings. Even the posture of teachers and students change and feedback is one of the aspects that can mostly affect learning by fostering the acceptance of reciprocal worlds present in the class context. In this direction, also feedback seems to change and from an informative structure, as proposed by Gagné, feedback is acquiring a generative rationale, that is, a structure able to open different interpretative perspectives. In the present contribution modalities of feedback collection are described such as Mentimeter.com and Google.com forms being used in different courses at the department of Education, Cultural Heritage and Tourism at the University of Macerata. Those tools were used to valorise the students’ informal and non formal knowledge and to define personalized trajectories. Feedback surely was the tool able to bridge the students’ and teachers’ experience and knowledge towards the construction of a net of meanings built in context.

Dal feedback informativo al feedback generativo

Pentucci Maila;
2018

Abstract

The complexity of the class context changes knowledge that, today, experiments more and more the ambiguity between global and local. Knowledge seems to aim at the construction of nets of modal meanings. Even the posture of teachers and students change and feedback is one of the aspects that can mostly affect learning by fostering the acceptance of reciprocal worlds present in the class context. In this direction, also feedback seems to change and from an informative structure, as proposed by Gagné, feedback is acquiring a generative rationale, that is, a structure able to open different interpretative perspectives. In the present contribution modalities of feedback collection are described such as Mentimeter.com and Google.com forms being used in different courses at the department of Education, Cultural Heritage and Tourism at the University of Macerata. Those tools were used to valorise the students’ informal and non formal knowledge and to define personalized trajectories. Feedback surely was the tool able to bridge the students’ and teachers’ experience and knowledge towards the construction of a net of meanings built in context.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11564/718670
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