Il MOOC “Stop and Think. Modeling the process of online reading comprehension Using Think Aloud” è stato progettato in risposta a “sfide” di innovazione sociale nell'ambito del Programma “TALENT ITALY’’, su iniziativa del Dipartimento per l’università, l’alta formazione artistica, musicale e coreutica e per la ricerca - Direzione Generale per il Coordinamento e lo Sviluppo della Ricerca, con Bando MOOC - D.D. 514 del 20/2/2014. Il corso è stato giudicato idoneo e selezionato per il passaggio alla fase di realizzazione, come risulta dalla graduatoria pubblicata dal MIUR. Proposal description, detailing: reference scope, MOOC fruition modes, planned instructional targets and results, competence and expertise of teaching personnel Focus of MOOC is teaching and learning online reading comprehension. The purpose is to scaffold school in day-to-day teaching of the new literacy skills. As the target are teachers and students of last year of primary school and first, second, third years of secondary Italian school, the course will be offered in Italian language. The course will be open access via the web, free, provided on Moodle or E-Tutor or blog online platform, at unlimited participation. Students' privacy will be protected.The intention is to make available the instructional materials to coach teachers about self regulated reading strategies (printed and video lesson) and share those materials in Creative Commons Licence (BY-NC-SA). Students' achievements will be verified online, through the comparison between a placement test and a final test on the online reading comprehension. According to the emerging research, between online and offline reading comprehension there are some differences, as accessing the Internet requires readers to have novel literacy skills, additional strategies, dispositions, and social practices. These studies (Harris et al. 1995; Leu et al. 2004; Coiro 2007; Afflerbach et al. 2008; Bennett et al. 2008; Coiro et al. 2010; Coiro et al. 2011; Castek et al., 2011; Dwyer, 2012; Kiili et al. 2012; Ebner et al., 2013) suggest that: Online research and comprehension are not isomorphic with offline reading comprehension. Some challenged offline readers, who possess online research and reading comprehension skills, may read online better than other students who lack online reading skills. Prior knowledge may contribute less to online research and reading comprehension than to offline reading comprehension, since readers may gather required prior knowledge online, as a part of the reading paths they follow. While adolescent digital natives may be skilled with social networking, texting, video downloads, mp3 downloads, and smashups, they are not generally skilled with the use of the online information, including locating and critically evaluating the information. Students often learn many online research and comprehension skills from other students, within the context of challenging activities designed by the teacher. Online reading comprehension, it appears, typically takes place within a research and problem solving task. Rather than simply reading for a general purpose, online reading comprehension is specifically focused to solve a particular problem or answer a particular question. In short, online research and comprehension is a self-directed process of constructing texts and knowledge while engaged in several online reading practices. Searching, evaluating and integrating, even if not exclusive to online reading comprehension, in this form of reading are more complex: online reading may require even greater amounts of higher level thinking than offline reading. New technologies such as browsers, search engines, wikis, blogs, and many others are used exclusively online. Keyword entry in a search engine, for example, becomes an important new literacy skill, because search engines are an important new technology for locating information. Evaluating information online is very important. In a context in which anyone may publish anything, higher level thinking skills such as critical evaluation of source material and understanding an authors point of view, become especially important online. Moreover, rapid access to many different sources increases the importance of being able to logically integrate multiple source materials. At least five processing practices occur during online research and comprehension: 1) reading to identify important questions, 2) reading to locate information, 3) reading to critically evaluate information 4) reading to synthesize information, and 5) reading and writing to communicate information. Within these five areas reside the skills, strategies, and dispositions that are distinctive to online research and reading comprehension. Consequently, schools now need to prepare students with a wider range of higher-level thinking and digital literacy skills. Skills such as these become important for schools to consider: -critically evaluating information that is found online; -synthesizing multiple sources of online information and evaluating arguments to determine a solution; -communicating effectively to others with digital technologies; and -monitoring and evaluating the results of decisions, modifying these as needed.

Stop and Think. Modeling the process of online reading comprehension Using Think AloudELETTRONICO. - (2015).

Stop and Think. Modeling the process of online reading comprehension Using Think Aloud

-
2015

Abstract

Il MOOC “Stop and Think. Modeling the process of online reading comprehension Using Think Aloud” è stato progettato in risposta a “sfide” di innovazione sociale nell'ambito del Programma “TALENT ITALY’’, su iniziativa del Dipartimento per l’università, l’alta formazione artistica, musicale e coreutica e per la ricerca - Direzione Generale per il Coordinamento e lo Sviluppo della Ricerca, con Bando MOOC - D.D. 514 del 20/2/2014. Il corso è stato giudicato idoneo e selezionato per il passaggio alla fase di realizzazione, come risulta dalla graduatoria pubblicata dal MIUR. Proposal description, detailing: reference scope, MOOC fruition modes, planned instructional targets and results, competence and expertise of teaching personnel Focus of MOOC is teaching and learning online reading comprehension. The purpose is to scaffold school in day-to-day teaching of the new literacy skills. As the target are teachers and students of last year of primary school and first, second, third years of secondary Italian school, the course will be offered in Italian language. The course will be open access via the web, free, provided on Moodle or E-Tutor or blog online platform, at unlimited participation. Students' privacy will be protected.The intention is to make available the instructional materials to coach teachers about self regulated reading strategies (printed and video lesson) and share those materials in Creative Commons Licence (BY-NC-SA). Students' achievements will be verified online, through the comparison between a placement test and a final test on the online reading comprehension. According to the emerging research, between online and offline reading comprehension there are some differences, as accessing the Internet requires readers to have novel literacy skills, additional strategies, dispositions, and social practices. These studies (Harris et al. 1995; Leu et al. 2004; Coiro 2007; Afflerbach et al. 2008; Bennett et al. 2008; Coiro et al. 2010; Coiro et al. 2011; Castek et al., 2011; Dwyer, 2012; Kiili et al. 2012; Ebner et al., 2013) suggest that: Online research and comprehension are not isomorphic with offline reading comprehension. Some challenged offline readers, who possess online research and reading comprehension skills, may read online better than other students who lack online reading skills. Prior knowledge may contribute less to online research and reading comprehension than to offline reading comprehension, since readers may gather required prior knowledge online, as a part of the reading paths they follow. While adolescent digital natives may be skilled with social networking, texting, video downloads, mp3 downloads, and smashups, they are not generally skilled with the use of the online information, including locating and critically evaluating the information. Students often learn many online research and comprehension skills from other students, within the context of challenging activities designed by the teacher. Online reading comprehension, it appears, typically takes place within a research and problem solving task. Rather than simply reading for a general purpose, online reading comprehension is specifically focused to solve a particular problem or answer a particular question. In short, online research and comprehension is a self-directed process of constructing texts and knowledge while engaged in several online reading practices. Searching, evaluating and integrating, even if not exclusive to online reading comprehension, in this form of reading are more complex: online reading may require even greater amounts of higher level thinking than offline reading. New technologies such as browsers, search engines, wikis, blogs, and many others are used exclusively online. Keyword entry in a search engine, for example, becomes an important new literacy skill, because search engines are an important new technology for locating information. Evaluating information online is very important. In a context in which anyone may publish anything, higher level thinking skills such as critical evaluation of source material and understanding an authors point of view, become especially important online. Moreover, rapid access to many different sources increases the importance of being able to logically integrate multiple source materials. At least five processing practices occur during online research and comprehension: 1) reading to identify important questions, 2) reading to locate information, 3) reading to critically evaluate information 4) reading to synthesize information, and 5) reading and writing to communicate information. Within these five areas reside the skills, strategies, and dispositions that are distinctive to online research and reading comprehension. Consequently, schools now need to prepare students with a wider range of higher-level thinking and digital literacy skills. Skills such as these become important for schools to consider: -critically evaluating information that is found online; -synthesizing multiple sources of online information and evaluating arguments to determine a solution; -communicating effectively to others with digital technologies; and -monitoring and evaluating the results of decisions, modifying these as needed.
2015
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1036173
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