Magda Pischetola
Datos Biográficos
| ID | 316294 |
|---|---|
| NOMBRE | Magda Pischetola |
| NOMBRES | Magda |
| APELLIDO | Pischetola |
| FIRMA | PISCHETOLA M |
| AFILIACIONES | IT University of Copenhagen |
| ORCID | 0000-0001-6697-2118 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
‘It opened a new teaching space for me’
In-service teachers' professional development (PD) courses on digital education tend to be based on a restrictive idea of ‘knowledge transfer’ presupposing an application of course content into practice through a top-down and linear approach. In this paper, we adopt a broader conceptual perspective to examine the learning outcomes of an online/hybrid PD course developed through a design-based research project between 2020 and 2023 and attended by…
Danish university policies on generative AI
The sudden and meteoric rise of generative Artificial Intelligence (genAI) has raised fundamental concerns for universities. Using Bacchi's methodology on 'problematisation', we analyse which concerns Danish universities have addressed through their policies and guidelines. We identify three key problematisations: assessment integrity, legality of data and veracity. While each of these problematisations involves specific limitations, together the…
‘Does it matter?’
Teaching Novice Teachers to Enhance Learning in the Hybrid University
A relação crítica entre inovação pedagógica e ensino remoto emergencial
Este artigo apresenta uma investigação sobre a relação entre inovação pedagógica e ensino remoto emergencial. Apresenta uma apuração sobre a transladação das aulas presenciais para o formato remoto, que aconteceu por causa da pandemia gerada pelo Covid-19. O estudo é de caráter qualitativo e exploratório, com aplicação de questionários aos professores que estão lecionando remotamente, sendo a amostra não probabilística. Em duas etapas distintas, …
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
The invisible made visible through technologies’ agency
We are used to considering human agency as the most important aspect of the educational process. Technologies are seen as inert matter, subordinated to human intention and design, as if they did not have a role in the eclectic combination of teaching, learning, and knowing about the world. Their agency is invisible until a breakdown occurs, a material moment which shows their doing. In this paper, we make digital action visible by focusing on eme…
Inovação Das Práticas Pedagógicas Com Uso De Tecnologias Digitais No Ensino Superior
O presente artigo discute o conceito de inovação nas práticas pedagógicas, apresentando as percepções de professores e de estudantes sobre práticas inovadoras com uso de tecnologias digitais. Tem-se como fundamentação teórica uma pesquisa sobre práticas pedagógicas inovadoras com uso de tecnologias digitais em cursos de formação inicial de professores, cujo objetivo foi a identificação de tais práticas, bem como de suas características e seus con…
Teaching as the emergent event of an ecological process
The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolut…
O discurso sobre tecnologias nas políticas públicas em educação
Na chamada era da informação, a temática das tecnologias digitais se consolida no discurso pedagógico e nas pesquisas em educação, pelos quais perpassa a denúncia da necessidade de paradigmas educacionais que dialoguem com as inovações tecnológicas de nosso tempo. Assim, numerosos investimentos, públicos e privados, vêm sendo feitos buscando viabilizar a incorporação das tecnologias digitais no cotidiano escolar. Contudo, percebe-se uma lacuna qu…
The impact of digital networking on the life of asylum seekers in Italy
The article aims to investigate the relation between migration and digital technologies, in particular the way in which connectivity contributes to new forms of social inclusion. The study presented explores asylum seekers’ digital connections in relation to affective belonging, focusing on how social media enhance new forms of relationship between the homeland and host countries, as well as across migration flows. The research draws from the hum…
Metodologias participativas e projeto UCA
No contexto complexo e mutável da cultura digital, as mídias se constituem em um importante espaço para a formação, tendo o importante papel de articular novas lógicas culturais que acarretam em rupturas para o âmbito escolar. Para compreender essa mudança, criam-se novos métodos de análise e investigação - as Metodologias Participativas -, estratégias de pesquisa-ação cujo objetivo é intervir em uma dada situação social. No foco da análise aqui …
Danish university policies on generative AI
The sudden and meteoric rise of generative Artificial Intelligence (genAI) has raised fundamental concerns for universities. Using Bacchi's methodology on 'problematisation', we analyse which concerns Danish universities have addressed through their policies and guidelines. We identify three key problematisations: assessment integrity, legality of data and veracity. While each of these problematisations involves specific limitations, together the…
O discurso sobre tecnologias nas políticas públicas em educação
Na chamada era da informação, a temática das tecnologias digitais se consolida no discurso pedagógico e nas pesquisas em educação, pelos quais perpassa a denúncia da necessidade de paradigmas educacionais que dialoguem com as inovações tecnológicas de nosso tempo. Assim, numerosos investimentos, públicos e privados, vêm sendo feitos buscando viabilizar a incorporação das tecnologias digitais no cotidiano escolar. Contudo, percebe-se uma lacuna qu…
Teaching as the emergent event of an ecological process
The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolut…
The impact of digital networking on the life of asylum seekers in Italy
The article aims to investigate the relation between migration and digital technologies, in particular the way in which connectivity contributes to new forms of social inclusion. The study presented explores asylum seekers’ digital connections in relation to affective belonging, focusing on how social media enhance new forms of relationship between the homeland and host countries, as well as across migration flows. The research draws from the hum…
Metodologias participativas e projeto UCA
No contexto complexo e mutável da cultura digital, as mídias se constituem em um importante espaço para a formação, tendo o importante papel de articular novas lógicas culturais que acarretam em rupturas para o âmbito escolar. Para compreender essa mudança, criam-se novos métodos de análise e investigação - as Metodologias Participativas -, estratégias de pesquisa-ação cujo objetivo é intervir em uma dada situação social. No foco da análise aqui …
The impact of digital networking on the life of asylum seekers in Italy
The article aims to investigate the relation between migration and digital technologies, in particular the way in which connectivity contributes to new forms of social inclusion. The study presented explores asylum seekers’ digital connections in relation to affective belonging, focusing on how social media enhance new forms of relationship between the homeland and host countries, as well as across migration flows. The research draws from the hum…
O discurso sobre tecnologias nas políticas públicas em educação
Na chamada era da informação, a temática das tecnologias digitais se consolida no discurso pedagógico e nas pesquisas em educação, pelos quais perpassa a denúncia da necessidade de paradigmas educacionais que dialoguem com as inovações tecnológicas de nosso tempo. Assim, numerosos investimentos, públicos e privados, vêm sendo feitos buscando viabilizar a incorporação das tecnologias digitais no cotidiano escolar. Contudo, percebe-se uma lacuna qu…
Teaching as the emergent event of an ecological process
The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolut…
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
The invisible made visible through technologies’ agency
We are used to considering human agency as the most important aspect of the educational process. Technologies are seen as inert matter, subordinated to human intention and design, as if they did not have a role in the eclectic combination of teaching, learning, and knowing about the world. Their agency is invisible until a breakdown occurs, a material moment which shows their doing. In this paper, we make digital action visible by focusing on eme…
Inovação Das Práticas Pedagógicas Com Uso De Tecnologias Digitais No Ensino Superior
O presente artigo discute o conceito de inovação nas práticas pedagógicas, apresentando as percepções de professores e de estudantes sobre práticas inovadoras com uso de tecnologias digitais. Tem-se como fundamentação teórica uma pesquisa sobre práticas pedagógicas inovadoras com uso de tecnologias digitais em cursos de formação inicial de professores, cujo objetivo foi a identificação de tais práticas, bem como de suas características e seus con…
Teaching Novice Teachers to Enhance Learning in the Hybrid University
A relação crítica entre inovação pedagógica e ensino remoto emergencial
Este artigo apresenta uma investigação sobre a relação entre inovação pedagógica e ensino remoto emergencial. Apresenta uma apuração sobre a transladação das aulas presenciais para o formato remoto, que aconteceu por causa da pandemia gerada pelo Covid-19. O estudo é de caráter qualitativo e exploratório, com aplicação de questionários aos professores que estão lecionando remotamente, sendo a amostra não probabilística. Em duas etapas distintas, …
‘Does it matter?’
Danish university policies on generative AI
The sudden and meteoric rise of generative Artificial Intelligence (genAI) has raised fundamental concerns for universities. Using Bacchi's methodology on 'problematisation', we analyse which concerns Danish universities have addressed through their policies and guidelines. We identify three key problematisations: assessment integrity, legality of data and veracity. While each of these problematisations involves specific limitations, together the…
‘It opened a new teaching space for me’
In-service teachers' professional development (PD) courses on digital education tend to be based on a restrictive idea of ‘knowledge transfer’ presupposing an application of course content into practice through a top-down and linear approach. In this paper, we adopt a broader conceptual perspective to examine the learning outcomes of an online/hybrid PD course developed through a design-based research project between 2020 and 2023 and attended by…
Sociology (8 obras) · Computer Science (7 obras) · Pedagogy (5 obras) · Humanities (4 obras) · Political science (4 obras) · Artificial Intelligence (3 obras) · Education and Digital Technologies (3 obras) · Higher Education Practises and Engagement (3 obras) · Mathematics education (3 obras) · Philosophy (3 obras)