Francesca Pozzi
Biographic Data
| ID | 3742407 |
|---|---|
| NAME | Francesca Pozzi |
| GIVEN NAMES | Francesca |
| FAMILY NAME | Pozzi |
| SIGNATURE | POZZI F |
| AFFILIATIONS | Istituto per le Tecnologie Didattiche |
| ORCID | 0000-0002-3592-2131 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Digital vs. Hybrid
This study compares two versions (one digital, one hybrid) of a serious board game for teacher training called the “4Ts game”. Teachers play the game in groups to learn about—and directly engage in—the joint design of collaborative learning activities for their students by choosing the Tasks to be proposed, the Timing of activities, the Technologies to be used, and the Team composition, in an iterative process of decision making. The game comes i…
Is GBL Good for Teachers? A Game for Teachers on How to Foster Students’ Self-Regulated Learning
This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers’ beliefs concerning the importance of nine design principles that can be adopted to foster the development of students’ SRL skills. Our findings suggest that the game-based approach adopte…
Collaborative Learning
This study, focused on collaborative learning approaches, aims to contribute to our understanding of whether and how teachers propose these kinds of activities in their daily practice. Particularly, this study aims to explore teachers’ behaviour when designing such activities for their learners with respect to different learning settings (i.e., face-to-face and/or blended settings vs. fully online settings). With reference to fully online setting…
Comparing the comparators
Comparing universities and courses is of interest to a variety of stakeholders including potential students, policy makers, news and media organisations, ranking providers, and universities themselves. There are a range of existing university ranking schemes that provide comparisons (e.g. Academic Ranking of World Universities) but typically these are designed with face‐to‐face teaching and learning in mind. There is also a growing number of qual…
Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development ( Ludificación y fomento de la autorregulación para incentivar el intercambio de…
The most common form of teachers’ professional development (TPD) — one-shot courses using formal, transmissive methodologies — often fails to prepare teachers for complex challenges or build a long-term community of teachers. Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers’ communities of practice, is regarded as essential for effective TPD in the academic literature. In this paper we argue for the…
The role of supporting technologies in a mixed methods research design
Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out. Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about i…
A Snapshot of Precariousness
This collectively written article aims to offer a bird's eye view of the Italian debates about precarity in employment and life, as captured in discussions among participants in a focus group held in Milan in 2006. The chief topics that emerged from this discussion include the feminization of labour, feminist practices and methodologies, representation/participation, and guaranteed income. Here, we give as much space as possible to the diverse vo…
The role of supporting technologies in a mixed methods research design
Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out. Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about i…
A Snapshot of Precariousness
This collectively written article aims to offer a bird's eye view of the Italian debates about precarity in employment and life, as captured in discussions among participants in a focus group held in Milan in 2006. The chief topics that emerged from this discussion include the feminization of labour, feminist practices and methodologies, representation/participation, and guaranteed income. Here, we give as much space as possible to the diverse vo…
A Snapshot of Precariousness
This collectively written article aims to offer a bird's eye view of the Italian debates about precarity in employment and life, as captured in discussions among participants in a focus group held in Milan in 2006. The chief topics that emerged from this discussion include the feminization of labour, feminist practices and methodologies, representation/participation, and guaranteed income. Here, we give as much space as possible to the diverse vo…
The role of supporting technologies in a mixed methods research design
Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out. Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about i…
Comparing the comparators
Comparing universities and courses is of interest to a variety of stakeholders including potential students, policy makers, news and media organisations, ranking providers, and universities themselves. There are a range of existing university ranking schemes that provide comparisons (e.g. Academic Ranking of World Universities) but typically these are designed with face‐to‐face teaching and learning in mind. There is also a growing number of qual…
Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development ( Ludificación y fomento de la autorregulación para incentivar el intercambio de…
The most common form of teachers’ professional development (TPD) — one-shot courses using formal, transmissive methodologies — often fails to prepare teachers for complex challenges or build a long-term community of teachers. Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers’ communities of practice, is regarded as essential for effective TPD in the academic literature. In this paper we argue for the…
Is GBL Good for Teachers? A Game for Teachers on How to Foster Students’ Self-Regulated Learning
This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers’ beliefs concerning the importance of nine design principles that can be adopted to foster the development of students’ SRL skills. Our findings suggest that the game-based approach adopte…
Collaborative Learning
This study, focused on collaborative learning approaches, aims to contribute to our understanding of whether and how teachers propose these kinds of activities in their daily practice. Particularly, this study aims to explore teachers’ behaviour when designing such activities for their learners with respect to different learning settings (i.e., face-to-face and/or blended settings vs. fully online settings). With reference to fully online setting…
Digital vs. Hybrid
This study compares two versions (one digital, one hybrid) of a serious board game for teacher training called the “4Ts game”. Teachers play the game in groups to learn about—and directly engage in—the joint design of collaborative learning activities for their students by choosing the Tasks to be proposed, the Timing of activities, the Technologies to be used, and the Team composition, in an iterative process of decision making. The game comes i…
Computer Science (5 works) · Psychology (5 works) · Mathematics education (4 works) · Educational Games and Gamification (3 works) · Innovative Teaching and Learning Methods (3 works) · Sociology (3 works) · Engineering (2 works) · Engineering ethics (2 works) · Medical education (2 works) · Medicine (2 works)