Laura Sara Agrati
Biographic Data
| ID | 9553887 |
|---|---|
| NAME | Laura Sara Agrati |
| GIVEN NAMES | Laura Sara |
| FAMILY NAME | Agrati |
| SIGNATURE | AGRATI L S |
| AFFILIATIONS | University of Bergamo |
| ORCID | 0000-0003-0108-5176 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Use of AI-assisted writing tools for student self-assessment at school
Writing is a complex, learned skill that requires continuous practice and support. Digital technologies, and more recently AI-assisted writing tools, have been introduced to enhance students’ writing and self-assessment, with potential benefits for motivation, accuracy, and collaboration. Their effectiveness, however, depends on how they are integrated into educational contexts and on teachers’ perceptions. This exploratory study, conducted betwe…
Artificial intelligence as a catalyst for transformative assessment
The rapid proliferation of Generative Artificial Intelligence (GenAI) in educational settings necessitates a redefinition of assessment practices, raising crucial questions regarding the relationship between automation and pedagogical ethics. While AI offers opportunities for efficiency and personalization, there persists a risk of a technocratic drift that threatens the relational dimension of teaching. This study explores the perceptions of tra…
Prevent the Refugee Students' Marginalisation. A Practitioner Research Study on Case‐Based Method
This work focuses on the teacher training case‐based for preventing the refugee students' marginalisation. Some key‐elements in prevention of marginalisation in school are presented in the first part: the holistic descriptive model and the difficulty in resorting to practical‐based strategies for teachers training. A professional research study conducted in 2023 at the post‐graduate training course is presented in the second part. The study invol…
Tutoring in the metaverse. Study on student-teachers’ and tutors’ perceptions about NPC tutor
Introduction The metaverse is defined as a new frontier for anyone’s everyday life and a new challenge for the training and the professional development. The extended reality of the metaverse offers a new learning environment in which additional educational roles intervene to support the teaching and learning processes. Methods The work explores some aspects of the metaverse as a support for the initial training of teachers. It presents a study o…
Online Practicum Effectiveness
The practicum is an essential activity for initial teacher training courses as it ensures the immersion in real contexts and sharing practice with experts. The early experiments on online practicums occurred thanks to the development of technologies and in view of overcoming unbridgeable distances. In the COVID-19 pandemic phase, online practicum experiences are carried out and studies have investigated their effects in general and on the student…
Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses
Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted…
Bridges and Mediation in Higher Distance Education
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The w…
No prominent works on this page.
Bridges and Mediation in Higher Distance Education
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The w…
Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses
Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted…
Tutoring in the metaverse. Study on student-teachers’ and tutors’ perceptions about NPC tutor
Introduction The metaverse is defined as a new frontier for anyone’s everyday life and a new challenge for the training and the professional development. The extended reality of the metaverse offers a new learning environment in which additional educational roles intervene to support the teaching and learning processes. Methods The work explores some aspects of the metaverse as a support for the initial training of teachers. It presents a study o…
Online Practicum Effectiveness
The practicum is an essential activity for initial teacher training courses as it ensures the immersion in real contexts and sharing practice with experts. The early experiments on online practicums occurred thanks to the development of technologies and in view of overcoming unbridgeable distances. In the COVID-19 pandemic phase, online practicum experiences are carried out and studies have investigated their effects in general and on the student…
Prevent the Refugee Students' Marginalisation. A Practitioner Research Study on Case‐Based Method
This work focuses on the teacher training case‐based for preventing the refugee students' marginalisation. Some key‐elements in prevention of marginalisation in school are presented in the first part: the holistic descriptive model and the difficulty in resorting to practical‐based strategies for teachers training. A professional research study conducted in 2023 at the post‐graduate training course is presented in the second part. The study invol…
Use of AI-assisted writing tools for student self-assessment at school
Writing is a complex, learned skill that requires continuous practice and support. Digital technologies, and more recently AI-assisted writing tools, have been introduced to enhance students’ writing and self-assessment, with potential benefits for motivation, accuracy, and collaboration. Their effectiveness, however, depends on how they are integrated into educational contexts and on teachers’ perceptions. This exploratory study, conducted betwe…
Artificial intelligence as a catalyst for transformative assessment
The rapid proliferation of Generative Artificial Intelligence (GenAI) in educational settings necessitates a redefinition of assessment practices, raising crucial questions regarding the relationship between automation and pedagogical ethics. While AI offers opportunities for efficiency and personalization, there persists a risk of a technocratic drift that threatens the relational dimension of teaching. This study explores the perceptions of tra…
Mathematics education (5 works) · Psychology (5 works) · Computer Science (4 works) · Medicine (4 works) · Pedagogy (4 works) · Perception (4 works) · Medical education (3 works) · Online and Blended Learning (3 works) · Political science (3 works) · Online Learning and Analytics (2 works)