Novembre 2023
pp. 270
COLLANA: Quaderni di Comunità 2/2023
ISBN: 979-12-80164-69-8
Edited by Ida Cortoni, Veronica Lo Presti, Eleonora Sparano
This issue of the journal addresses the topic of “Teaching Enhanced Learning for engaging and inclusive learning“ in the digital age. The topic is certainly not new in the international scientific de bate, which is interdisciplinary in nature; it is part of the mes underlying the studies of Digital Education and Digital Literacy, but it represents an issue that is always at the forefront insofar as it is affected by technological innovations and sociocultural changes that digital culture progressively stimulates and promotes in different educational environments. In this sense, digital education in teaching and learning processes needs to be scientifically recognized in academic circles, institutionalized by emphasizing the methodology and evaluation strategies that educational media practices have been experimenting with for several years, for the purpose of a systematization of interventions, scientific literature and critical reflections on the topic. Within this issue, the focus is exactly on the assessment methodologies and strategies activated and activated in the digital education perspective, with special attention to best practices in different educational contexts: from elementary school to university.
Ida Cortoni is an Associate Professor in Sociology of cultural and communicative processes (SPS/08), Department of Planning, Design, Technology of Architecture (Sapienza, University of Rome). Scientific head of Observatory Mediamonitor Minori, Sapienza University of Rome, and member of Digizen srl – Sapienza spin off in digital innovation and quality of education. Professor in Digital Education Studio and Image and Storytelling Studio, master degree Design, Multimedia and Visual Communication, Sapienza.
Veronica Lo Presti is an Associate Professor in Sociology (SPS/07), Department of Communication and Social Research (Sapienza, University of Rome). Member of A Colorni Hirschman International Institute. She is been working with a number of organization (Istat, Miur, Invalsi, Anvur) and foundation on social impact analysis, evaluation and accountability issues. She’s author of: The social impact of distance learning in Roman schools: “Success,” social innovation, teaching practices / LO PRESTI, Veronica. In: Frontiers in Sociology. ISSN 2297-7775, Vol. 8 (2023), pp. 1-8 [10.3389/fsoc.2023.1141435].
Eleonora Sparano is a sociologist and methodologist, PhD in “Social Policy and Local Development.” She has been a Research Fellow at the University of Roma Tre and the Free University of Bozen, and a lecturer in General Sociology at the University of Tuscia in Viterbo. She is currently a Research Fellow at Unitelma Sapienza and an adjunct lecturer at the Pontifical Theological Faculty “Teresianum” in Anagni. She teaches at the Niccolò Cusano University.
