Edited by Irene Culcasi, Vincenzo Schirripa, Antonio Vigilante
Promoting a different “doing together” between students and teachers is one of the most evocative horizons that the more than thirty-year history of ICT has generated.
This aspiration is being expressed through the adoption of formulas such as “the community of practice” (Wenger) or the translation into digital learning environments of cooperative practices such as those of freinetian matrices.
The debate about ITCs is innervated by cooperative rhetoric but it is not taken for granted that it will be possible to make explicit the conditions and criteria of digital cooperation as an education to democracy through working styles and codified practices.
The Primopiano section of “Educazione Aperta” will host contributions oriented:
- to document experiences:
- collaborative auto-production of textbooks or alternative didactic materials.
- School blogs based on active involvement of students.
- School digital magazines.
- Translations of texts.
- Guided approach to specialistic repertoirs.
- Digital forms of interscholastic correspondence.
- Collaborative creation of software.
- To propose analyses on:
- what is the relationship between the chosen means and the expected cooperative dynamics?
- Which shape does digital cooperation take among teachers?
- What is the relationship between digital cooperation and online teaching due to Covid-19 crisis?
- Which repertoires are being used?
- How does the digital cultural consumption of teachers and students come into play?
- Are there quality standards for materials produced by teachers?
- How to evaluate the quality of cooperative dynamics?
- What is the relationship with universities, libraries and other interlocutors external to school?
- What is the role of collaborative writing Apps like Wattpadd or other digital resources external to scholastic editorial channels and digital educational systems?
- Does research and production of open access materials increase awareness of proprietary licensing issues?
Submitted articles must be unpublished.
They could be written in Italian, English, Spanish, Portuguese or French.
They must follow the editorial guidelines available at the following link: https://educazioneaperta.it/guidelines.
We invite those who want to collaborate to send an abstract of maximum 20 lines, in English and in the language of the article (if different from English), by October 31, 2021 to: firstname.lastname@example.org.
The Editorial board will communicate the selected submissions by the mid of November. Full articles must be received by January 15, 2022. Following a double-blind review process, accepted articles will be published on Issue 11 of “Educazione Aperta”, to be releasing in the summer 2022.