IV° Convegno CKBG - Pavia 29-31 gennaio 2014
Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
University student voices from technology to innovation
Simposio - Il movimento Student Voice: ascoltare gli studenti per migliorare la scuola. Quale il ruolo delle tecnologie?
Discussant: Filippo Dettori (Università di Sassari)
ConvegnoCKBG2014 - Garavaglia, Nigris, Petti & Zuccoli - University student voices from technology to innovation
1. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
University student voices from technology
to innovation
Prof.ssa Elisabetta Nigris
Dott. Andrea Garavaglia
Dott.ssa Livia Petti,
Dott.ssa Franca Zuccoli
elisabetta.nigris@unimib.it
andrea.garavaglia@unimib.it
livia.petti@unimib.it
franca.zuccoli@unimib.it
2. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Theorical background
• "Student voice gives students the ability to influence learning
to include policies, programs, contexts and principles" (Harper,
2000).
• “Over the last 15 years, a way of thinking has re-emerged that
strives to reposition students in educational research and
reform. ...This way of thinking is premised on the following
convictions: that young people have unique perspectives on
learning, teaching, and schooling; that their insights warrant
not only the attention but also the responses of adults; and
that they should be afforded opportunities to actively shape
their education.” (Cook-Sather 2006).
3. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Keywords
rights, respect, attention, response, listening, actively, shape
(Cook-Sather, 2006)
to authorize Students’ Perspectives (Cook-Sather, 2002).
Not only, but
voice, listening, participation, power, change, reform
to build your own training (Colsant, 1995; Oldfather et al.,1999;
Sanon, Baxter, Fortune & Opotow, 2001; Shultz & Cook-Sather, 2001)
4. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Student voice as a key factor
• As long as we exclude these perspectives from our
conversations about schooling and how it needs to
change, our efforts at reform we will be based on an
incomplete picture of life in classrooms and schools and how
that life could be improved (Cook-Sather, 2002).
• It is created as a reflection/action aimed at students under 18
years (A. Cook-Sather, 2002; 2009; M.
Fielding, 2006, 2011), particularly in secondary school (CookSather, 2002; Feldman, 2006; Mitra, 2006; Fielding, 2001).
• Some research is also currently being carried out on university
students, abroad (Bradley, Ferguson, Kurland, Simeone, 2014;
Garlick, 2008) and in Italy (Fedeli & Felisatti, 2013; Ghislandi &
Raffaeghelli, 2013).
5. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Methodology
• Mixed method (Creswell, 2003).
• Qualitative research methods, specifically student focus group (Corrao,
2005);
• Quantitative research methods, brief online questionnaire (Zammuner,
1998). Completed by 375 students.
Aims:
to understand which context, role and situation permit to realize the student
voice in university
to define the factors that have allowed the student voice
6. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Case study
Degree Course in Primary Education :
• Online courses: Didactics (attending and non- attending
students) academic years 2011-12 and 2012-13 and Image
Education 2012-13 and 2013-14;
• Analysis of student communities on Facebook
7. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Focus Group
In case of problems…
1.
Confrontation with students in classroom (outside/during
lesson)
2. Confrontation in Facebook Un-official
Keywords (FB): fast, to share information, no control…
3. To get in touch with professors and/or their assistants
4. LMS platform VS Facebook
Kewords : download/upload file, less easy to use
8. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Questionnaire: Problems with these courses
NO
YES, REGARDING TOPIC
COMPLEXITY/INCOMPREHENSION
52.8%
4.3%
YES, REGARDING THE LINK BETWEEN STUDY
WORKLOAD AND DIDACTIC WORK
23.6%
YES, REGARDING EXAM ENTRIES
3.1%
YES, REGARDING EXAMINATION
PROGRAMMES
5.2%
YES, ORGANIZATIONAL AND
LOGISTICAL, REGARDING ENJOYMENT /
PARTICIPATION IN DIDACTIC ACTIVITIES
10.1%
9. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Where have you solved these problems?
IN SOCIAL NETWORK, UN-OFFICIAL GROUP
22.1%
IN STUDENT COMMUNITY
1.8%
IN DOCEBO, IN ON LINE COURSE
4.3%
IN CLASSROOM, OUTSIDE LESSON TIME
IN CLASSROOM, DURING LESSON TIME
24.8%
15.6%
Informal: Social Network + outside lesson
time
10. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Student voice
39.6%
28.8%
25.2%
21.2%
23.6%
19.6%
15.3%
6.7%
6=
totally
5
4
2.1%
3
2
.9%
7.4%
1= not at not able
all
to say
Students Voice in courses
analyzed
59,2% high
SV
7.4%
6=totally
2.1%
5
4
3
2
1=not at
all
Students Voice in Degree
Course in Primary Education
30,7% high
SV
11. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
You have solved your problems thanks
to…(1)
32.8%
28.2%
27.0%
15.0%
14.7%
12.3%
5.5%
6=totally
5
4
3
2
.3%
4.6%
1=not at not able
all
to say
Professors or their assistants
47,5%
high SV
16.0% 17.2% 14.4%
8.3%
3.7%
6=totally
5
4
3
2
1=not at not able
all
to say
Tutors of student Community
This percentage is influenced
by less use of old community
on line environment
16% high
SV
12. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
You have solved your problems thanks
to…(2)
32.5%
27.6% 26.7%
23.9%
20.6%
12.3%
13.8%
.3%
2.1%
6=totally
5
16.3%
10.7%
1.5% 4.9%
6.7%
4
3
2
1=not at not able
all
to say
Student representatives
2,5% high
SV
Work experience
and workshop
office
6,4% high
SV
13. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Student Communities: a place where
students can talk with university tutor
• In 2005 the Department of Education started research about
the use of online communities to engage students in
discussing university issues and sharing resources (Petti, 2011)
• Communities are course-centred (e.g. Formazione Primaria
Community, Scienze dell’educazione community…)
• The communities are moderated by tutors (ex students
graduated in the same course)
• Teachers are not able to access to community, to allow
students to discuss frankly
• Tutors listen to students’ needs, provide feedback and
sometimes report issues to administrative office
14. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Longitudinal analysis of communication activities in on line
communities: n. of messagges posted from 2005 to 2013
First growth of Social
network in Italy
Facebook in Italy record
more than 10 millions of
users
Communities begin to move
to Official Facebook groups
15. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Longitudinal analysis of communication activities in online
communities: the influence of social network
From October 2013 Community of
Scienze della Formazione Primaria
moves to Official Facebook group
NOW: 266 users and 272 post per
month (prediction for 2014: over
3000 post per year)
From March 2013 Community of Scienze dell’educazione moves to Official Facebook group
NOW: 1055 users and 1300 post per month (prediction for 2014: over 15000 post per year)
16. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
A new role for student voices in Italy: the
effects of law n.240/2010 and n.47/2013 on
University administration
• The law n.240/2010 introduces the Joint Committe, a group of professors
and students with the aim of argue for the quality of the courses of each
department or school.
• The law n.47/2013 introduces the draft of quality document called
«Riesame» for each course. The group of authors must include a student
rappresentative as stakeholder
• Every year the member of Joint Committe reflects on issues reported on
Riesame document and make proposal with the aim of increasing the
quality of courses
17. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Topic «Riesame» Formazione Primaria
Students say:
1.
2.
3.
4.
5.
To care in regard different needs
To ensure a parameter of equality
To share study plan
To improve administrative/bureaucracy procedures
To increase a didactics reflection in courses
18. Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Conclusions
Technology improves the possibilities for comparison of his own
voice, but ..
• Student voice linked to teacher attitude
• Informal Area: in case of problems, students communicate in Social
Network or in classroom but outside lesson hours