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An example of Active Research Project: a case study


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An example of Active Research Project and the possible methodologies through which it can be made to work.
Presentation in Thessaloniki 25/1/2013

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An example of Active Research Project: a case study

  1. 1. An example of Active Research Project andthe possible methodologies through which itcan be made to work Franco Di Cataldo, Thessaloniki 26 January 2013
  2. 2. Active Research Methodology Ongoing writingPhase 1: Phase 2: Phase 3 : Phase 4Students, by Designing a students not only Using variedbecoming search plan: gather media,immersed in students information from studentsideas, begin to develop a plan a variety of express andpose questions of action to resources but also display whator problems that guide their consciously they havedrive the inquiry investigations organize and learned to anprocess make meaning of audience this information (integrating) Revising, Refining, ElaboratingZorfass, J., Copel, H., (1998) Teaching MiddleCataldo 26/01/2013 Franco Di School Students to Be Active Researchers 2
  3. 3. learning communitiesThe Internet gives the opportunityto access a number of cognitiveresources, that, with theadequate guidance, can betransformed and synthesised intonew shared cognitive productsrepresenting an added value towhat Levy has called collectiveintelligence.The web 2.0 has entailed themultiplication of possibilities forweb users and, in an educationalenvironment, has furtherincreased the potential for aparticipative dimension ofstudents’ learning experience. experience Web 2.0 a read – write Web 26/01/2013 Franco Di Cataldo
  4. 4. New technologies for action research: Wiki A wiki is a website whose users can add, modify, or delete its content via a web browser using a simplified markup language. Wikis are typically powered by wiki software and are often used collaboratively by multiple users. users http://studentresearcher.wikispaces.com26/01/2013 Franco Di Cataldo 4
  5. 5. New technologies for action research: webquestA WebQuest is an inquiry-oriented activity in which some or all of the information thatlearners interact with comes from resources on the internet. (Dodge, 1995)The instructional goal of a WebQuest is what is intended as an issue extending andrefining knowledge.After completing a WebQuest, a learner would have analyzed a body of knowledgedeeply, transformed it in some way, and demonstrated an understanding of the material.The webquest is a typical example of a didactical methodology as the students have anactive role when researching.Through an online search in websites chosen by the teacher, the student can pursue anumber of different tasks, ranging from the reproduction and processing of thecollected information to the realisation of a final product , either a web object, atext, a presentation or whichever other personal elaboration. 26/01/2013 Franco Di Cataldo 5
  6. 6. Webquest: essential elements1. An introduction that sets the stage and provides some background information.2. A task that is doable and interesting.3. A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the Web.4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.5. Evaluation: each WebQuest needs a rubric for evaluating students work. The standards should be fair, clear, consistent, and specific to the tasks set.6. A conclusion that brings closure to the quest, reminds the learners about what theyve learned, and perhaps encourages them to extend the experience into other domains.26/01/2013 Franco Di Cataldo 6
  7. 7. Webquests from London museums Franco Di Cataldo 7
  8. 8. Critic awareness of the personal historical memoryThe way forward in order to build a critic awareness of the personalhistorical memory is to engage students in active research projects.The focus is the analysis of a crucial period for the history ofThessaloniki: the 7-years Venetian control of the city before the Ottomanoccupation lasting for almost 500 years >>> webquest introduction1423Venice starts dealing with the Greek tyrant of Thessaloniki Andronico andwith the Greek inhabitants about their desire to move under the Venetiancontrol without anything in return except for the Republics commitment todefend them against the Turks who besieged the town.The Venetians deluded themselves thinking that having lost the town hewas about to win, the Sultan would accept the dealing and would respecttheir flag.26/01/2013 Franco Di Cataldo 8
  9. 9. Case study(webquest >>> INTRODUCTION)The Venetian fleet protectsThessaloniki against Turks(1423-1430) Beginning of Ottoman empire XIV centuryBeginning of Ottoman empire Ottoman empire at the secondat the end of XIV century half of XV century26/01/2013 Franco Di Cataldo 9
  10. 10. Tommaso Mocenigos last speech before dying (April 1423) (webquest >>> INTRODUCTION)"It is well known that the war against the Turks has made yougood fighters and experts of the sea (...) and you have beenjudged as the defenders of Christianity by the world. You havemany people who have the expertise to be in Embassies and able to govern towns.(.....) You have many scholars in varioussciences (...)You will have to be careful in choosing my successor as theRepublic will either be run in a profitable way or in a badmanner.Many people favour Francesco Foscari (....) If he is electeddoge you will always be fighting, (…) you will be vasals ofthe infantry and of the soldiers and captains instead of beingthe leaders. I had to give you this advice.”May God help you to elect the best man and make you live long inpeace" Franco Di Cataldo 10
  11. 11. Case study: Venice 1423 (webquest >>> INTRODUCTION) Tommaso MocenigoDespite the wise advice ofthe dying Doge, FrancescoFoscari was elected as hissuccessor and began a longperiod of wars.He was keen on anexpansion in the NorthernItaly and so in the Easternterritory he wanted to defeatthe Turks with a strongcampaign in such a way thatthey would not be able torecover and attack theVenetian colonies. Francesco Foscari 26/01/2013 11
  12. 12. Webquest introduction: 1430The choice of accepting theprotection of Thessaloniki wasdictated more by the need to gainthe control of the sea route to theBlack Sea than by the real desireto defend the city and itspopulation from the Ottomans.The unwise administration of theprotection of Thessalonikidetermined the loss of the city in1430, despite the huge amount ofhuman and economic resourcesVenice has spent for itsprotection.26/01/2013 Franco Di Cataldo 12
  13. 13. Venice and her colonies at the beginning XVI centuryEconomical (which were the commerce betweenEast and West Mediterranean countries)26/01/2013 Franco Di Cataldo 13 >> tasks
  14. 14. Webquests >>> TasksThe research can be done from many different points of view with manydifferent tasks:Political (1423 - 1430)Economical (which were the commerce between East and WestMediterranean countries)Geographical (Venetian colonies, cartography)Technological (what kind of ships were used in that period, shippinginstruments, military instruments)How was life in the shipsWhich references with literature (I due Foscari – Byron, G. Verdi,Pasolini, ...)Art and culture in the different countries (Italy, Greece, Turkey) in thefirst part of XV centuryMulticultural presence (the presence of Greek and Turkishcommunities in Venice, ...)26/01/2013 Franco Di Cataldo 14
  15. 15. Geographical resourcesMappa Benincasa 148226/01/2013 Franco Di Cataldo 15
  16. 16. Technological resourceswhat kind of ships were used in that period, shipping instruments, military instruments 26/01/2013 Franco Di Cataldo 16
  17. 17. Arts, Literature Delacroix resources , Verdi Pasolini26/01/2013 Franco Di Cataldo 17
  18. 18. Multicultural presences in Venice mori In 16th century, during various exihibitions, a Turkish acrobat did something that stupefied the Venetians. Now, every year for the beginning of the Carnival we have a similar exhibitionFondaco dei TURCHI with an angel26/01/2013 Franco Di Cataldo 18
  19. 19. historical memoryThe study of this significant historical period adopting aWebQuest, following the methodology of active research,gives the opportunity to develop interdisciplinary competencesthat represent the conceptual support for a critical approach tothe reconstruction of the past.The collaborative treatment of the Thessaloniki case-studyunder three different points of view (Venetian, Greek andTurkish) can be translated into an interesting project thatallows to integrate historical experiences from multiple culturalcontexts. In such a way, the modern technologies ofcommunication through the web can give an importantcontribution to the realization of a collective historical memory. 26/01/2013 19