The spread of new integrated technologies to connect people and share information has raised the issue of an adaptation of the educational paradigms. The school because of the diffusion of new media is rethinking their strategies, developing new tools which are aimed at express the full potential of the students, from the cognitive to the emotional sphere, from the relational to sphere of operation. Awareness has spread that learning environments are not only those of traditional classrooms, but even all the places that offer to the pupils opportunities for training and relationship. In this context the museums are also included. This paper provides the theoretical and experimental framework for the adoption of a tool recently developed in the web, the style "draw my life", for creating learning experiences in line with the new media education. The videos draw my life are tales accompanied by drawing, executed while the speaker talks. They can serve to illustrate concepts, instruments or scientific materials especially through telling life stories. The experimentation carried out in the classroom shows the effectiveness of the method and suggests its usefulness even in teaching by museums.”[1]
La diffusione delle nuove tecnologie integrate di connessione e condivisione ha posto il problema di un adattamento dei paradigmi educativi. La scuola di fronte ai nuovi media sta ripensando le proprie strategie, elaborando strumenti, che siano volti a sviluppare tutte le potenzialità dell’alunno, dalla sfera cognitiva a quella emotiva, da quella relazionale a quella operativa. Si è diffusa anche la consapevolezza che gli ambienti d’apprendimento non siano solo quelli tradizionali delle aule scolastiche, ma tutti i luoghi, che offrano ai ragazzi occasioni di formazione e relazione. In tale contesto sono indicati anche i musei. Questo contributo fornisce il quadro teorico e sperimentale per l’adozione di uno strumento recentemente elaborato dalla rete, lo stile draw my life, per la creazione di esperienze d’apprendimento in linea con la new media education. I video draw my life sono racconti accompagnati dal disegno, tracciato mentre si parla. Essi possono servire ad illustrare concetti, strumenti o materiali scientifici soprattutto attraverso la narrazione di storie di vita. Le sperimentazioni realizzate in classe mostrano l’efficacia del metodo e fanno presumere la sua utilità anche nella didattica attuata dai musei
Il “draw my life style”: una proposta per la didattica nei musei scientifici universitari.
DE FRENZA, LUCIA;FRANCESCANGELI, RUGGERO;GARUCCIO, Augusto
2015-01-01
Abstract
The spread of new integrated technologies to connect people and share information has raised the issue of an adaptation of the educational paradigms. The school because of the diffusion of new media is rethinking their strategies, developing new tools which are aimed at express the full potential of the students, from the cognitive to the emotional sphere, from the relational to sphere of operation. Awareness has spread that learning environments are not only those of traditional classrooms, but even all the places that offer to the pupils opportunities for training and relationship. In this context the museums are also included. This paper provides the theoretical and experimental framework for the adoption of a tool recently developed in the web, the style "draw my life", for creating learning experiences in line with the new media education. The videos draw my life are tales accompanied by drawing, executed while the speaker talks. They can serve to illustrate concepts, instruments or scientific materials especially through telling life stories. The experimentation carried out in the classroom shows the effectiveness of the method and suggests its usefulness even in teaching by museums.”[1]I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
