an example of active research project: a case study

An example of Active Research Project and An example of Active Research Project and the possible methodologies through which it the possible methodologies through which it can be made to workcan be made to work

Franco Di Cataldo, Thessaloniki 26 January 2013

Active Research MethodologyActive Research Methodology

Phase 1: Students, by becoming immersed in ideas, begin to pose questions or problems that drive the inquiry process

Phase 2:Designing a search plan:students develop a plan of action to guide their investigations

Phase 3 :students not only gather information from a variety of resources but also consciously organize and make meaning of this information (integrating)

Phase 4 Using varied media, students express and display what they have learned to an audience

Revising, Refining, Elaborating

Ongoing writing

Zorfass, J., Copel, H., (1998) Teaching Middle School Students to Be Active ResearchersZorfass, J., Copel, H., (1998) Teaching Middle School Students to Be Active Researchers26/01/2013 2Franco Di Cataldo

learning communitieslearning communitiesThe Internet gives the opportunity to access a number of cognitive resources, that, with the adequate guidance, can be transformed and synthesised into new shared cognitive products new shared cognitive products representing an added value to what Levy has called collective collective intelligenceintelligence. .

The web 2.0 has entailed the multiplication of possibilities for web users and, in an educational environment, has further increased the potential for a participative dimension of participative dimension of students’ learning experiencestudents’ learning experience.

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Web 2.0 a read – write WebWeb 2.0 a read – write Web

New technologies for action research: WikiNew technologies for action research: Wiki

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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 used collaboratively by multiple userscollaboratively by multiple users.

http://studentresearcher.wikispaces.com

http://studentresearcher.wikispaces.com/

http://studentresearcher.wikispaces.com/

New technologies for action research: webquestNew technologies for action research: webquest

A WebQuest is an inquiry-oriented activityinquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet. (Dodge, 1995) The instructional goal of a WebQuest is what is intended as an issue extending and an issue extending and refining knowledgerefining knowledge.

The webquest is a typical example of a didactical methodology as the students have an students have an active role when researching.active role when researching.

After completing a WebQuest, a learner would have analyzed a body of knowledge analyzed a body of knowledge deeplydeeply, transformed it in some way, and demonstrated an understanding of the material.

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Through an online search in websites chosen by the teacher, the student can pursue a number of different tasks, ranging from the reproduction and processing of the reproduction and processing of the collected information to the realisation of a final productcollected information to the realisation of a final product, either a web object, a text, a presentation or whichever other personal elaboration.

Webquest: essential elementsWebquest: essential elements1. An introductionintroduction that sets the stage and provides some background

information.

2. A tasktask that is doable and interesting.

3. A set of information sourcesset 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 processdescription of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.

5.5. Evaluation: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 conclusionconclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.


Webquests from London museums Webquests from London museums

http://www.nhm.ac.uk/education/online-resources/webquests/26/01/2013 7Franco Di Cataldo

Critic awareness of the personal historical memoryCritic awareness of the personal historical memory


The focus is the analysis of a crucial period for the history of The focus is the analysis of a crucial period for the history of Thessaloniki: the 7-years Venetian control of the city before the Ottoman Thessaloniki: the 7-years Venetian control of the city before the Ottoman occupation lasting for almost 500 years occupation lasting for almost 500 years >>> webquest introduction>>> webquest introduction

The way forward in order to build a critic awareness of the personal historical memory is to engage students in active research projects.

1423Venice starts dealing with the Greek tyrant of Thessaloniki Andronico and with the Greek inhabitants about their desire to move under the Venetian control without anything in return except for the Republic's commitment to defend them against the Turks who besieged the town.The Venetians deluded themselves thinking that having lost the town he was about to win, the Sultan would accept the dealing and would respect their flag.

Case study (webquest >>> INTRODUCTION)

The Venetian fleet protects Thessaloniki against Turks (1423-1430)

Beginning of Ottoman empire XIV Beginning of Ottoman empire XIV century century

Beginning of Ottoman empire Beginning of Ottoman empire at the end of XIV century at the end of XIV century

Ottoman empire at the second Ottoman empire at the second half of XV century half of XV century


Tommaso Mocenigo's last speech before dying Tommaso Mocenigo's last speech before dying (April 1423) (April 1423) (webquest >>> INTRODUCTION)(webquest >>> INTRODUCTION)

"It is well known that the war against the Turks has made you good fighters and experts of the sea (...) and you have been judged as the defenders of Christianity by the world. You have many people who have the expertise to be in Embassies and able to govern towns.(.....) You have many scholars in various sciences (...)

You will have to be careful in choosing my successor as the Republic will either be run in a profitable way or in a bad manner. Many people favour Francesco Foscari (....) If he is elected doge you will always be fighting, (…) you will be vasals of the infantry and of the soldiers and captains instead of being the leaders. I had to give you this advice.”

May God help you to elect the best man and make you live long in May God help you to elect the best man and make you live long in peacepeace""

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Case study: Venice 1423 Case study: Venice 1423 (webquest >>> INTRODUCTION)(webquest >>> INTRODUCTION)

Despite the wise advice of Despite the wise advice of the dying Doge, Francesco the dying Doge, Francesco Foscari was elected as his Foscari was elected as his successor successor and began a long period of wars.

He was keen on an expansion in the Northern Italy and so in the Eastern territory he wanted to defeat the Turks with a strong campaign in such a way that they would not be able to recover and attack the Venetian colonies.

Tommaso MocenigoTommaso Mocenigo

Francesco FoscariFrancesco Foscari26/01/2013 11

Webquest introduction: 1430The choice of accepting the protection of Thessaloniki was dictated more by the need to gain the control of the sea route to the Black Sea than by the real desire to defend the city and its population from the Ottomans. The unwise administration of the protection of Thessaloniki determined the loss of the city in 1430, despite the huge amount of human and economic resources Venice has spent for its protection.26/01/2013 12Franco Di Cataldo

Venice and her colonies at the beginning XVI century Venice and her colonies at the beginning XVI century

>> tasks26/01/2013 13Franco Di Cataldo

Economical (which were the commerce between East and West Mediterranean countries)

Webquests >>> Tasks

The research can be done from many different points of view with many different tasks:Political (1423 - 1430)Economical (which were the commerce between East and West Mediterranean countries) Geographical (Venetian colonies, cartography)Technological (what kind of ships were used in that period, shipping instruments, military instruments)How was life in the shipsWhich references with literature (I due Foscari – Byron, G. Verdi, Pasolini, ...)Art and culture in the different countries (Italy, Greece, Turkey) in the first part of XV centuryMulticultural presence (the presence of Greek and Turkish communities in Venice, ...)


Geographical resources Geographical resources


Mappa Benincasa 1482Mappa Benincasa 1482

Technological resourcesresources


what kind of ships were used in that period, shipping instruments, military instruments

Arts, Literature resources resources


Pasolini Pasolini

Delacroix

, VerdiVerdi

Multicultural presences in VeniceMulticultural presences in Venice


mori

Fondaco dei TURCHIFondaco dei TURCHI

In 16th century, during various In 16th century, during various exihibitions, a Turkish acrobat did exihibitions, a Turkish acrobat did something that stupefied the Venetians. something that stupefied the Venetians. Now, every year for the beginning of the Now, every year for the beginning of the Carnival we have a similar exhibition Carnival we have a similar exhibition with an angelwith an angel

historical memoryhistorical memory

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The study of this significant historical period adopting a The study of this significant historical period adopting a WebQuest, following the methodology of active research, WebQuest, following the methodology of active research, gives the opportunity to develop interdisciplinary competences gives the opportunity to develop interdisciplinary competences that represent the conceptual support for a critical approach to that represent the conceptual support for a critical approach to the reconstruction of the past. the reconstruction of the past.

The collaborative treatment of the Thessaloniki case-study The collaborative treatment of the Thessaloniki case-study under three different points of view (Venetian, Greek and under three different points of view (Venetian, Greek and Turkish) can be translated into an interesting project that Turkish) can be translated into an interesting project that allows to integrate historical experiences from multiple cultural allows to integrate historical experiences from multiple cultural contexts. In such a way, the modern technologies of contexts. In such a way, the modern technologies of communication through the web can give an important communication through the web can give an important contribution to the realization of a collective historical memory.contribution to the realization of a collective historical memory.

an example of active research project: a case study

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