Fabio Sartori, Claudia Maga, Barbara Tosi, Alessandro Varallo
pp. 69 – 83, download
(https://doi.org/10.55612/s-5002-062-005)
Abstract
Alternatives didactic methods, based on the educational theory “learning by doing”, have been suggested in the transition from Curricula Based Education to Competence-Based Education (CBE). An example of alternative methods employed in this project is phygital education, which can be used as a profitable framework to implement innovative teaching method of STEM disciplines at school. In this paper we present a recent project, namely Binario 9 ¾, where phygital education has been developed through virtual communities of practice and digital storytelling adoption, to support students of middle school with learning disorders or difficulties to bridge the gap with others. The project was split into two phases: the first one from September 2019 till December 2021, characterized by COVID pandemic during which the developed materials have been mainly used in presence to support student with learning difficulties in mathematics due to language speaking; the second one from June 2022 to September 2023 during which the materials have been completely revised to be used online by students with specific learning disorders too (like dyslexia). The results reported in this paper show how inclusion, scholastic and educational success for students with learning disturbs or cultural barriers can be successfully obtained using the proposed approach.
Keywords: Competence-Based Education, Phygital Education, Digital Storytelling, Virtual Communities of Practice, Learning by doing.
CRediT Authors Statement. Fabio Sartori: Conceptualization, Methodology, Formal analysis, Writing – original draft preparation. Claudia Maga: Software, Validation, Writing – original draft preparation. Barbara Tosi: Supervision, Project Administration, Funding acquisition, Writing – review and editing. Alessandro Varallo: Investigation, Data Curation, Resources, Writing – review and editing
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