In contemporary society, the widespread presence of the digital has entered even the smallest everyday actions. In the sphere of teaching and learning, this presence has contributed to the development and increase of Asynchronous Online Learning (AOL). However, the way to design and integrate the Information Technology (IT) aspects and the pedagogical elements remains an open and debated issue. In this dissertation, I investigate the role of the pedagogical structure in AOL within a corporate context, aiming to provide practical guidance for instructional designers as well as to clarify the theoretical concept of pedagogical structure. The thesis argues that in AOL, the pedagogical structure "mediatises the mediator," meaning it embodies and mediates the instructional designer and their teaching. The pedagogical structure, in fact, fulfils the functions of mediating knowledge and establishing a pedagogical relationship with the user without the instructional designer being physically present. By "pedagogical structure," I refer to the structure of the device with which the user interacts, and I assert that it is polymorphic, as it is characterised in a hybrid way by both the logical-pedagogical component and the graphic-IT component. The logical-pedagogical component, which represents the way the instructional designer conceptually organises the subject matter within a pedagogical pathway, must interact with the graphic-IT component. The graphical interface, in particular, in addition to facilitating the usability of the IT structure, must also embody and share with the user the logical-pedagogical structure chosen by the instructional designer. If the components that make up the pedagogical structure of the device are not properly developed and do not cooperate with each other, the effectiveness of the educational process is undermined. Conversely, if they are adequately developed, the conditions for learning are improved. I arrived at this thesis through the following research pathway. The question about the role of the pedagogical structure in AOL emerged from a phenomenological analysis of the Training Pill, a pedagogical-hypermedia device produced by the instructional design team of the company Skilla and used for asynchronous online learning by individuals working in corporate contexts. After describing how and why the instructional designers at Skilla design a Training Pill, I observed and analysed how users navigate within the Pill and what issues emerge. In order to do so, I applied the phenomenological approach (Husserl, 1936; Giorgi, 1992; Smith, 2004; Sità, 2012), integrating it with the think-aloud data collection technique (Ericsson & Simon, 1980, 1998; Chang & Johnson, 2021). At the end of the analysis, I pointed out that users lacked adequate information to navigate the Training Pill with full awareness and argued that the identified issues stemmed from the Training Pill’s pedagogical structure, as it did not adequately convey the instructional designer's intentions to the user. The pedagogical structure plays an essential role in the teaching-learning process, and through its theoretical analysis, I was able to resolve the issues that emerged in the phenomenological investigation. In the theoretical reflection, I explored the role of the pedagogical structure in AOL and its polymorphism. Drawing on Damiano's theory (2013), I argued that the pedagogical structure of the device plays the role of "mediatising the mediator-teacher." Through Rossi's theory (2009), I demonstrated that this structure is characterised in a hybrid manner by both the graphic-IT component and the logical-pedagogical component. From a graphic-IT perspective, I investigated hypermediality and interfaces that characterise the online learning environments navigated by users (Shapiro, 2008; Rossi, 2009; Nielsen, 2024). From a logical-pedagogical perspective, I examined the conceptual structure of the subject matter and the pathway structure on which the concepts are organised (Laurillard, 2014). I analysed the Variation Theory (Marton & Booth, 1997) as one of the possible ways to improve the design of the conceptual structure. On the other hand, in order to design the structure of the pathway, among the many patterns available, I delved into the "problem-development-debriefing" pattern (Rossi & Pentucci, 2021), and I explored how to achieve a dual balance between mediators (Damiano, 2013) and between types of learning (Laurillard, 2014). Moreover, I clarified that the graphical interface in hypermedia pedagogical devices has the task of making the IT structure usable (Nielsen, 2024) and reifying the logical-pedagogical structure (Shapiro, 2008; Rossi, 2009), so that users can navigate consciously and be supported in discerning the relevant conceptual structure (Laurillard, 1991, 2014). By relating the results of the phenomenological investigation with the theoretical reflection, I outlined the thesis around the role of the pedagogical structure in AOL and, in light of these general principles, I provided specific guidelines to overcome the problems and limitations of the pedagogical-hypermedia device Training Pill. In particular, I highlighted that, within the Training Pill, the interface does not adequately reify and share with the user the logical-pedagogical structure adopted by the designer, and this prevents users from navigating the Pill with full awareness. In order for adequate sharing to occur, it is essential that designers themselves are fully aware of the logical-pedagogical structure they are using. To support this awareness, I suggested applying certain theories that are useful for logical-pedagogical design. With regard to the design of the conceptual structure, I recommended the application of Variation Theory. With regard to the structure of the pathway, I suggested adopting the "problem-development-debriefing" pattern, and the search for a dual balance between mediators and between types of learning. Finally, I described how the proposed logical-pedagogical structure can be concretely implemented and how it can be shared with the user through modifications to the existing graphic-IT structure of the Training Pill. At the end of the dissertation, I will point out that the proposed changes to the Training Pill are currently being discussed and implemented. Once implemented, I will work to investigate their effects on user navigation and learning. Additionally, I will show how the application of innovative AI tools based on Large Language Models opens up new possibilities for AOL practice and research. Exploring how these tools can be used in the construction of pedagogical structures, within the identified principles, will be a future research objective.
Nella società contemporanea, la presenza capillare del digitale si è introdotta fin nelle azioni più minime e quotidiane. Nell’ambito dell’insegnamento-apprendimento, tale presenza ha contribuito allo sviluppo e all’incremento della Formazione Asincrona Online (FAO), tuttavia la maniera con cui progettare e relazionare l’aspetto informatico e l’aspetto didattico risulta ancora aperta e in discussione. In questo elaborato indago il ruolo della struttura didattica nella FAO in contesto aziendale, con l’obiettivo di fornire indicazioni pratiche agli instructional designer e apportare chiarezza sul concetto teorico di struttura didattica. La tesi afferma che nella FAO la struttura didattica “mediatizza il mediatore”, ovvero incorpora e media l’instructional designer e il suo insegnamento. La struttura didattica, infatti, svolge le funzioni di mediare il sapere e instaurare una relazione pedagogica con l’utente senza che l’instructional designer sia presente fisicamente. Con “struttura didattica” intendo la struttura del dispositivo con cui l’utente interagisce e affermo che essa è polimorfa in quanto è caratterizzata in maniera ibrida dalla componente logico-didattica e dalla componente grafico-informatica. La componente logico-didattica, ovvero la maniera con cui l’instructional designer organizza concettualmente l'argomento da apprendere all'interno di un percorso didattico, deve interagire con la componente grafico-informatica. L’interfaccia grafica, in particolare, oltre ad agevolare l’usabilità della struttura informatica, deve reificare ed esplicitare all’utente la struttura logico-didattica scelta dall’instructional designer. Se le componenti, che costituiscono la struttura del dispositivo, non sono sviluppate in maniera adeguata e non cooperano tra loro si incrina l’efficacia del processo formativo; se invece sono adeguatamente sviluppate si migliorano le condizioni dell’apprendimento. Sono giunto a questa tesi attraverso il seguente percorso di ricerca. La domanda sul ruolo della struttura didattica nella FAO ha preso forma dall'analisi fenomenologica sulla Pillola Formativa, un dispositivo didattico-ipermediale prodotto dal team di instructional design dell’azienda Skilla e usato per la formazione asincrona online da persone che lavorano in contesti aziendali. Dopo aver descritto come e perché gli instructional designer di Skilla progettano una Pillola Formativa, ho osservato e analizzato come gli utenti navigano all’interno della Pillola e quali problemi emergono. Per farlo, ho adottato l’approccio fenomenologico (Husserl, 1936; Giorgi, 1992; Smith, 2004; Sità, 2012), integrandolo con la tecnica di rilevazione dati del think-aloud (Ericsson & Simon, 1980, 1998; Chang & Johnson, 2021). Al termine dell’analisi ho evidenziato che gli utenti non avevano adeguate informazioni per navigare la Pillola con piena consapevolezza e ho affermato che i problemi emersi derivavano dalla struttura didattica della Pillola, in quanto essa non esplicitava adeguatamente all’utente le intenzioni dell’instructional designer. La struttura didattica ha un ruolo essenziale nel processo di insegnamento-apprendimento e con la sua analisi teorica mi è stato possibile risolvere i problemi emersi nell’indagine fenomenologica. Nella riflessione teorica ho esplorato il ruolo della struttura didattica nella FAO e il suo polimorfismo. Partendo dalla teoria di Damiano (2013), ho affermato che la struttura didattica del dispositivo svolge il ruolo di “mediatizzare il mediatore-insegnante”. Attraverso la teoria di Rossi (2009), ho mostrato che tale struttura è caratterizzata in maniera ibrida dalla componente grafico-informatica e dalla componente logico-didattica. Dal punto di vista grafico-informatico, ho indagato l’ipermedialità e le interfacce che caratterizzano gli ambienti di apprendimento online su cui l’utente naviga (Shapiro, 2008; Rossi, 2009; Nielsen, 2024). Dal punto di vista logico-didattico, ho indagato la struttura concettuale dell’argomento e la struttura del percorso in cui i concetti si dispongono (Laurillard, 2014). Ho analizzato come una delle possibili vie per migliorare la progettazione della struttura concettuale la Variation Theory (Marton & Booth, 1997), mentre per progettare la struttura del percorso, tra i molteplici pattern a disposizione, ho approfondito il pattern “problema-sviluppo-debriefing” (Rossi & Pentucci, 2021), e ho analizzato come realizzare un duplice equilibrio tra i mediatori didattici (Damiano, 2013) e tra le tipologie di apprendimento (Laurillard, 2014). Ho inoltre esplicitato che l’interfaccia grafica nei dispositivi didattici ipermediali ha il compito di rendere usabile la struttura informatica (Nielsen, 2024) e di reificare la struttura logico-didattica (Shapiro, 2008; Rossi, 2009), affinché gli utenti possano navigare in maniera consapevole ed essere supportati nel discernere la struttura concettuale pertinente (Laurillard, 1991, 2014). Rapportando i risultati dell’indagine fenomenologica e della riflessione teorica ho delineato la tesi attorno al ruolo della struttura didattica nella FAO e, alla luce di tali principi generali, ho fornito indicazioni specifiche per superare problemi e limiti del dispositivo didattico-ipermediale “Pillola Formativa”. In particolare, ho evidenziato che nella Pillola Formativa l’interfaccia non reifica e non esplicita adeguatamente all’utente la struttura logico-didattica adottata dal progettista, e ciò non consente di navigare la Pillola con piena consapevolezza. Affinché possa avvenire un’adeguata esplicitazione è necessario, innanzitutto, che i progettisti siano loro stessi pienamente consapevoli della struttura logico-didattica che utilizzano. Per supportare tale consapevolezza, ho suggerito l’applicazione di alcune teorie utili alla progettazione. Per quanto riguarda la progettazione della struttura concettuale ho suggerito l’applicazione della Variation Theory; per quanto riguarda la struttura del percorso, ho suggerito l’adozione del pattern “problema-sviluppo-debriefing”, e la ricerca di un duplice equilibrio tra i mediatori didattici e tra le tipologie di apprendimento. Infine, ho descritto come la struttura logico-didattica proposta può essere concretamente realizzata e come essa può essere esplicitata all’utente attraverso modifiche alla struttura grafico-informatica già esistente della Pillola Formativa. Al termine dell’elaborato, preciserò che le proposte di modifica alla Pillola Formativa sono in fase di discussione e implementazione. Una volta implementate, lavorerò per indagarne gli effetti sulla navigazione e sull’apprendimento degli utenti. Infine, mostrerò come l’applicazione di innovativi tool di intelligenza artificiale, basati sui Large Language Model, apre nuove possibilità alla pratica e alla ricerca sulla FAO. Approfondire come questi tool possono essere adoperati nella costruzione delle strutture didattiche, all’interno dei principi rintracciati, sarà un obiettivo futuro di ricerca.
Il ruolo della struttura didattica nella formazione asincrona online. Analisi sul dispositivo didattico-ipermediale Pillola Formativa® e indicazioni per la progettazione.
NORSCINI, MICHELE
2025
Abstract
In contemporary society, the widespread presence of the digital has entered even the smallest everyday actions. In the sphere of teaching and learning, this presence has contributed to the development and increase of Asynchronous Online Learning (AOL). However, the way to design and integrate the Information Technology (IT) aspects and the pedagogical elements remains an open and debated issue. In this dissertation, I investigate the role of the pedagogical structure in AOL within a corporate context, aiming to provide practical guidance for instructional designers as well as to clarify the theoretical concept of pedagogical structure. The thesis argues that in AOL, the pedagogical structure "mediatises the mediator," meaning it embodies and mediates the instructional designer and their teaching. The pedagogical structure, in fact, fulfils the functions of mediating knowledge and establishing a pedagogical relationship with the user without the instructional designer being physically present. By "pedagogical structure," I refer to the structure of the device with which the user interacts, and I assert that it is polymorphic, as it is characterised in a hybrid way by both the logical-pedagogical component and the graphic-IT component. The logical-pedagogical component, which represents the way the instructional designer conceptually organises the subject matter within a pedagogical pathway, must interact with the graphic-IT component. The graphical interface, in particular, in addition to facilitating the usability of the IT structure, must also embody and share with the user the logical-pedagogical structure chosen by the instructional designer. If the components that make up the pedagogical structure of the device are not properly developed and do not cooperate with each other, the effectiveness of the educational process is undermined. Conversely, if they are adequately developed, the conditions for learning are improved. I arrived at this thesis through the following research pathway. The question about the role of the pedagogical structure in AOL emerged from a phenomenological analysis of the Training Pill, a pedagogical-hypermedia device produced by the instructional design team of the company Skilla and used for asynchronous online learning by individuals working in corporate contexts. After describing how and why the instructional designers at Skilla design a Training Pill, I observed and analysed how users navigate within the Pill and what issues emerge. In order to do so, I applied the phenomenological approach (Husserl, 1936; Giorgi, 1992; Smith, 2004; Sità, 2012), integrating it with the think-aloud data collection technique (Ericsson & Simon, 1980, 1998; Chang & Johnson, 2021). At the end of the analysis, I pointed out that users lacked adequate information to navigate the Training Pill with full awareness and argued that the identified issues stemmed from the Training Pill’s pedagogical structure, as it did not adequately convey the instructional designer's intentions to the user. The pedagogical structure plays an essential role in the teaching-learning process, and through its theoretical analysis, I was able to resolve the issues that emerged in the phenomenological investigation. In the theoretical reflection, I explored the role of the pedagogical structure in AOL and its polymorphism. Drawing on Damiano's theory (2013), I argued that the pedagogical structure of the device plays the role of "mediatising the mediator-teacher." Through Rossi's theory (2009), I demonstrated that this structure is characterised in a hybrid manner by both the graphic-IT component and the logical-pedagogical component. From a graphic-IT perspective, I investigated hypermediality and interfaces that characterise the online learning environments navigated by users (Shapiro, 2008; Rossi, 2009; Nielsen, 2024). From a logical-pedagogical perspective, I examined the conceptual structure of the subject matter and the pathway structure on which the concepts are organised (Laurillard, 2014). I analysed the Variation Theory (Marton & Booth, 1997) as one of the possible ways to improve the design of the conceptual structure. On the other hand, in order to design the structure of the pathway, among the many patterns available, I delved into the "problem-development-debriefing" pattern (Rossi & Pentucci, 2021), and I explored how to achieve a dual balance between mediators (Damiano, 2013) and between types of learning (Laurillard, 2014). Moreover, I clarified that the graphical interface in hypermedia pedagogical devices has the task of making the IT structure usable (Nielsen, 2024) and reifying the logical-pedagogical structure (Shapiro, 2008; Rossi, 2009), so that users can navigate consciously and be supported in discerning the relevant conceptual structure (Laurillard, 1991, 2014). By relating the results of the phenomenological investigation with the theoretical reflection, I outlined the thesis around the role of the pedagogical structure in AOL and, in light of these general principles, I provided specific guidelines to overcome the problems and limitations of the pedagogical-hypermedia device Training Pill. In particular, I highlighted that, within the Training Pill, the interface does not adequately reify and share with the user the logical-pedagogical structure adopted by the designer, and this prevents users from navigating the Pill with full awareness. In order for adequate sharing to occur, it is essential that designers themselves are fully aware of the logical-pedagogical structure they are using. To support this awareness, I suggested applying certain theories that are useful for logical-pedagogical design. With regard to the design of the conceptual structure, I recommended the application of Variation Theory. With regard to the structure of the pathway, I suggested adopting the "problem-development-debriefing" pattern, and the search for a dual balance between mediators and between types of learning. Finally, I described how the proposed logical-pedagogical structure can be concretely implemented and how it can be shared with the user through modifications to the existing graphic-IT structure of the Training Pill. At the end of the dissertation, I will point out that the proposed changes to the Training Pill are currently being discussed and implemented. Once implemented, I will work to investigate their effects on user navigation and learning. Additionally, I will show how the application of innovative AI tools based on Large Language Models opens up new possibilities for AOL practice and research. Exploring how these tools can be used in the construction of pedagogical structures, within the identified principles, will be a future research objective.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.14242/199624
URN:NBN:IT:UNIMC-199624