Francesca Gratani (0000-0003-2974-0101)

Personal information

Biography

Francesca Gratani holds a Ph.D in Education, Cultural Heritage and Territories. She is a Tenure Track Researcher (RTT) in Didactics and Special Pedagogy (PAED-02/A) at the Department of Education, Cultural Heritage and Tourism, University of Macerata (Italy). Her main fields of interest and research are: Maker Education; Educational Robotics; Teacher Training; Authentic Assessment.

Activities

Collapse all

University of Macerata: Macerata, IT

2022-11-01 to present | Tenure Track Researcher (RTT) (Department of Education, Cultural Heritage and Tourism)

Employment

Francesca Gratani

https://orcid.org/0000-0003-2974-0101

Personal information

Websites & social links

Other IDs

Keywords

Countries

Biography

Activities

Employment (1)

University of Macerata: Macerata, IT

Education and qualifications (3)

University of Macerata: Macerata, IT

University of Macerata: Macerata, IT

University of Macerata: Macerata, IT

Works (37)

Come progettare quando l’imprevisto è ontologico?

AI e Feedback. Interazione tra agenti umani e artificiali per valutare prove scritte in ambito universitario

Analizzare dataset ampi e non strutturati nella ricerca educativa con il supporto dell’Intelligenza Artificiale. Sfide e problematiche

Personalized Feedback in University Contexts: Exploring the Potential of AI-Based Techniques

The FRAVAL Project.

Teacher-AI Interaction in the Selection of Target Texts

Formative Assessment Supported by Artificial Agents

Public Speaking Skills and Anxiety Awareness in Future Teachers. Using AI and IoT in Higher Education for research and training

Rethinking and formalizing initial teacher training on learning design for and in uncertainty

Review of Tiziana Terranova (2022). After the Internet: Digital Networks between Capital and the Common

La Maker Education: creare artefatti socialmente utili

Nuove modalità di valutazione per migliorare la relazione in classe

What relationship between designing and regulating in times of emergency?

Assessment as learning. Bridging research and practice between schools and Universities

Facilitating feedback at university using AI-based techniques

FOSTERING SELF-REGULATION AND MOTIVATION USING AN ASSESSMENT AS A LEARNING APPROACH: THE FRAVAL PROJECT

Metodologie ibride e situate per la ricerca didattica

Rethinking assessment practices in schools. A research-training pathway to foster assessment as learning

Makers at school. L’apprendimento nell’era post-digitale

Learning in the post-digital era. Transforming education through the Maker approach

Maker Education and semplexity. Rethinking education to address emerging complexity

Make it happen. L’approccio Maker per ripensare l’educazione nell’era post-digitale

Educational Robotics for Inclusive Design

Formazione dei docenti e cura della propria crescita professionale: l’ePortfolio nella formazione iniziale, nell’anno di prova, nella formazione in servizio

“Experience” on the Screen. Training Pre-service Teachers on Educational Robotics

Towards 2030. Enhancing 21st century skills through educational robotics

Fostering Students’ Problem-Solving Skills Through Educational Robotics in Primary School

Inclusive designing through educational robotics. A training course for pre-service support teachers

Towards Assessment as Learning: Findings from online courses for secondary school teachers

ASSESSMENT AS LEARNING: TRANSFORMING PRACTICES WITH SECONDARY SCHOOL TEACHERS

Teacher training on Educational Robotics: a systematic review

“Pensare” e “fare”: il sapere matematico in contesti quotidiani

“Experience” on the screen: an online training course on Educational Robotics for pre-service teachers

LEARNING THROUGH PRACTICE: INTEGRATING THE MAKER APPROACH INTO PRIMARY SCHOOL CURRICULUM

THE IMPACT OF A TEACHER TRAINING ONLINE COURSE ON EDUCATIONAL ROBOTICS

Enactive approaches for the teachers’ professional development

Crossing boundaries: documentation of a teacher training course on design, robotics and coding