An example of Active Research Project and the possible methodologies through which it can be made to work. Presentation in Thessaloniki 25/1/2013

1. An example of Active Research Project and
the possible methodologies through which it
can be made to work
Franco Di Cataldo, Thessaloniki 26 January 2013

2. Active Research Methodology
Ongoing writing
Phase 1: Phase 2: Phase 3 : Phase 4
Students, by Designing a students not only Using varied
becoming search plan: gather media,
immersed in students information from students
ideas, begin to develop a plan a variety of express and
pose questions of action to resources but also display what
or problems that guide their consciously they have
drive the inquiry investigations organize and learned to an
process make meaning of audience
this information
(integrating)
Revising, Refining, Elaborating
Zorfass, J., Copel, H., (1998) Teaching MiddleCataldo
26/01/2013 Franco Di School Students to Be Active Researchers
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3. learning communities
The 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
representing an added value to
what Levy has called collective
intelligence.
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
students’ learning experience.
experience Web 2.0 a read – write Web
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4. New technologies for action research: Wiki
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
collaboratively by multiple users.
users
http://studentresearcher.wikispaces.com
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5. New technologies for action research: webquest
A WebQuest is an inquiry-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
refining knowledge.
After completing a WebQuest, a learner would have analyzed a body of knowledge
deeply, transformed it in some way, and demonstrated an understanding of the material.
The webquest is a typical example of a didactical methodology as the students have an
active role when researching.
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
collected information to the realisation of a final product , either a web object, a
text, a presentation or whichever other personal elaboration.
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6. Webquest: essential elements
1. An introduction that sets the stage and provides some background
information.
2. A task that is doable and interesting.
3. A set 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 process the learners should go through in
accomplishing the task. The process should be broken out into clearly
described steps.
5. 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 conclusion 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.
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7. Webquests from London museums
http://www.nhm.ac.uk/education/online-resources/webquests/
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8. Critic awareness of the personal historical memory
The way forward in order to build a critic awareness of the personal
historical memory is to engage students in active research projects.
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
occupation lasting for almost 500 years >>> webquest introduction
1423
Venice 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.
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9. Case study
(webquest >>> INTRODUCTION)
The Venetian fleet protects
Thessaloniki against Turks
(1423-1430)
Beginning of Ottoman empire XIV
century
Beginning of Ottoman empire Ottoman empire at the second
at the end of XIV century half of XV century
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10. Tommaso Mocenigo's last speech before dying
(April 1423) (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
peace"
Franco Di Cataldo 10

11. Case study: Venice 1423 (webquest >>> INTRODUCTION)
Tommaso Mocenigo
Despite the wise advice of
the dying Doge, Francesco
Foscari was elected as his
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.
Francesco Foscari
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12. Webquest introduction: 1430
The 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.
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13. Venice and her colonies at the beginning XVI century
Economical (which were the commerce between
East and West Mediterranean countries)
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>> tasks

14. 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 ships
Which 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 century
Multicultural presence (the presence of Greek and Turkish
communities in Venice, ...)
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15. Geographical resources
Mappa Benincasa 1482
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16. Technological resources
what kind of ships were used in that period, shipping instruments, military instruments
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17. Arts, Literature Delacroix
resources
, Verdi
Pasolini
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18. Multicultural presences in Venice
mori
In 16th century, during various
exihibitions, a Turkish acrobat did
something that stupefied the Venetians.
Now, every year for the beginning of the
Carnival we have a similar exhibition
Fondaco dei TURCHI
with an angel
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19. historical memory
The study of this significant historical period adopting a
WebQuest, following the methodology of active research,
gives the opportunity to develop interdisciplinary competences
that represent the conceptual support for a critical approach to
the reconstruction of the past.
The collaborative treatment of the Thessaloniki case-study
under three different points of view (Venetian, Greek and
Turkish) can be translated into an interesting project that
allows to integrate historical experiences from multiple cultural
contexts. In such a way, the modern technologies of
communication through the web can give an important
contribution to the realization of a collective historical memory.
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