Pubblicazioni

Pubblicazioni recenti apparse su riviste internazionali

1. Impedovo, M.A., Ritella, G., & Ligorio, M. B. (2013). Developing Codebooks as a New Tool to Analyze Students' ePortfolios, International Journal of ePortfolio, Vol 3, 2, 161-176
2. Ligorio, M. B., Loperfido, F. F., & Sansone, N. (2013). Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course. ijcscl 8 (3), pp. 351-367
3. Ligorio, M.B., & Loperfido, F. F. (2014). El modelo PCC: participacion constructiva y colaborativa online.
Hachetetepè. Apprender en la nube. v. 9, 41-54 – ISNN 2172-7919
4. Loperfido, F.F., Sansone N., Ligorio, M.B., & Fujita, N. (2014). Understanding I/We positions in a blended university course: Polyphony and chronotopes as dialogical features. QWERTY, vol. 9, p. 51-66
5. Ritella, G., Ligorio, M.B., & Hakkarainen, K. (2015). The role of context in a collaborative problem-solving task during professional development. Technology, Pedagogy and Education; http://dx.doi.org/10.1080/1475939X.2015.1062412
6. Sansone, N., & Ligorio, M. B. (2015). A protocol for multidimensional assessment in university online courses. Research on Education and Media. Vol. 7, 1, ISSN (Online) DOI 10.1515/rem-2015-0009
7. Impedovo, M. A., & Ligorio, M. B. (2016). Participating in an international master’s programme: impact on agency for African in-service teachers. Professional Development in Education. http://www.tandfonline.com/loi/rjie20
8. Legrottaglie, S. & Ligorio, M. B. (2016). The temporal dimension as a dialogical resource for teachers’ professional development and fulfilment. Teacher development. An international journal of teachers’ professional development. DOI: 10.1080/13664530.2016.1190783
9. Sansone, N., Ligorio, M. B., & Buglass, S. (2016). Peer e-tutoring: Effects on students’ participation and interaction style in online course. Innovations in Education and Teaching International. Vol 55, 1, pp. 13-22 DOI: 10.1080/14703297.2016.1190296.
10. Ritella, G., Ligorio, M.B., & Hakkarainen, K. (2016). Theorizing space-time relations in education: the concept of chronotope. Frontline Learning Research, Vol 4, n. 4, 48-55. http://journals.sfu.ca/flr/index.php/journal/article/view/210/331
11. Ligorio, M.B., Schwartz, N. H., D'Aprile, G.,& Philhour, D. (2017). Children's representations of learning through drawings. Learning, Culture and Social Interaction. 12, 133–148. http://dx.doi.org/10.1016/j.lcsi.2016.12.004
12. Beraldo, R. M. F., Ligorio, M. B., & Barbato, S. (2017). Intersubjectivity in primary and secondary education: a review study. Research Papers in Education. http://dx.doi.org/10.1080/02671522.2017.1302497
13. Ligorio, M.B., Impedovo, M. A., & Arcidiacono, F. (2017). Agency online: Trends in a university learning course. Technology, Pedagogy and Education. 26(5), 529-543. http://dx.doi.org/10.1080/1475939X.2017.1350599
14. Amenduni, F. & Ligorio, M.B. (2017). Becoming at the borders: the role of positioning in boundary-crossing between university and workplaces. Cultural-Historical Psychology. Vol. 13, no. 1, pp. 89-104 - doi: 10.17759/chp.2017130109
15. Ligorio, M. B.; Barzanò, G. (2018). “Food for thought”: blogging about food as dialogical strategy for self-disclosure and otherness. Learning, Culture and Social interaction; https://doi.org/10.1016/j.lcsi.2018.03.009
16. Impedovo, M.A.; Ligorio, M.B.; McLay, K.F. (2018). The “friend of zone of proximal development” role: Empowering ePortfolios as boundary objects from student to‐work I‐position transaction. Journal of Assisted Computer Learning - doi.org/10.1111/jcal.12282 Vol. 34, Issue 6, pp 753-761
17. Migliorato, R., Allegro, S., Fiorilli, C., Buonomo, I., & Ligorio, M. B. (2018). Sexting: Uno studio esplorativo su adolescenti italiani. Qwerty, Vol. 13, n. 2, 66-82
18. Mazza, S., Ligorio, M.B., Cacciamani, S. (2018). Orchestrazione strumentale per l’inserimento di “Aule Virtuali” a scuola. Qwerty, Vol. 13, n. 2, 49-65
19. Aprile, G., Ligorio, M. B., & Ulloa Severino, A. (2019). How Serious Games for Health Enhance Empowerment Related Patient Education: The Impact of Gender. Technology Knowledge and Learning. Vol. 62, 22, https://doi.org/10.1007/s10758-017-9344-x
20. Ritella, G., Ligorio, M.B., & Hakkarainen, K. (2019). Interconnections between the discursive framing of space-time and the interpretation of a collaborative task. Learning, Culture and Social Interaction.
https://doi.org/10.1016/j.lcsi.2017.08.001
21. Ritella, G. & Ligorio, M. B. (2019). Dialogical approaches to learning: from theory to practice and back. Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2017.08.001
22. Sansone, N., Cesareni, D., Ligorio, M.B., Bortolotti, I., Buglass, S.L. (2020). Developing knowledge work skills in a university course. Research Papers in Education, Vol. 35, n. 1, pp. 23-42
23. Karlgren, K., Paavola, S., Ligorio, M.B. (2020). Introduction: what are knowledge work practices in education? How can we study and promote them? Research Papers in Education, Vol. 35, n. 1, pp. 1-
24. Ritella, G., Di Maso, R., McLay, K., Annese, S., Ligorio, M.B. (2020). Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching. Frontiers in Psychology, 11, 565 https://doi.org/10.3389/fpsyg.2020.00565
25. Barzanò, G., Cutello, G., Lissoni, M., Pecorelli, C., Quarta, R., Regazzini, C., Zacchilli, E., Ligorio, M.B., (2020). When the place matters: moving the classroom into a museum to re-design a public space. Frontiers in Psychology, doi: 10.3389/fpsyg.2020.00943
26. Amenduni, F., Annese, S. Candido, V., McLay, K., & Ligorio, M. B. (2021). Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors. Educ. Sci., 11(8), 415; https://doi.org/10.3390/educsci1108041
27. Beraldo, R., Annese, S., Schwartz, N., & Ligorio, M. B. (2021). Building intersubjectivity in blended problem-solving tasks. Learning, Culture and Social Interaction, 31, 100545.
28. Musso, P., Ligorio, M. B., Ibe, E., Annese, S., Semeraro, C., & Cassibba, R. (2022). STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents. Frontiers in Psychology, 13.
29. Cacciamani, S., Cesareni, D., Fiorilli, C., & Ligorio, M. B. (2022). Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences. Education Sciences, 12(7), 493.
30. Ritella, G., Loperfido, F. F., De Giglio, G., Scurani, A., & Ligorio, M. B. (2022). Adopting educational robotics and coding to open dialogic spaces in lower secondary education. Dialogic Pedagogy: An International Online Journal, 10, DT41-DT58.
31. Cacciamani, S., Cesareni, D., Buglass, S. L., & Ligorio, M. B. (2022). The acceptance of distance education by Italian university teachers during the Covid-19 lockdown. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 17(1), 11-27.

Azioni sul documento

published on 21/07/2017 ultima modifica 30/07/2022