Juliana Elisa Raffaghelli

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Assistant Professor

University of Padua

Italy

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About

Juliana Elisa Raffaghelli is an Assistant Professor at the University of Padua, Italy. Her research areas include educational innovation, digital literacies, and collaborative learning analytics, as well as the implications of generative AI in educational contexts. In her recent works, she has explored topics such as teachers’ perceptions of critical digital literacies, students’ self-feedback, and the intersection of digital platforms with privacy concerns in education.

Recent Grants

Grant: Close

Professional Learning Ecologies for Digital Scholarship: supporting professionalism for the modernization of Higher Education.

Open Date: 2018-03-01

Close Date: 2023-02-01

Articles (21)

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2020

Collaborators (10)

Minna Lakkala

University of Helsinki

FINLAND

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Anastasia Gouseti

Lecturer in Digital Education

University of Hull

UNITED KINGDOM

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Pablo Rivera-Vargas

Lecturer

University of Barcelona

SPAIN

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Caroline Kühn H.

Senior Lecturer in education and technology enhanced learning

Bath Spa University

UNITED KINGDOM

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Maurizio Zani

Professor

Politecnico di Milano

ITALY

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Judith Jacovkis

Lecturer

University of Barcelona

SPAIN

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Liisa Ilomäki

University of Helsinki

FINLAND

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Italo TESTA

Associate professor

Università degli Studi di Napoli Federico II

ITALY

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Marina De Rossi

University of Padua

ITALY

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Lourdes Guardia

Deputy Dean of Teaching

Universitat de Girona

SPAIN

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Juliana Elisa Raffaghelli

Research Interests

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About

Recent Grants

Articles (21)

Slowness as Postdigital Positionality in the Era of Generative AI: A Conversation

Collaborative Learning Analytics

Plataformas digitales comerciales en la educación pública. Desafíos emergentes sobre privacidad y protección de datos

Presentación sección especial: Plataformas digitales y datificación en el sistema educativo. Posibilidades y desafíos

Students’ perceptions on different sources of self-feedback

Wisdom of the Masses? Users and Educators Contrasting Perspectives on the Data Privacy and Safety of Early Years’ Apps

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Educational innovation in higher education: engineering students’ experiences of Emergency Remote Teaching

Social robotics in hospital as an educational challenge for good care. A narrative literature review

Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices

Exploring Effective Physics Teaching Strategies in High Schools during the COVID-19 Pandemic

EdTech myths: towards a critical digital educational agenda

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

An examination of learning ecologies associated with the Holocaust: The role of social media

Exploring the social activity of open research data on ResearchGate: implications for the data literacy of researchers

Data practices in quality evaluation and assessment: Two universities at a glance

What does data literacy means for you (as an educator)nowadays?

Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

Desarrollo Profesional Docente más allá de la pandemia: Un estudio Delphi sobre el potencial del concepto de ecologías de aprendizaje

Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times

Is Data Literacy a Catalyst of Social Justice? A Response from Nine Data Literacy Initiatives in Higher Education

Collaborators (10)

Minna Lakkala

Anastasia Gouseti

Pablo Rivera-Vargas

Caroline Kühn H.

Maurizio Zani

Judith Jacovkis

Liisa Ilomäki

Italo TESTA

Marina De Rossi

Lourdes Guardia

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