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The digital in the nursery and kindergarten: create immersive narratives through collaboration

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University knowledge exchange and the SKIN Project

-26. Cantner, U., Meder, A. & Wolf, T. (2011). Success and failure of firm's innovation co-operations: The role of intermediaries and reciprocities. Regional Science, 90, 2, 313-329. Colvin J., Blackmore C., Chimbuya S., Collins K., Dent M., Goss J., Ison R., Roggero P. & Seddaiu G. (2014). In search of systemic innovation for sustainable development: A design praxis emerging from a decade of social learning inquiry. Research Policy 43 (2014) 760-771 Contò, F., Faccilongo, N., La Sala, P., Dicecca, R. 2013. Cloud approach for short chain

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Universal Design for Learning: the relationship between subjective simulation, virtual environments, and inclusive education

improved in a virtual learning environment. AdvPhysiolEduc, 23(1), 59-66. Goldin, G. A., Epstein, Y. E., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547-560. Hektner, J. M., &Asakawa, K. (2001). Learning to like challenges. In M. Csikszentmihalyi, & B. Schneider (Eds.), Becoming adult (pp. 95-112). New York, NY: Basic Books. Hew, K. F., & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher

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Theoretical vocabularies and styles of explanation of robot behaviours in children

:// Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers and Education , 58(3), 978–988. Braitenberg, V. (1986). Vehicles. Experiments in Synthetic Psychology. Cambridge, MA: The MIT Press. Church, W., Ford, T., Perova, N., & Rogers, C. (2010). Physics With Robotics-Using LEGO MINDSTORMS In High School Education. Educational Robotics and Beyond , 47–49. Retrieved from

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Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

References Adamo-Villani, N., Cui, J., & Popescu, V. (2014). Scripted Animation Towards Scalable Content Creation for eLearning-A Quality Analysis. In E-Learning, E-Education, and Online Training (pp. 1-9). Springer International Publishing. Ainsworth, S., &Van Labeke, N. (2004). Multiple forms of dynamic representation. Learning and instruction, 14(3), 241-255. Ausubel, D. P. (2004). Educazione e processi cognitivi. Guida psicologica per gli insegnanti (Vol

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Visuo-spatial attention and reading abilities: an action game prototype for dyslexic children

and peripheral vision. Investigative Ophthalmology & Visual Science , 43 (4), 1270-1276. Cogo-Moreira, H., de Avila, C. R. B., Ploubidis, G. B. & de Jesus Mari, J. (2013). Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial. PloS one , 8 (3), e59984. Cornoldi, C., Colpo, G. & Gruppo, M. (2011). Prove di lettura MT-2 per la Scuola Primaria. Giunti OS. Cottini, L. (2008). Per una didattica speciale di qualità: dalla

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Academic Social Networks: How the web is changing our way to make and communicate researches

use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769. doi:10.1111/j.1467-8535.2012.01356.x Salem, J., & Fehrmann, P. (2013). Bibliographic Management Software : A Focus Group Study of the Preferences and Practices of Undergraduate Students Bibliographic Management Software : A Focus Group Study of the Preferences and Practices of Undergraduate Students. Public Services Quarterly, 9(October), 110-120. Steinfield, C., Ellison, N. B., & Lampe, C

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