). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19,121-129. Cummins, J. (2002). Lenguaje, poder y pedagogía. Madrid: Ediciones Morata, S.L. Dreambox (2013). Five benefits of blended learning. Retrieved from http://www.dreambox.com/blog/five-benefits-ofblended-learning Dudley-Evans, T. & St John, M. (1998). Development in English for Specific Purposes. A multi-disciplinary approach. Cambridge: Cambridge University Press. Firpo, E. (2014). “Una proposta di adattamento al
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 administration. PROCEDIA TECHNOLOGY. Vol. 8 pp. 600-605. Elsevier, Oxford, UK. ISSN: 2212-0173, DOI:10.1016/j.protcy.2013.11.085 Cruickshank, L., Whitham
National Congress of the Italian Psychology Association (AIP). Bari, Italy. Dautenhahn, K., Werry, I., Ogden, B. & Harwin, W. (2001). Can Social Interaction Skills Be Taught by a Social Agent? The Role of a Robotic Mediator. Autism Therapy, Proceedings CT, The Fourth International Conference on Cognitive Technology: Instruments of Mind (CT2001). University of Warwick, United Kingdom, Springer Verlag. Dautenhahn, K. & Robins, B. (2007). Learning and Interaction in Children with Autism. VI IEEE International Conference on Development and Learning , London, United
Education Lesson. Computers in the Schools , 35(4), 249-267. Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australian Journal of Educational Technology, 27 (1), 66-88. Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23 (1), 45-63. Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16
journal for interactive media. First Monday, 6 (2). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/836/745. Sumner, T., Shum S. B. (1996). Open Peer Review & Argumentation: Loosening the Paper Chains on Journals. Ariadne. Retrieved from http://www.ariadne.ac.uk/issue5/jime. The British Academy. (2007). Executive Summary and Recommendations. Retrieved from http://goo.gl/SKkDEz. The Royal Society. (1995). Peer Review - An assessment of recent developments. Retrieved from http://goo.gl/RH27TU. Ware, M., & Monkman, M. (2008). Peer review in scholarly
development in higher education. Assessment & Evaluation in Higher Education , 31 (3), 267–286. https://doi.org/10.1080/02602930500352816 Koch-Priewe, B. (2013). Das Portfolio in der LehrerInnenbildung – Verbreitung, Zielsetzungen, Empirie, theoretische Fundierungen. In B. Koch-Priewe, T. Leonhard, A. Pineker, & J. C. Störtländer (Eds.), Portfolio in der LehrerInnenbildung. Konzepte und empirische Befunde. (pp. 41–73). Bad Heilbrunn: Klinkhardt. Kuckartz, U. (2018). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung (4. Auflage). Weinheim Basel
The study illustrates the design, prototyping and production stages of an educational software aimed at promoting the development of social skills in autistic pupils attending the Italian primary school. The educational design of the proposed activities within the software was created on the basis of the theory of simplexity, while the design of the forms of interaction of the activities was constructed on the basis of the tasks proposed in the educational programme for autistic individuals by Patricia Howlin. The research project aims to achieve two objectives: creating an educational freeware software designed to foster the development of social skills in autistic pupils attending Italian primary schools; assessing if and to what extent the introduction of a technological variable can determine changes in terms of teaching effectiveness in Howlin’s programme.
This paper is about “Improvement of teaching techniques by eye tracking in technology enhanced classrooms” (e-Teach), an innovative project funded by the Erasmus Plus Programme (KA2 - Strategic Partnership in the field of School Education). The project aims to study teachers’ eye movements in real teaching situation using eye-tracking glasses and compares the teachers’ use of digital technologies between novices and experts teaching the same school subject. The purpose of this study was to provide indicators of skill gaps between novices and experts which can be addressed appropriately with highly targeted teacher education. The first part of the paper reviews recent developments in conceptual frameworks for digital competence and in digital competence descriptors. The second part describes the project status, the methods and its phases. In conclusion, the paper gives a brief overview of initial findings of ongoing research, focusing largely on the Italian experience, and development tasks for the next project phases. The initial findings suggest that teachers valued the benefits of using digital technologies in classrooms and recognized the necessity of professional development. They also provided specific insights for the purpose of developing an online course for teacher education in four languages: English, Turkish, Italian and Lithuanian.
The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs.
Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic students
Health promotion practice is characterised by a diverse workforce drawn from a broad range of disciplines, bringing together an extensive breadth of knowledge, skills, abilities, attitudes and values stemming from biomedical and social science frameworks. One of the goals of the CompHP Project was to ensure that higher education training would not only reach competency-based standards necessary for best practice, but also facilitate mobility within the EU and beyond through the accreditation of professional practitioners and educational courses. As a result, higher education institutions in Italy and elsewhere are requested to shift the focus from the definition of learning objectives to the identification of teaching strategies and assessment measures to guarantee that students have acquired the competencies identified. This requires reflection on the pedagogical models underpinning course curricula and teaching–learning approaches in higher education, not only to meet the competency-based standards but also to incorporate overarching transversal competencies inherent to the profession and, more specifically, to the online accreditation procedure. Professionals applying for registration require competence in foreign languages, metacognition and be digitally literate. The article provides a brief overview of the development and structure of the International Union for Health Promotion and Education online accreditation system and proposes a pedagogical reflection on course curricula.