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Digital artefacts to change the teacher’s practices

Abstract

The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.

Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.

The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.

Open access
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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Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

time. The Journal of Educational Enquiry, 4(2), 15-29. Mangione, G.R., Garzia, M. & Pettenati, MC. (2016). Time and Innovation at school. The efficacy of Spaced Learning in classroom. In M. Carmo (a cura di) Education Applications & Developments II, WIARS: Portugal. ISSN 2183 2978 (Chapter 36, in press). Mangione, G.R., Garzia, M., De Simone, G. & Longo, L. (2016). Innovazioni didattiche e ricadute sugli apprendimenti. In R. Pace, G.R. Mangione e P. Limone (a cura di) La relazione tra la dimensione didattica, tecnologica e

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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

Abstract

In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.

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A tale about Zen philosophy and a motorcycle (that is: OER & MOOC quality)

://MOOC.efquel.org/a-new-classification-for-MOOCs-grainne-conole/ Cormier, D. (2008). The CCK08 MOOC – Connectivism course. Retrieved from http://davecormier.com/edblog/2008/10/02/the-cck08-MOOC-connectivism-course-14-way/ Coursera. (2014). Our student numbers. January 17, 2014. Retrieved from https://www.coursera.org/about/community Creelman, A., Ehlers, U.-D., & Ossiannilsson, E. (2014). Perspectives on MOOC quality An account of the EFQUEL MOOC Quality Project. Innoqual. The International Journal for Innovation and Quality Learning , 2-Special (3), 79–87. Retrieved from http://innoqual.efquel.org/ D’Antoni, S

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Blended synchronous learning environment: Student perspectives

collaboration. Innovations in Education and Teaching International , 47(1), 9e24. Moore, M. G. (1993). 2 Theory of transactional distance. Theoretical principles of distance education, 22. National Center for Education Statistics (2014). STEM in Postsecondary Education (US Department of Education, Washington). New Media Consortium., & Consortium for School Networking. (2017). Horizon report . Austin, TX: The New Media Corsortium. Oyarzun, B., & Martin, F. (2013). A Case Study on Multi-Modal Course Delivery and Social Learning Opportunities. Bulletin

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Qualitative learning analytics to detect students’ emotional topography on EduOpen

: Cambridge University Press.Liu, Z., Zhang, W., Sun, Jianwen, Cheng, H. N.H., Peng, X., & Liu, S. (2016, September). Emotion and Associated Topic Detention for Course Comments in a MOOC Platform. In Proceedings of the International Conference on Educational Innovation through Technology (EITT) (pp. 15-19). Lynch, O. M. (Ed) (1990) Divine passions: the social construction of emotion in India (Berkeley, CA, University of California Press). Lutz, C. & Abu-Lughod, L. (Eds) (1990) Language and the politics of emotion (Cambridge, Cambridge University Press

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Head teacher professional networks in Italy: preliminary results of a national survey

technology to purpose, complexity and culture. Policy Futures in Education, 14(2) 194-210 Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A. & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of Bristol. Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40

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Greek Civil Society’s Online Alternative Networks as Emergent Resilience Strategies in Time of Crisis

References AFOUXENIDIS, A. (2015). Civil society in times of Crisis (in Greek) in N. Demertzis, N. Georgarakis, N. (eds.) The political portrait of Greece: Crisis and degradation of Politics, Athens: Gutenberg (pp. 317-336). ALTER, N. (2002), Les logiques d’innovation, Paris, La Découverte. ALTER, N. (2003), Régulation sociale et déficit de régulation, G. de Terssac, La théorie de la régulation sociale de Jean-Daniel Reynaud, Paris, La Découverte, p. 77-88. ALTER, N. (2009), Donner et prendre, la coopération en entreprise, Paris, La

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The use of video in educational research and teacher training in the digital classroom

.13128/formare-17062 Corazza, L. (2012). Il video, un mediatore per l’apprendimento. Form@ re-Open Journal per la formazione in rete, 12(79), 13-21. Falcinelli, F. & Gaggioli, C. (2016, March), Digital classroom and educational innovation. Paper presented at the 10th International Technology, Education and Development Conference, Valencia, Spain. Felisatti, E., & Tonegato, P. (2013). Il laboratorio di Microteaching nel Tirocinio OnLine per la formazione iniziale degli insegnanti. Form@Re - Open Journal For Network Training, 12

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