per una museologia contemporanea. Milano: Hoepli.
Cenedella, C., Mascheroni S. (2014). Fonti del sapere. Didattica ed educazione al patrimonio culturale. Aicurzio (MB): Virtuosa-Mente.
De Biase, F. (Ed.) (2014). I pubblici della cultura: audience development, audience engagement, Milano: Franco Angeli.
E3M Project. (2012). Green Paper Fostering and Measuring ´Third Mission´ in Higher Education Institutions. Brussels. Retrieved from http://www.e3mproject.eu/docs/Green%20paper-p.pdf
Hein, G.E. (1998
Learning, TechTrends, Vol. 55, n. 1. Springer, January/February edition .
Severi, V. & Zanelli, P. (1990). Educazione, complessità e autonomia dei bambini. Firenze: La Nuova Italia.
Staudenmaier, J. (1988). I cantastorie della tecnologia, Ritessere l’umana convivenza. Milano: Jaca Book.
Venza,G. (2007). Dinamiche di gruppo e tecniche di gruppo nel lavoro educativo e formativo. Milano: Franco Angeli.
Vygotsky, L.S. (1974). History of the Development of Higher Mental Functions. Trad. M.S. Veggetti (a cura di
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
ricerca 14, 17-35. Torino: Loescher Editore.
Cummins, J.(1979b). 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
. VI IEEE International Conference on Development and Learning , London, United Kingdom, July 11-13.
Dautenhahn, K., Nehaniv, C., Walters, M., Robins, B., Kose-Bagci, H., Mirza, A. & Blow, M. (2009). KASPAR - A Minimally Expressive Humanoid Robot for Human-Robot Interaction Research, to appear. Special Issue on “Humanoid Robots” for Applied Bionics and Biomechanics 6, 3–4, 369–397.
De Graaf, M.M.A. & Ben Allouch, S. (2013). Exploring influencing variables for the acceptance of social robots. Rob. Auton. Syst., 61, 1476–1486
Di Nuovo, S., De La
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 journals: Perspective of the scholarly community - an international study. Retrieved from http://goo.gl/ThJCXp.
Weller, M. (2011). The Digital Scholar. How technology is transforming scholarly practice. London: Bloomsbury Academic
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.
Giuseppina Rita Mangione, Luca Andrea Ludovico, Pio Alfredo Di Tore, Stefano Di Tore and Felice Corona
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
Patrizia Garista, Erika Marie Pace, Margaret Barry, Paolo Contu, Barbara Battle-kirk and Giancarlo Pocetta
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.
, D. F. J. (2010). Triple Helix, Quadruple Helix and Quintuple Helix and how do knowledge, innovation and the environment relate to each other? A proposed framework for a trans-disciplinary analysis of sustainable development and social ecology. International Journal of Social Ecology and Sustainable Development, 1(1), 41-69
Dlabach, G., (2015). The Life Cycle of the Digital Learning Organization. Journal of Education and Human Development. Vol. 4, No. 2(1), pp. 246-247
D. Lgs. 3/8/2008, n. 106 “Disposizioni integrative e correttive