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. Menichetti, M. K. Borges (eds.), Teacher Education & Training on ICT between Europe and Latin America (39-48). Roma: Aracne editrice. Carretero S., Vuorikari R., Punie Y. (2017). The Digital Competence Framework for Citizens . Luxembourg: Publications Office of the European Union. Di Fabio A. (2002). Bilancio di competenze e orientamento formativo , Firenze: Giunti O.S. Duchowski A.T. (2007). Eye Tracking Methodology: Theory and Practice . London: Springer. European Union (2008). Recommendation the European Parliament and the Council of 18 December 2006 on Key

References ARENDARSKA J., Elektroniczna dyplomacja - nowe narzędzia komunikowania w dyplomacji [online: June27,2017], http://oapuw.pl/wp-content/uploads/2013/03/Arendarska-J-elektorniczna-dyplomacja.pdf; BUD (2013) Hashtag Politics: The Polyphonic Revolution of #Twitter, vol.1., Pepperdine Journal of Communication Research http://digitalcommons.pepperdine.edu/pjcr/vol1/iss1/4; Council of the European Union, Conclusions on electronic diplomacy [online: June 25, 2017], https://data.consil-ium.europa.eu/doc/document/ST-6122-2015-INIT/pl/pdf; Dyplomacja

References Ausburn, L.J., Ausburn F.B. (2004). Desktop virtual reality: a powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education, 41 (4), pp. 33-58. Cachia R., Ferrari, A., Ala-Mutka K. M., Punie, Y. (2010). Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in the EU Member States. Publications Office of the European Union. http://dx.doi.org/10.2791/52913 Drucker, P. (2002, August), The discipline of innovation. Harvard Business Review

Wrocławiu (Eng. Project Management as an Opportunity and a Challenge for Public Administration. Scientific Papers of the WSB in Wrocław), (26), 195-206. STASIAK-JAZUKIEWICZ, E., & JAS-KOZIARKIEWICZ, M. (2011). Polityka Medialna w Unii Europejskiej (Eng. Media Policy in the European Union). Warsaw: Poltext. TROCKI, M. (Ed.). (2012). Nowoczesne zarządzanie projektami (Eng. Modern Project Management). Warsaw: Polskie Wydawnictwo Ekonomiczne. TROCKI, M. (Ed.). (2015). Planowanie przebiegu projektów (Eng. Project Planning). Warsaw: Oficyna Wydawnicza SGH. TURNER, J. R

References Bezjak, S., & Klemenčič, E. (2014). Learning active citizenship through volunteering in compulsory basic education in Slovenia. Traditiones , 43 (3), 51-65. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77-101. Buckingham, D. (2003). Media education. Literacy, learning and contemporary culture . London: Polity Press-Blackwell Publishing. European Parliament and the Council of the European Union (2006). Recommendations of the European Parliament and of the Council of 18 December

European Union. doi:10.2791/80171 Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. April 16 , Donald Cla . Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/MOOCs-taxonomy-of-8-types-of-MOOC.html Commission staff. (2013). Analysis and mapping of innovative teaching and learning for all through new technologies and Open education Resources in Europe . Luxembourg: Publications Office of the European Union. Conole, G. (2013a). A new classification of MOOCs. MOOC Quality Project, June 4, 2013. Retrieved from http

uso de TIC de los futuros maestros. Comunicar, 35 , 175-182. Ranieri, M., & Bruni, I. (2018). Digital and Media Literacy in Teacher Education: Preparing Undergraduate Teachers Through an Academic Program on Digital Storytelling. In Cubbage, J. (Ed), Handbook of Research on Media Literacy in Higher Education Environments . Hershey, PA: IGI Global. Redecker, C., & Punie, Y. (2017). Digital Competence Framework for Educators (DigCompEdu) . Brussels: European Union. Scull, T. M., & Kupersmidt, J. B. (2010). An Evaluation of a Media Literacy Program Training Workshop

Programme for Research and Innovation (2014-20) and under the Research and Training Programme of the European Atomic Energy Community (2014-18) complementing Horizon 2020. Official Journal of the European Union (2015/C 399/02) Gros, D. and F. Roth (2008), The post-2010 Lisbon Process: The key role of education in employment and competitiveness, CEPS Working Document No. 308, Centre for European Policy Studies, Brussels. Herzon, I, Macken-Walsh, A., McCann, K., Pietx, J. (2015) Empowering Farmers operating on High Nature Value Farmland: a solutions-oriented discussion

-155). Paris: L’Harmattan. Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks, Luxembourg: Publications Office of the European Union, in http://www.jrc.ec.europa.eu. Gills, B. K., & Thompson, W. R. (2006). Globalization and global history. Hove (UK): Psychology Press. Gozzini, G., Sciré, G. (eds.) (2007). Il mondo globale come problema storico. Bologna: Archetipolibri. Helsper, E.J., Eynon, R. (2009). Digital natives: where is the evidence? British Educational Research Journal, 36 (3), 503-520. Laurillard, D. (2014). Insegnamento come scienza della

Teoría Sociocultural. Una aproximación Educativa. Revista de Educación, (320), 223-253. ECLAC (2010). Plan de acción sobre la sociedad de la información y del conocimiento de América Latina y el Caribe (eLAC 2015). Lima, Perú: CEPAL - Naciones Unidas. European Commission (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). Official Journal of the European Union, L 394, 10-18. European Commission (2016). New Skills Agenda for Europe. Retrieved from http