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Stereotypes of Refugees as Presented in the Media and the Reality of Problems Linked with Cultural Adaptation and Social Integration of the Immigrant Children.

Abstract

The situation of refugees living in Poland depends not only on legal aspects. A very important role is also played by social factors, which optionally condition and influence the status of foreigners in our country. One of them is undoubtedly the way of presenting the described phenomenon in the media, as well as the attitude of Poles to refugees, and how our country guarantees them protection and enables them to find their place in the new reality. Analysis of the problems of immigrant families in Poland may provide valuable information to research the problem of refugees in a European context.

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Technology and peer review: the open and participatory dimension

: Easy to guess in specialist fields. Nature, 452, 28. Lupton, D. (2014). “Feeling Better Connected”: Academics’ Use of Social Media University of Canberra. Retrieved from http://goo.gl/OFBFaE. Peters, D., & Ceci, S. (1982). Peer-review practices of psychological journals: The fate of submitted articles, submitted again. Behavioral and Brain Sciences, 5, 187-255. Pöschl, U. (2012). Multi-stage open peer review: scientific evaluation integrating the strengths of traditional peer review with the virtues of transparency and

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

Abstract

The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their physical, mental, belief, race and religion differences. The possibilities promoted by an immersive education —made of stimuli aimed at transformation through the use of virtual environments and tools for the use of 3D 360° —are constituted as tools that better interpret the empathic and neurocognitive characteristics of the subjects and therefore the substratum an apprentice on which the cultural dimension is placed, this finding crosses the Universal Design for Learning. Proceeding towards the organization of modular and modular three-dimensional virtual environments responds to all the needs connected to the subject’s formation and constitutes a surprising integrative and inclusive tool in the explanation of the implicit processes of knowledge. We intend to start an experimental phase of study for the possibilities offered verification by this integration, using Federico 3DSU virtual platform to create in its interior, virtual environments involving nine guidelines in CAST in 2008, as well as check out the possibilities pedagogical-didactic.

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Exploratory portals of research data in education

Abstract

This paper presents a powerful tool to enhance research in education: ‘exploratory portals’, supporting effective storage, sharing and exploration of large sets of research data. The workflow is the following: data are gathered by a research group; they are then classified according to a taxonomy (the one that best fits the group’s research interest); once uploaded in the portal, they can be ‘explored’ via a combination of faceted search (enriched by Boolean operators) and data mining techniques. The system can thus answer in a few seconds to sophisticated user’s queries that otherwise would require hours; it can save a session’s results and materials for sharing with other scholars or for further investigation. The paper presents a case study of exploratory portal, dealing with data on (technology-based) education. The portal has effectively been used by five different research groups, to run complex investigations of data about technology integration into schools.

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Teachers’ Professional Development on Digital and Media Literacy. Findings and recommendations from a European project

Abstract

Media and digital literacy are being increasingly recognized as a fundamental competence for teachers of 21st century, but teachers’ professional development is still far from coping with this emerging need. This paper aims at providing some recommendations for integrating media literacy into in-service teacher training programs. To this purpose, it will present the results of the experimentation carried out in three European training institutions within the framework of the European project e-MEL (e-Media Education Lab, 2014–17). The overall training process was monitored and evaluated ex-ante, ongoing and ex-post. This paper illustrates and discusses the main findings of the experimentation focusing on strengths and challenges for implementing a teacher training program on digital and media literacy. It concludes with some recommendations and more general reflections on future research directions.

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Blended learning and bilingual education

Abstract

The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings.

The LI.LO (acronym for Italian Language/Native Language) programme was designed and delivered in blended learning on Sybra/CLiRe (Centro Linguistico in Rete) platform of the University of Genoa and it focuses on the development of bilingual skills with respect to academic language, cognitive abilities, and computer competence. It promotes language proficiency and the complete integration of non-Italian, second-generation Latin American students.

The first part of the study illustrates Italian linguistic policies, underscoring the need to close the gap between the actual state of the Italian school system and extant norms. The second part of the study shows the theoretical and methodological assumptions of the blended model of the course LI.LO as well as the course activities. The third part of the article shows the results of the evaluation and self-evaluation questionnaires administered after the study’s completion.

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Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

-33. Ekanayake, S.Y., & Wishart, J. (2014). Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops. British Journal of Educational Technology, 46 (1), 173-189. Hargis, J., Cavanaugh, C., Kamali, T., & Soto, M. (2013). Measuring the difficult to measure: Teaching and learning with an iPad. International Journal of Mobile and Blended Learning, 5 (2), 60-77. Hashim, Y. (2014). Preliminary study on teachers’ use of the iPad in bachelor of education program at a private

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Educational research between on devices and mobile learning

. Leone, S. (2013 October). Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners. USA: IGI Global. Lewin, K., (1936). Principi di psicologia topologica. tr. it.,(1961). Firenze: OS. Lewin, K., (1951). Teoria e sperimentazione in psicologia sociale. tr. it., (1972) Bologna: Il Mulino. Maritain, J. (1932). Distinguere per unire. I gradi del sapere. tr. it., Brescia: Morcelliana. Martiniello, L. (2014). La didattica mediale nel postmoderno. Napoli: Giapeto

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Virtual realities and education

. Proceedings of Serious Games Development and Applications: 4th International Conference, Trondheim, Norway, September 25-27, 2013, (pp. 86-95). Cai, Y., Lu, B., Zheng, J. & Li, L. (2006). Immersive protein gaming for bio edutainment. Simulation & Gaming, 37(4), 466-475. Chang, C-W., Lee, J-H., Wang, C-Y. & Chen, G-D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computers & Education, 55(4), 1572-1578. Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A

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Spin-offs of the Third Mission and social innovation: the case study of the research–training–intervention project of Geodata Ltd

, 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

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