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


The paper introduces the concept of education quality, mainly based on a shared culture, that is a background for a permanent reflection on a process in which teachers, students, and stakeholders are involved, in a gradual improvement of their competence. People can achieve quality if they head for an open, participatory, iterative trajectory towards personal identity construction through the achievement of satisfaction of a well done work. In this context measurement tools and final quality controls are only a means “toward the end of satisfying the peace of mind of those responsible for the work” (Pirsig, first edition 1974, 2005, p.304).

The also describes the Open Educational Resources and Massive Open Online Courses phenomenon, and presents the most recent studies about the theoretical framework and practical tools available in the scientific literature to scaffold the quality evaluation of open education. The discussion, taking full advantage of the literature presented, recognises that we are still in the infancy of the Open Education quality evaluation, and that the available tools have still to demonstrate their value in the application's fields, through empirical researches.

Open access
Paths and Technologies in the Life Project of People with Disabilities: International Perspectives and Educational Potential

.H.E., Schalock, R. L. (2010), “Models of disability, quality of life, and individualized supports: implications for professional practices”, Journal of Policy and Practice in Intellectual Disabilities, 7 (4), pp. 283-294. Casazza S. et al. (2002), Anziani. Tra bisogni in evoluzione e risposte innovative, FrancoAngeli, Milano. Cambridge P., Carnaby S. (2000), Making it Personal: Providing Intimate and Personal Care for People with Learning Disabilities, Brighton, Pavilion. Campo S.F., Sharpton W.R., Thompson B., Sexton D. (1996), “Measurement characteristics

Open access
Exploring factors related to college student expertise in digital games and their relationships to academics

factor analysis. Educational and Psychological Measurement , 20, 141-151. Koo, D.-M. (2009). The moderating role of locus of control on the links between experiential motives and intention to play online games. Computers in Human Behavior , 25, 466-474. Kulasegaram, K. M., Grierson, L., & Norman, G. R. (2013). The roles of deliberate practice and innate ability in developing expertise: Evidence and implications. Medical Education , 47(10), 979-989. Lenhart, A., Jones, S., & MacGill, A. R. (2008). Pew Internet Project Memo 2008 . Pew Internet

Open access