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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

Working Group. In Review of national curricula and assessing digital competence for students and teachers: Findings from 7 countries. European Schoolnet Brüssels. Parigi L, Di Stasio M., Mangione M.G., Pettenati M.C., Formiconi A., Guasti L, Russo C, Federici G., Faggioli M (2015). Bridging formal and informal learning in teachers professional development: experiences and innovative environments. In Falcinelli, F., Minerva, T., & Rivoltella, P. C. (Eds.), Apertura e flessibilità nell’istruzione superiore: oltre l’E-Learning? Proceedings of the X Convegno

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The Development of Diorama Learning Media Transportation Themes to Develop Language Skill Children’s Group B

Belajar – Mengajar Masa Kini, Makassar State University Pers. Kustiawan, U. (2013). Sumber dan Media Pembelajaran Anak Usia Dini. Malang: FIP UM. Kustiawan, U. (2016). Mading Show for Early Age Child. Asian Journal of Social Sciences & Humanities, Volume 5 Nomor 1 Februari 2016, Halaman 113-118 ISSN: 2186-8484. Japan: Leena and Luna International. Meutia, A.C. dkk. (2003). APE untuk Kelompok Bermain. Jakarta: Direktorat PAUD Depdiknas. Morrison, G.S. (1988). Education and Development of Infants, Toddlers, and Preschoolers. London: Scott, Foresman

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

. (2014). What Does Professional Digital Competence Mean in Teacher Education? Nordic Journal of Digital Literacy, 9 (4), 281–299. Parigi, L. (2016). Balancing between ICT training and reflective practice in teachers’ professional development. TD – Tecnologie didattiche , 24 (2), 11-121. Pereira, S., Pinto, M., Moura, P. (2016a). Understanding the Current World. Report on the e-Lab Experimentation . Minho: University of Minho. Pereira, S., Pinto, M., Moura, P. (2016b). Media uses and audiences in the digital environment. Report on the e

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


In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers’ training so as to support their daily professional practice conducted too often in isolation.

This contribution is synergetic with what was envisaged by the new Italian school reform introduced with Law 107/2015 and, in particular, with the roles of the school leaders and the networks. This research is conducted within the INDIRE DsinRete2 research project.

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Approaches to training in companies


The need to address generational change and the challenges of a global market in terms of maintaining productivity require small and medium enterprises, mainly of an artisanal nature, to rethink training. The challenges mainly concern production capacity, which is increasingly problematic given that demand does not allow for long-term schedules and enhancement of human resources. There are many tensions and just as many needs for improvement, and training is therefore the space in which to collect and rework in order to restore a new perspective of sustainable and quality change.

This study presents a process of collaboration between universities and businesses, in which the former provide the framework for the activation of mechanisms that make use of work analysis, while the latter provide the appropriate support (time and opportunities for discussion) to allow for a review of the proposed training model and trainer functions in a dynamic and complex production environment.

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University museums and the Third Mission: the project “Young people for culture” in the Museum Laboratory of Education of Bologna University

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 Hein, G.E. (1998

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The digital in the nursery and kindergarten: create immersive narratives through collaboration

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

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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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Blended learning and bilingual education

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 Dudley-Evans, T. & St John, M. (1998). Development in English for Specific

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