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“Avanguardie Educative”: paths of innovation for schools

/Prentice Hall. Kampylis, P., Law, N., Punie, Y., Bocconi, S., Brečko, B., Han, S., Looi, C.-K., Miyake, N. (2013).ICT-enabled innovation for learning in Europe and Asia. Exploring conditions for sustainability, scalability and impact at system level. JRC Scientific and Policy Reports. Retrieved from: Kampylis, P.,Punie, Y. & Devine, J. (2015). Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations. doi: 10.2791/54070 Novak, J

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Augmented reality environments for teaching innovation

augmented reality . EdSurge News, Retrieved from . Chen, P., Liu, X., Cheng, W., Huang, R. (2017). A review of using Augmented Reality in Education from 2011 to 2016 . In: Popescu et al. (Eds.). Innovations in Smart Learning , Singapore: Springer ScienceBusiness Media. Clark, R. C. (2000). Four architectures of instruction. Performance Improvement , 39 (10), 31-77. Dunleavy, M., Dede, C. (2014). Augmented

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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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Innovation in education technology: What is the point? Is immersive education the next step?

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. Drucker, P. (2002, August

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From Big Data to Learning Analytics for a personalized learning experience

per l’insegnante . Milano: Franco Angeli. Kingston, N., & Nash, B. (2011). Formative assessment: A meta analysis and a call for research. Educational measurement: Issues and practice , 30 (4), 28-37. Manyika, J., Chui, M., Brown, B., Bughin, J., Dobbs, R., Roxburgh, C., & Hung Byers, A. (2011). Big Data: The Next Frontier for Innovation, Competition and Productivity . Washington: McKinsey Global Institute. New Media Consortium. (2012) NMC Horizon report. Higher Education Edition . Austin, Texas. http

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Media & ICT in Teacher Education

-based school innovations . Paris: OECD Publishing. Ottenbreit-Leftwich, A., Glazewski, K., Newby, T. & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education , 55(3), 1321-1335. Ping, C., Schellings, G. & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education , 75, 93-104. Pope, M., Hare, R. D., & Howard, E. (2002). Technology integration: closing the gap between what teacher candidates are taught to do and what

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Eye-tracking glasses for improving teacher education: the e-Teach project

References Alemdag E., Cagiltay K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125 , 413-428. Antonenko P.D. (2019). Educational Neuroscience: Exploring Cognitive Processes that Underlie Learning. In: T. Parsons, L. Lin, D. Cockerham (Eds.). Mind, Brain and Technology. Educational Communications and Technology: Issues and Innovations (27-48). Cham: Springer. Bocconi S., Panesi S. (2018). Teachers’ professional learning and competence in the digital era. The DigCompEdu framework. In M

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Use of a social network class: an alternative to engage learners

France (Université de Valenciennes et du Hainaut-Cambrésis).). Brodin, E. (2002). Innovation, instrumentation technologique de l’apprentissage des langues : des schèmes d’action aux modèles de pratiques émergentes. Apprentissage des Langues et Systèmes d’Information et de Communication , 5 (2), 149-181. Chachkine, E. (2012). Scénario pédagogique responsabilisant. Les Langues Modernes , 3-2012 , PP.12-17. Charlier, B., Deschryver, N., & Peraya, D. (2006). Apprendre en présence et à distance, Abstract. Distances et savoirs , 4 (4), 469

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Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

-220. ISTE (2007). NETS for Teachers: National Educational Technology Standards for Teachers, Second Edition. ISTE (International Society for Technology in Education). Retrieved from Leontiev, A. N. (1971). The problem of activity in psychology. En J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, New York: Sharpe. Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences

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Editorial. Industry partnership and third mission as allies for educational research

: cooperation models for educational innovation, University- Industry Interaction Conference, Amsterdam. Limone, P. (2015). Industria ed educazione mediale: Samsung e HP a confronto. In M. Rui, L. Messina, T. Minerva (Eds.). Teach Different! Proceedings della Multiconferenza EMEMITALIA2015. Genova University Press, pp. 24-27. Lucia, O., Burdio, J.M., Acero, J., Barragan, L.A., Garcia, J.R. (2012) Educational opportunities based on the university-industry synergies in an open innovation

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