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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: http://ftp.jrc.es/EURdoc/JRC83503.pdf 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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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. http://dx.doi.org/10.2791/52913 Drucker, P. (2002, August

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Exogenous Cultural Change in the Background of the Generational Change: The Case from Papua New Guinea

. (1997). Kinship . Oxford: Blackwell. Probyn-Rapsey, F. (2013). Made to Matter: White Fathers, Stolen Generations . Sydney Sydney University Press. Rogers, E. M. (2003). Diffusion of innovations (5 th ed.). New York: Free Press. Rose, T. (2015). The End of Average . New York: Harper One. Ryan, P. (2015). Fear Drive my Feet . Melbourne: The Text Publishing Company. Rylands, M. W. S. (1945). Patrol report n. 23 of 1944/45. Accession n. 496. Port Moresby: National Archives of Papua New Guinea. Sarvasy, H. (2017). A Grammar of

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Civilisation (Landeskunde) et science de la culture (Kulturwissenschaft) dans la franco-romanistique : histoire d’un combat

. Puisqu’il était nécessaire de davantage tenir compte des requis de l’application des connaissances au monde du travail, la maîtrise d’autres langues romanes que le français fut prévue, en particulier celle de l’espagnol pour les liens avec l’Amérique latine. En tout cas, à la suite de cette double innovation, la disciplinaire et la professionnalisante, la science de la culture est désormais devenue, à côté des disciplines traditionnelles que restent philologie et littérature, le troisième pilier de la romanistique. 8 La situation actuelle : Nouvelle prise de

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Die Herausgeberinnen im Gespräch

ornières parfois inhérentes aux frontières disciplinaires et aux anciens schémas de pensée, et pour qu’elles découvrent l’enrichissement et les innovations que les sciences des cultures apportent à la recherche. CM J’aimerais que la revue puisse devenir un lieu d’échange et d’expression pour de jeunes chercheurs venant de France, d’Allemagne, mais également d’autres pays, toutes et tous curieux de ce qui se fait ailleurs que dans leur environnement scientifique habituel. Seule un telle ouverture permettra de renouveler et développer des sujets de recherche

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How to Respond to Conflicts Over Value Pluralism?

our attachment to all kinds of socio-cultural values is an important factor in the fabric of today’s societies, since it defines to a large extent our identity. Yet at the same time, the above has also made clear that, in our times, socio-cultural identity has lost its self-evidence and stability. Technological innovation, economic developments, secularization, individualization, growing mobility, etc. have changed Western societies beyond recognition during the last 50 years. Against this background, it is no wonder that people have problems in answering the

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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. https://www.uiin.org/index/digitallibraryabstract/id/697. 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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Digital artefacts to change the teacher’s practices

Abstract

The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.

Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.

The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.

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