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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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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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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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Digital artefacts to change the teacher’s practices


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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Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

time. The Journal of Educational Enquiry, 4(2), 15-29. Mangione, G.R., Garzia, M. & Pettenati, MC. (2016). Time and Innovation at school. The efficacy of Spaced Learning in classroom. In M. Carmo (a cura di) Education Applications & Developments II, WIARS: Portugal. ISSN 2183 2978 (Chapter 36, in press). Mangione, G.R., Garzia, M., De Simone, G. & Longo, L. (2016). Innovazioni didattiche e ricadute sugli apprendimenti. In R. Pace, G.R. Mangione e P. Limone (a cura di) La relazione tra la dimensione didattica, tecnologica e

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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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Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs


In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.

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

:// Cormier, D. (2008). The CCK08 MOOC – Connectivism course. Retrieved from Coursera. (2014). Our student numbers. January 17, 2014. Retrieved from Creelman, A., Ehlers, U.-D., & Ossiannilsson, E. (2014). Perspectives on MOOC quality An account of the EFQUEL MOOC Quality Project. Innoqual. The International Journal for Innovation and Quality Learning , 2-Special (3), 79–87. Retrieved from D’Antoni, S

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Qualitative learning analytics to detect students’ emotional topography on EduOpen

: Cambridge University Press.Liu, Z., Zhang, W., Sun, Jianwen, Cheng, H. N.H., Peng, X., & Liu, S. (2016, September). Emotion and Associated Topic Detention for Course Comments in a MOOC Platform. In Proceedings of the International Conference on Educational Innovation through Technology (EITT) (pp. 15-19). Lynch, O. M. (Ed) (1990) Divine passions: the social construction of emotion in India (Berkeley, CA, University of California Press). Lutz, C. & Abu-Lughod, L. (Eds) (1990) Language and the politics of emotion (Cambridge, Cambridge University Press

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