Search Results

You are looking at 1 - 8 of 8 items for :

  • methodology x
  • Communication Technology x
Clear All
Open access

Valentina Favrin, Elisabetta Gola and Emiliano Ilardi

Abstract

Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

Open access

Anthony Potts, Nina Maadad and Marizon Yu

Press. Mitrofan, O., Paul, M. & Spencer, N. (2009). Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? a systematic review. Child: Care, Health & Development , 35(1), 5-15. Morrison, M. (2012).Understanding methodology. In A.R. Briggs, M. Coleman & M. Morrison (Eds), Research Methods in Educational Leadership and Management . CA: Sage Publications. Olchondra, R.T. (2012). Children influence buying patterns, poll says. Retrieved from http://business.inquirer.net/61337

Open access

Elena Firpo

References Arthur, J., Waring, M., & Coe R.,and Hedges L.V. (2012). Research Methods and Methodologies in Education. London: Sage Pubns Ltd. Bransford, D., Brown, A. & Cocking, R. (2000). How people learn: brain, mind, experience and school. Washington D.C: National Academic Press. Bonaiuti, G. & Calvani, A. (2007). Fondamenti di Didattica. Teoria e Prassi dei dispositivi formativi. Roma: Carocci. Coonan, C. M. (2014). I principi base del CLIL. In Paolo Balboni (Ed.). Fare CLIL. I quaderni della

Open access

Giampaolo Chiappini

Abstract

This article provides a methodology with two potential applications: to prove useful to maths teachers for analysing and evaluating the educational potential of different digital artefacts and to help designers of maths learning artefacts to evaluate their design during the implementation phase. The educational potential of an artefact is considered as an entity determined by actions and representations structure available within the artefact, the interpretation and behaviour of who uses it and the features of the activity in which it is used. The proposed methodology is based on the notions of affordance, narrative and cycle of expansive learning. The methodology has been applied on AlNuSet, a system designed for supporting the teaching and learning of algebra by means of modalities of interaction that are of visual, spatial and motor nature.

Open access

Ezio Del Gottardo and Salvatore Patera

Abstract

As a result of enactment of Law 297/1999, many Italian universities could improve the opportunities in applied research, activating spin-offs and start-ups in conformity with those regulations. This is a new challenge in the universities’ mission: universities are capable (and therefore they are asked) to generate not only new knowledge and competent professional profiles, but also to make a new effort in implementing the “third mission” for promoting social innovation. Considering this background, we present a research project - a training intervention named “Participatory culture, personal branding and organisational wellness” - by Espéro Pvt, a spin-off of the University of Salento, for Geodata Engineering Ltd., located in Turin, Italy. Presented below are the theoretical framework (learning organisation, empowerment evaluation and organisational wellness) and the methodology, as well as the first results.

Open access

Maeca Garzia, Giuseppina Rita Mangione, Leonarda Longo and Maria Chiara Pettenati

Abstract

Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

Open access

Karen Johnson, J. Medgar Roberts, Mary W. Stout, Michelle Susberry Hill and Lisa Wells

Abstract

In a global society where knowledge, degrees, and credentials cross international borders, understanding what and how doctoral students think and communicate about learning is relevant to educational leadership. An implication could be in creating new solutions to the age-old problem of students completing coursework but not a dissertation, and therefore, not graduating. United States doctoral students are taking advantage of social media platforms to create, develop, or enhance Personal Learning Networks (PLN). A team of researchers using a qualitative research methodology studied both the views and experiences of nine doctoral students, who were members of a closed Facebook group created specifically as a PLN. The results of the research study confirmed that the students use social media for academic and personal communication, emotional support, and direction through the dissertation stage of doctoral studies. Thematic results concluded that the participants sought help with questions and answers about research, guidance on the Institutional Review Board (IRB) process, and celebrating achievements. Trust was also a significant factor in ensuring the completion of dissertations. The results provide educational leaders useful information and insight into the impact of social media on teaching, research, culture, and learning environmental designs.

Open access

Michele Baldassarre

Association. (2016). Big data: Concepts, methodologies, tools, and applications. Hershey, PA: Information Science Reference. Interaction Design Foundation (2016). Three Common Problems in Enterprise System User Experience, Retrieved from https://www.interaction-design.org/literature/article/three-common-problems-in-enterprise-system-user-experience Jagadish, H. V., Gehrke, J., Labrinidis, A., Papakonstantinou, Y., Patel, J. M., Ramakrishnan, R., & Shahabi, C. (2014). Big data and its technical challenges. Communications of the ACM, 57(7), 86