References Adnan Hakim, (2015). Contribution of Competence Teacher (Pedagogical, Personality, Professional Competence and Social) On the Performance of Learning. IJES. Volume 4, Issue 2, PP.01-12. Bertschy, Franziska, Christine Künzli, Meret Lehmann. (2013). Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability 2013, 5, 5067-5080; doi:10.3390/su5125067. Government Regulation of the Republic of Indonesia No 74 of 2008, accessed on May 4, 2007 Law of the
Retno Tri Wulandari and Usep Kustiawan
Djelveh Sara and Contò Francesco
-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
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.
Patrizia Magnoler and Mariachiara Pacquola
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.
Maeca Garzia, Giuseppina Rita Mangione, Leonarda Longo and Maria Chiara Pettenati
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.
Ezio Del Gottardo and Salvatore Patera
, 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
Isabel de Maurissens, Manuela Repetto, Alessia Rosa and Maria Chiara Pettenati
technology to purpose, complexity and culture. Policy Futures in Education, 14(2) 194-210 Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A. & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of Bristol. Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40
Chiara Laici and Lorenza Orlandini
/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
Simona Ferrari, Pier Cesare Rivoltella, Chiara Rizzi and Flavia Scott
. Rovai, A.P. (2000). Building and sustaining community in asynchronous learning networks. The Internet and Higher Education, 3 (4), 285-297. doi:10.1016/S1096-7516(01)00037-9 Rodriguez, C. O. (2012). MOOCs and the Al-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 2012(2). Retrieved from http://www.eurodl.org/?p=archives&year=2012&halfyear=2&article=516 Salmon, G. (2000). E-moderating: The key to teaching and learning on-line, London: Kogan Page
. (2008). Open Educational Resources. The way forward . Paris: UNESCO- United nations Educational, Scientifical and Cultural Organizations; Commonwealth of learning. Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education , Perspectiv (3), 36. doi:10.1145/2316936.2316953 De Langen, F.H. . (2013). Strategies for Sustainable Business Models for Open Educational Resources. IRRODL- The International Review of Research in Open and Distributed Learning , 14 (2), 53–66. doi