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Early Childhood is the beginning of basic skills development, and one such skill is the language skill. During this time, appropriate stimulus is required to assist the optimal development of children’s language skills, which includes the utilization of effective media learning in kindergarten. Field observation obtained by the researcher in Kindergarten PGRI 3 Tulusayu Tumpang Malang district showed that the only learning media currently used is in the form of visual utilities exhibited by the teacher and does not involve many children in the utilization. The purpose of this research and development is to produce an instructional media diorama that can be used as a language development tool for children in language skill group B. The learning media diorama is expected to help teachers to be more creative in using learning media as interactive game tools.
Giuseppina Rita Mangione, Luca Andrea Ludovico, Pio Alfredo Di Tore, Stefano Di Tore and Felice Corona
The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs.
Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic students
The paper introduces the concept of education quality, mainly based on a shared culture, that is a background for a permanent reflection on a process in which teachers, students, and stakeholders are involved, in a gradual improvement of their competence. People can achieve quality if they head for an open, participatory, iterative trajectory towards personal identity construction through the achievement of satisfaction of a well done work. In this context measurement tools and final quality controls are only a means “toward the end of satisfying the peace of mind of those responsible for the work” (Pirsig, first edition 1974, 2005, p.304).
The also describes the Open Educational Resources and Massive Open Online Courses phenomenon, and presents the most recent studies about the theoretical framework and practical tools available in the scientific literature to scaffold the quality evaluation of open education. The discussion, taking full advantage of the literature presented, recognises that we are still in the infancy of the Open Education quality evaluation, and that the available tools have still to demonstrate their value in the application's fields, through empirical researches.
The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their physical, mental, belief, race and religion differences. The possibilities promoted by an immersive education —made of stimuli aimed at transformation through the use of virtual environments and tools for the use of 3D 360° —are constituted as tools that better interpret the empathic and neurocognitive characteristics of the subjects and therefore the substratum an apprentice on which the cultural dimension is placed, this finding crosses the Universal Design for Learning. Proceeding towards the organization of modular and modular three-dimensional virtual environments responds to all the needs connected to the subject’s formation and constitutes a surprising integrative and inclusive tool in the explanation of the implicit processes of knowledge. We intend to start an experimental phase of study for the possibilities offered verification by this integration, using Federico 3DSU virtual platform to create in its interior, virtual environments involving nine guidelines in CAST in 2008, as well as check out the possibilities pedagogical-didactic.
There are numerous pedagogues who look at new media with interest (Maragliano 2003; Rivoltella 2006;), paying attention also to the world of computer games and, particularly, to the so-called field of edutainment. The educational, cognitive and metacognitive implications of the sophisticated technology devices involved and their characteristics of creativity, socialisation, practicality and engagement, already recognised by experts in the field, qualify these devices to be considered interesting tools for playing and laboratory learning. They should be used to support the traditional didactic and educational activities in order to outline a new idea of laboratory and school.