Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Fedela Feldia Loperfido"'
Publikováno v:
Interaction Design and Architecture(s), Iss 57, Pp 82-96 (2023)
In this study, we examine a pedagogical activity centered around the collaborative construction of a digital community map, involving students from 4th to 7th grade. Our primary focus is to explore how engaging students in meaningful activities relat
Externí odkaz:
https://doaj.org/article/d610d7eca88b4ad8b89de94b77f9fc53
Autor:
Giuseppe Ritella, Fedela Feldia Loperfido, Gianfranco De Giglio, Antonietta Scurani, Maria Beatrice Ligorio
Publikováno v:
Dialogic Pedagogy, Vol 10 (2022)
This article explores how the adoption of educational robotics, cloud-based animation software, and simplified visual programming software can provide valuable opportunities for dialogic interaction and learning. The potentialities of this type of ac
Externí odkaz:
https://doaj.org/article/5338ba4229494e26b72fc281fa97674d
Publikováno v:
Education Sciences, Vol 11, Iss 10, p 580 (2021)
Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks
Externí odkaz:
https://doaj.org/article/ed686621560c4ef698a255ebfc811f8a
Publikováno v:
Italian Journal of Educational Technology (2019)
Teachers’ perception of the use of games for learning is a crucial aspect for the creation of Game-Based Learning experiences. At the same time, solid research on this point is still lacking. For this reason, this study analyses the confidence, kno
Externí odkaz:
https://doaj.org/article/376bcc3e779e42018e3ceff4cb708b84
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 14, Iss 2 (2018)
This paper aims at describing one of the possible Italian teachers induction paths, which is called “TFA”. Then, we grasp how Southern Italy participants in a TFA course aimed at educate to teach students with special educational needs shape thei
Externí odkaz:
https://doaj.org/article/2ac32eb9ca184dbea9815b7ae327255d
Publikováno v:
Formare, Vol 16, Iss 2 (2016)
This paper assumes that collaborative learning is a tool to generate innovation in educational activities, as participation to social practices is strongly connected with learning activities. We will describe a training experience for 129 teachers, t
Externí odkaz:
https://doaj.org/article/4f59347e1bdc4d57b16742052dab2055
Publikováno v:
Italian Journal of Educational Technology, Vol 23, Iss 1 (2015)
In questo articolo esploriamo l’evoluzione del processo di appropriazione di ambienti virtuali durante un percorso di training rivolto ad una imprenditrice di una PMI, impegnata in un progetto di innovazione delle pratiche aziendali verso la sosten
Externí odkaz:
https://doaj.org/article/374130e54d86405a9d13ae5f27283c11
Publikováno v:
Italian Journal of Educational Technology, Vol 23, Iss 1 (2015)
Editoriale
Externí odkaz:
https://doaj.org/article/5a6940f9c333443986187a37b1503605
Publikováno v:
Research on Education and Media, Vol 10, Iss 1, Pp 49-60 (2018)
What emotions can students experience in digitally mediated learning processes? In this paper, we connect Learning Analytics to the Grounded Theory in order to analyse the emotional world of students of 11 courses within the EduOpen (www.eduopen.org)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7e75437702d18efbeafeafeb57bef83d
https://doi.org/10.1515/rem-2018-0007
https://doi.org/10.1515/rem-2018-0007
Publikováno v:
MeTis. Mondi educativi. Temim, indagini, suggestioni. 8
Il Laboratorio ERID dell’Universita di Foggia ha realizzato nell’a.a. 2017/18 un percorso di Alternanza Scuola-Lavoro denominato “Progettazione dei contenuti e-learning”. Tale percorso, della durata di 50 ore, ha avuto l’obiettivo di formar
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bbfa6dd9559cc04c9299d9fe1b397d1d
https://doi.org/10.30557/mt00040
https://doi.org/10.30557/mt00040