1,721,015 research outputs found
Tecnologie online per la formazione degli insegnanti. la videoannotazione e lo sviluppo della riflessività
No full textDal formale all’informale. Verso l’e-learning 2.0
No full textE-learning is evolving with the evolution of Internet into the Web 2.0. This change is significant enough to warrant a new name: E-learning 2.0. The concept is an heritage of "Web 2.0" that refers to a second generation of Internet-based services - such as wikis, blogs, podcasts, social networking sites and folksonomies - that emphasize online collaboration and sharing among users. As a consequence of that is emerging a new vision of learning technology. The web, that now is more important than ever, offers a lot of exciting new applications and surprising opportunities for education
Instructional Principles, Universal Learning Design and the role of technologies. In F. Ugolini & V. Tsipidis (Eds.), International Conference ICT for inclusive learning: the way forward Athens, Greece: Euracademy Association.
No full textThe principle of inclusion (Unesco, 1994) arises new challenges for education. Curriculum design should not be addressed to an “average student” and subsequently adapted to special subjects; instead it should be conceived so as to be “for all” since the very beginning of the design, taking into account the various exceptionality (special needs, gifted students, cultural differences, language differences).
Fields such as the architectural design in primis and technology design, have already fully endorsed the Universal Access principles (such as WAI, Web Accessibility Initiative at W3C Consortium, http://www.w3.org/WAI/); more recently Education has also started to move towards a “Universal Design for Learning”(UDL) perspective (http://www.udlcenter.org/aboutudl/udlguidelines).
Inside this frame we propose an “Instructional Design for All” model (IDAll), which moves from a comparative analysis of Gagne, Merrill and Cognitive Load Theory models. IDAll is consistent with Evidence-based inquiries (EBE), conducted also in the domain of Special Needs (see: What Works Clearing House initiatives by US Department of Education, http://ies.ed.gov/ncee/wwc/; The Best Evidence Encyclopedia at John Hopkins University, http://www.bestevidence.org/; cfr. also Mitchell, 2008).
Within this theoretical framework we focus on how technology becomes a crucial asset for an effective approach to the UDL implementation.
The work is partially funded by the WISE (Wiring Individualized Special Education, http://www.wisefirb.it/) project (2010-2012) supported by the Italian Ministry of Instruction and University (FIRB funding action)
Improving self-reflection with video annotation. Evaluation of a new practice in teacher training
No full textIncreasing the quality of reflective practice in teacher training is a focal point in the current educational debate.
A new opportunity has been opened up by the use of digital videos with video-annotation, a function allowing the user or others to add comments to the recorded videos of the lessons.
In order to introduce this technology in teacher training to enhance teachers’ self-reflection, we need to know what affordances can be provided by it.
The study compared three groups of novice teachers, who were asked to reflect on their own lessons under three different conditions: without any scaffold, with the scaffold of a question checklist, with the scaffold of a question checklist and a video-annotation tool. The data provides evidence that video-annotation can favour more analytic self-reflection but also shows critical elements regarding the persistence of that attitude over time
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
