1,720,962 research outputs found
Qualiti Project: Didactic Quality Assessment For Innovation of Teaching and Learning Improvement
No full textThe contribution describes the activities of the ERASMUS+ Project – Cooperation for innovation and the exchange of good practices KA203 – Strategic Partnerships for higher education entitled QUALITI – Didactic Quality Assessment for Innovation of Teaching and Learning Improvement, which aims to improve the quality of teaching in higher education through a systemic action in the logic of integration between evaluation of teaching, didactic-pedagogical training to the professionalism of teachers, didactic innovation. The project, coordinated by the University of L’Aquila (IT), includes among its partners the University of Barcelona (SP), the Universisty of Vilnius (LT), the Valahia University (RO) SSW the Collegium Balticum (PL), ilmiolavoro (IT) and the Siuolaikiniu Didaktiku Centras. The aim is to consolidate and improve evidence building on higher education by measuring the performance of higher education policies, systems, and individual institutions; build evidence on the skills needs of the economy and society through skills anticipation, graduate monitoring, and forecasting studies, including supporting the further development of graduate monitoring systems in program countries in line with the Council Recommendation on graduate monitoring; and improve the availability of comparable data on graduate outcomes in Europe.The contribution describes the activities of the ERASMUS+ Project – Cooperation for innovation and the exchange of good practices KA203 – Strategic Partnerships for higher education entitled QUALITI – Didactic Quality Assessment for Innovation of Teaching and Learning Improvement, which aims to improve the quality of teaching in higher education through a systemic action in the logic of integration between evaluation of teaching, didactic-pedagogical training to the professionalism of teachers, didactic innovation. The project, coordinated by the University of L’Aquila (IT), includes among its partners the
University of Barcelona (SP), the Universisty of Vilnius (LT), the Valahia University (RO) SSW the Collegium Balticum (PL), ilmiolavoro (IT) and the Siuolaikiniu Didaktiku Centras. The aim is to consolidate and improve evidence building on higher education by measuring the performance of higher education policies, systems, and individual institutions; build evidence on the skills needs of the economy and society through skills anticipation, graduate monitoring, and forecasting studies, including supporting the further development of graduate monitoring systems in program countries in line with the Council
Recommendation on graduate monitoring; and improve the availability of comparable data on graduate outcomes in Europe. The project also aims to promote and reward quality in teaching and skills development, including through promoting effective incentive structures and human resource policies
at national and institutional levels, encouraging the training of academics and the exchange of best practices (e.g., through collaborative platforms) in new and innovative pedagogy, including multidisciplinary approaches, new methods of curriculum design, delivery, and evaluation, enabling institutions to providea wider variety of courses to full-time, part-time, or lifelong learning students.
It’s about connecting education with research and innovation by fostering an entrepreneurial, open, and innovative higher education sector; and foster learning and teaching partnerships with commercial and non-commercial partners in the private sector. The project adopts a methodology that plays on the following strategic assets. Specifically, it aims to develop reliable and valid indicators for the assessment of teaching quality in higher education in order to: (1) measure the performance of higher education institutions focusing on teaching quality; (2) acquire data-driven evidence aimed at initiating a process
of innovation in teaching strategies; and (3) support the ongoing professional development (training/upgrading) of higher education teachers on new pedagogical approaches/strategies
"Sens e razos d'una escriptura". La teatralità del meraviglioso nel Vangelo occitano di Nicodemo
No full textThe article presents the results of the study of Marvelous in the Occitan poem Sens e razos d’una escriptura. The poem opens with a translation in 2144 verses of the Evangelium Nicodemi; it then proceeds to relate the story of the Antichrist and a list of the Fifteen Signs which are to precede the Last Judgement. Beside an ‘objective marvelous’ (the so-called ‘Christian Marvelous’), basing on the investigation of the vocabulary the author identifies a form of ‘theatrical marvelous’, exemplified in the tales (miracula and exempla) embedded in the text. Therefore, the apocryphal source proves to be a great tool for new reflections on the medieval merveilleux
The reasons for the initiative
No full textThe Conference aimed to address linguistic issues in initial and continuing teacher training, and to question the difficulties of reconciliation, convergence and integration of the different knowledge of the linguistic area, although with different approaches and perspectives linked to the scientific context they can meet on the training ground, as a space of interaction for the identification of possible shared solutions and of cultural and scientific intersection action
Qualiti Project: Didactic Quality Assessment for Innovation of Teaching and Improvement of Learning
No full textTeacher language and training: transversality and intersections in cultural profiles and in the curriculum
No full text
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
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