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[EN] The castle is located at the eastern part of the Gallipoli’s old town: the first data in archives and libraries started from the sixth century under the mention of castrum and in the following centurie there are many informations on parchments, written documents and bibliography published until today. The Syllabus Grecarum Membranarum from the twelfth century and the Statutum de reparatione castrorum of Frederick II are two precious sources about the primitive castle’s architecture. The structure endured the passage of the Byzantines, Normans, Swabians, Angevins and again, Aragonese, Venetians, Spaniards, Austrians and finally the Bourbons, until it became property of the State and now of the Gallipoli’s municipality. It has suffered over time numerous interventions to adapt it to new military needs: the castle was no longer effective with leading defense from new siege weapons, as for other architectures of the same period. The numerous representations preserved in Italian and European archives give a complete picture of the Gallipoli’s urban development and include the defensive system of the city: the different views illustrate the walls and allow us to understand the castle’s main evolutionary dynamics and its connection with the town.

[EN] The castle is located at the eastern part of the Gallipoli’s old town: the first data in archives and libraries started from the sixth century under the mention of castrum and in the following centurie there are many informations on parchments, written documents and bibliography published until today. The Syllabus Grecarum Membranarum from the twelfth century and the Statutum de reparatione castrorum of Frederick II are two precious sources about the primitive castle’s architecture. The structure endured the passage of the Byzantines, Normans, Swabians, Angevins and again, Aragonese, Venetians, Spaniards, Austrians and finally the Bourbons, until it became property of the State and now of the Gallipoli’s municipality. It has suffered over time numerous interventions to adapt it to new military needs: the castle was no longer effective with leading defense from new siege weapons, as for other architectures of the same period. The numerous representations preserved in Italian and European archives give a complete picture of the Gallipoli’s urban development and include the defensive system of the city: the different views illustrate the walls and allow us to understand the castle’s main evolutionary dynamics and its connection with the town.

[EN] The castle is located at the eastern part of the Gallipoli’s old town: the first data in archives and libraries started from the sixth century under the mention of castrum and in the following centurie there are many informations on parchments, written documents and bibliography published until today. The Syllabus Grecarum Membranarum from the twelfth century and the Statutum de reparatione castrorum of Frederick II are two precious sources about the primitive castle’s architecture. The structure endured the passage of the Byzantines, Normans, Swabians, Angevins and again, Aragonese, Venetians, Spaniards, Austrians and finally the Bourbons, until it became property of the State and now of the Gallipoli’s municipality. It has suffered over time numerous interventions to adapt it to new military needs: the castle was no longer effective with leading defense from new siege weapons, as for other architectures of the same period. The numerous representations preserved in Italian and European archives give a complete picture of the Gallipoli’s urban development and include the defensive system of the city: the different views illustrate the walls and allow us to understand the castle’s main evolutionary dynamics and its connection with the town.

[EN] The castle is located at the eastern part of the Gallipoli’s old town: the first data in archives and libraries started from the sixth century under the mention of castrum and in the following centurie there are many informations on parchments, written documents and bibliography published until today. The Syllabus Grecarum Membranarum from the twelfth century and the Statutum de reparatione castrorum of Frederick II are two precious sources about the primitive castle’s architecture. The structure endured the passage of the Byzantines, Normans, Swabians, Angevins and again, Aragonese, Venetians, Spaniards, Austrians and finally the Bourbons, until it became property of the State and now of the Gallipoli’s municipality. It has suffered over time numerous interventions to adapt it to new military needs: the castle was no longer effective with leading defense from new siege weapons, as for other architectures of the same period. The numerous representations preserved in Italian and European archives give a complete picture of the Gallipoli’s urban development and include the defensive system of the city: the different views illustrate the walls and allow us to understand the castle’s main evolutionary dynamics and its connection with the town.

[EN] The castle is located at the eastern part of the Gallipoli’s old town: the first data in archives and libraries started from the sixth century under the mention of castrum and in the following centurie there are many informations on parchments, written documents and bibliography published until today. The Syllabus Grecarum Membranarum from the twelfth century and the Statutum de reparatione castrorum of Frederick II are two precious sources about the primitive castle’s architecture. The structure endured the passage of the Byzantines, Normans, Swabians, Angevins and again, Aragonese, Venetians, Spaniards, Austrians and finally the Bourbons, until it became property of the State and now of the Gallipoli’s municipality. It has suffered over time numerous interventions to adapt it to new military needs: the castle was no longer effective with leading defense from new siege weapons, as for other architectures of the same period. The numerous representations preserved in Italian and European archives give a complete picture of the Gallipoli’s urban development and include the defensive system of the city: the different views illustrate the walls and allow us to understand the castle’s main evolutionary dynamics and its connection with the town.

[EN] In the framework of new active teaching-learning methodologies, having recovered student's centrality in this process and adopting teacher's guidance task, evaluation formula becomes an essential element: it is essential to assess adequately that student acquires competences and knowledge linked to specific subject. Leaving aside old formulas that based student´s evaluation exclusively on a final exam, an experience of teaching innovation developed in a subject of Law Degree, in the first semester of 2017/2018 academic year, is described: 5 one minute paper have been combined with one final test, using a formative and summative evaluation formula., [ES] En el marco de las nuevas metodologías activas de enseñanza-aprendizaje, habiendo recuperado el estudiante la centralidad que le corresponde en este proceso y adoptando el docente la labor de guía, deviene elemento esencial la fórmula de evaluación: es imprescindible tasar adecuadamente que el alumnado adquiere las competencias y conocimientos vinculados a la asignatura concreta. Prescindiendo de formulas antiguas que basaban la evaluación exclusivamente en un examen final, se presenta la experiencia de innovación docente desarrollada en el primer cuatrimestre del curso 2017/2018 en una asignatura del Grado en Derecho: se han combinado 5 “one minute paper” con una prueba final, utilizando una fórmula de evaluación formativa y sumativa.

[EN] In the framework of new active teaching-learning methodologies, having recovered student's centrality in this process and adopting teacher's guidance task, evaluation formula becomes an essential element: it is essential to assess adequately that student acquires competences and knowledge linked to specific subject. Leaving aside old formulas that based student´s evaluation exclusively on a final exam, an experience of teaching innovation developed in a subject of Law Degree, in the first semester of 2017/2018 academic year, is described: 5 one minute paper have been combined with one final test, using a formative and summative evaluation formula., [ES] En el marco de las nuevas metodologías activas de enseñanza-aprendizaje, habiendo recuperado el estudiante la centralidad que le corresponde en este proceso y adoptando el docente la labor de guía, deviene elemento esencial la fórmula de evaluación: es imprescindible tasar adecuadamente que el alumnado adquiere las competencias y conocimientos vinculados a la asignatura concreta. Prescindiendo de formulas antiguas que basaban la evaluación exclusivamente en un examen final, se presenta la experiencia de innovación docente desarrollada en el primer cuatrimestre del curso 2017/2018 en una asignatura del Grado en Derecho: se han combinado 5 “one minute paper” con una prueba final, utilizando una fórmula de evaluación formativa y sumativa.

[EN] In the framework of new active teaching-learning methodologies, having recovered student's centrality in this process and adopting teacher's guidance task, evaluation formula becomes an essential element: it is essential to assess adequately that student acquires competences and knowledge linked to specific subject. Leaving aside old formulas that based student´s evaluation exclusively on a final exam, an experience of teaching innovation developed in a subject of Law Degree, in the first semester of 2017/2018 academic year, is described: 5 one minute paper have been combined with one final test, using a formative and summative evaluation formula., [ES] En el marco de las nuevas metodologías activas de enseñanza-aprendizaje, habiendo recuperado el estudiante la centralidad que le corresponde en este proceso y adoptando el docente la labor de guía, deviene elemento esencial la fórmula de evaluación: es imprescindible tasar adecuadamente que el alumnado adquiere las competencias y conocimientos vinculados a la asignatura concreta. Prescindiendo de formulas antiguas que basaban la evaluación exclusivamente en un examen final, se presenta la experiencia de innovación docente desarrollada en el primer cuatrimestre del curso 2017/2018 en una asignatura del Grado en Derecho: se han combinado 5 “one minute paper” con una prueba final, utilizando una fórmula de evaluación formativa y sumativa.

[EN] In the framework of new active teaching-learning methodologies, having recovered student's centrality in this process and adopting teacher's guidance task, evaluation formula becomes an essential element: it is essential to assess adequately that student acquires competences and knowledge linked to specific subject. Leaving aside old formulas that based student´s evaluation exclusively on a final exam, an experience of teaching innovation developed in a subject of Law Degree, in the first semester of 2017/2018 academic year, is described: 5 one minute paper have been combined with one final test, using a formative and summative evaluation formula., [ES] En el marco de las nuevas metodologías activas de enseñanza-aprendizaje, habiendo recuperado el estudiante la centralidad que le corresponde en este proceso y adoptando el docente la labor de guía, deviene elemento esencial la fórmula de evaluación: es imprescindible tasar adecuadamente que el alumnado adquiere las competencias y conocimientos vinculados a la asignatura concreta. Prescindiendo de formulas antiguas que basaban la evaluación exclusivamente en un examen final, se presenta la experiencia de innovación docente desarrollada en el primer cuatrimestre del curso 2017/2018 en una asignatura del Grado en Derecho: se han combinado 5 “one minute paper” con una prueba final, utilizando una fórmula de evaluación formativa y sumativa.

[EN] This paper studies evidentiality in a corpus of medical research papers in English and Spanish. We concentrate on sentential evidentials, i.e. evidentials affecting a complete proposition, in both languages. We will show that these devices are more frequent in English than in Spanish, although the two languages use similar constructions to show authors' source/mode of information. Our study considers evidentials found in the different research sections in order to detect and describe intrageneric differences. This research aims to contribute (1) to the characterisation of the medical research papers in both languages, and (2) to the debate concerning the relationship between evidentiality and epistemic modality. Our view is that they represent two distinct categories. The interpretation of evidentials in terms of authorial commitment is a pragmatic effect perceived by readers/hearers. This approach leads the analyses of the examples to conclude that the two concepts are autonomous, although readers may infer other pragmatic values.

[EN] This paper studies evidentiality in a corpus of medical research papers in English and Spanish. We concentrate on sentential evidentials, i.e. evidentials affecting a complete proposition, in both languages. We will show that these devices are more frequent in English than in Spanish, although the two languages use similar constructions to show authors' source/mode of information. Our study considers evidentials found in the different research sections in order to detect and describe intrageneric differences. This research aims to contribute (1) to the characterisation of the medical research papers in both languages, and (2) to the debate concerning the relationship between evidentiality and epistemic modality. Our view is that they represent two distinct categories. The interpretation of evidentials in terms of authorial commitment is a pragmatic effect perceived by readers/hearers. This approach leads the analyses of the examples to conclude that the two concepts are autonomous, although readers may infer other pragmatic values.

[EN] This paper studies evidentiality in a corpus of medical research papers in English and Spanish. We concentrate on sentential evidentials, i.e. evidentials affecting a complete proposition, in both languages. We will show that these devices are more frequent in English than in Spanish, although the two languages use similar constructions to show authors' source/mode of information. Our study considers evidentials found in the different research sections in order to detect and describe intrageneric differences. This research aims to contribute (1) to the characterisation of the medical research papers in both languages, and (2) to the debate concerning the relationship between evidentiality and epistemic modality. Our view is that they represent two distinct categories. The interpretation of evidentials in terms of authorial commitment is a pragmatic effect perceived by readers/hearers. This approach leads the analyses of the examples to conclude that the two concepts are autonomous, although readers may infer other pragmatic values.

[EN] This paper studies evidentiality in a corpus of medical research papers in English and Spanish. We concentrate on sentential evidentials, i.e. evidentials affecting a complete proposition, in both languages. We will show that these devices are more frequent in English than in Spanish, although the two languages use similar constructions to show authors' source/mode of information. Our study considers evidentials found in the different research sections in order to detect and describe intrageneric differences. This research aims to contribute (1) to the characterisation of the medical research papers in both languages, and (2) to the debate concerning the relationship between evidentiality and epistemic modality. Our view is that they represent two distinct categories. The interpretation of evidentials in terms of authorial commitment is a pragmatic effect perceived by readers/hearers. This approach leads the analyses of the examples to conclude that the two concepts are autonomous, although readers may infer other pragmatic values.

[EN] This paper studies evidentiality in a corpus of medical research papers in English and Spanish. We concentrate on sentential evidentials, i.e. evidentials affecting a complete proposition, in both languages. We will show that these devices are more frequent in English than in Spanish, although the two languages use similar constructions to show authors' source/mode of information. Our study considers evidentials found in the different research sections in order to detect and describe intrageneric differences. This research aims to contribute (1) to the characterisation of the medical research papers in both languages, and (2) to the debate concerning the relationship between evidentiality and epistemic modality. Our view is that they represent two distinct categories. The interpretation of evidentials in terms of authorial commitment is a pragmatic effect perceived by readers/hearers. This approach leads the analyses of the examples to conclude that the two concepts are autonomous, although readers may infer other pragmatic values.

The THIESEL 2022. Conference on Thermo-and Fluid Dynamic Processes in Direct Injection Engines planned in Valencia (Spain) for 8th to 11th September 2020 has been successfully held in a virtual format, due to the COVID19 pandemic. In spite of the very tough environmental demands, combustion engines will probably remain the main propulsion system in transport for the next 20 to 50 years, at least for as long as alternative solutions cannot provide the flexibility expected by customers of the 21st century. But it needs to adapt to the new times, and so research in combustion engines is nowadays mostly focused on the new challenges posed by hybridization and downsizing. The topics presented in the papers of the conference include traditional ones, such as Injection & Sprays, Combustion, but also Alternative Fuels, as well as papers dedicated specifically to CO2 Reduction and Emissions Abatement.Papers stem from the Academic Research sector as well as from the Industry

The THIESEL 2022. Conference on Thermo-and Fluid Dynamic Processes in Direct Injection Engines planned in Valencia (Spain) for 8th to 11th September 2020 has been successfully held in a virtual format, due to the COVID19 pandemic. In spite of the very tough environmental demands, combustion engines will probably remain the main propulsion system in transport for the next 20 to 50 years, at least for as long as alternative solutions cannot provide the flexibility expected by customers of the 21st century. But it needs to adapt to the new times, and so research in combustion engines is nowadays mostly focused on the new challenges posed by hybridization and downsizing. The topics presented in the papers of the conference include traditional ones, such as Injection & Sprays, Combustion, but also Alternative Fuels, as well as papers dedicated specifically to CO2 Reduction and Emissions Abatement.Papers stem from the Academic Research sector as well as from the Industry

The THIESEL 2022. Conference on Thermo-and Fluid Dynamic Processes in Direct Injection Engines planned in Valencia (Spain) for 8th to 11th September 2020 has been successfully held in a virtual format, due to the COVID19 pandemic. In spite of the very tough environmental demands, combustion engines will probably remain the main propulsion system in transport for the next 20 to 50 years, at least for as long as alternative solutions cannot provide the flexibility expected by customers of the 21st century. But it needs to adapt to the new times, and so research in combustion engines is nowadays mostly focused on the new challenges posed by hybridization and downsizing. The topics presented in the papers of the conference include traditional ones, such as Injection & Sprays, Combustion, but also Alternative Fuels, as well as papers dedicated specifically to CO2 Reduction and Emissions Abatement.Papers stem from the Academic Research sector as well as from the Industry

The THIESEL 2022. Conference on Thermo-and Fluid Dynamic Processes in Direct Injection Engines planned in Valencia (Spain) for 8th to 11th September 2020 has been successfully held in a virtual format, due to the COVID19 pandemic. In spite of the very tough environmental demands, combustion engines will probably remain the main propulsion system in transport for the next 20 to 50 years, at least for as long as alternative solutions cannot provide the flexibility expected by customers of the 21st century. But it needs to adapt to the new times, and so research in combustion engines is nowadays mostly focused on the new challenges posed by hybridization and downsizing. The topics presented in the papers of the conference include traditional ones, such as Injection & Sprays, Combustion, but also Alternative Fuels, as well as papers dedicated specifically to CO2 Reduction and Emissions Abatement.Papers stem from the Academic Research sector as well as from the Industry

[EN] A threshold concept is a transformative concept that students must assimilate to deeply understand the subject and its subsequent transfer to other disciplines. In the field of Mathematics, there are different threshold concepts, among them, the function concept is one of the most relevant. There are numerous studies to corroborate that students have several learning difficulties and misconceptions about this concept that make it difficult to understand. In order to help students overcome learning difficulties and confront misconceptions related to the concept of function in Mathematics, our goal has been to carry out the innovation presented in this paper. The results obtained in two academic years are shown. In the first course, we only focus on detecting difficulties and misconceptions. In the second course, we also carried out an intervention in the classroom. The results suggest that the actions have improved the students' understanding of the concept of function, and also highlight other aspects to continue improving., [ES] Un concepto umbral es un concepto transformador que los estudiantes deben llegar a asimilar para abrir la puerta a la comprensión profunda de la materia y su posterior transferencia a otros ámbitos. En el campo de las Matemáticas existen diferentes conceptos umbrales, uno de los más relevantes es el de función. Existen numerosos estudios que corroboran que los estudiantes presentan diversas dificultades de aprendizaje y concepciones erróneas alrededor de este concepto que dificultan su comprensión. Con la finalidad de ayudar a los estudiantes a superar las dificultades de aprendizaje y confrontar sus concepciones erróneas relacionadas con el concepto de función en Matemáticas, se ha desarrollado la innovación que detallamos en este trabajo. Se presentan los resultados obtenidos en dos cursos académicos. En el primero de ellos, nos centramos solo en detectar dificultades y concepciones erróneas. En el segundo curso, además, realizamos una intervención en el aula. Los resultados sugieren que las actuaciones llevadas a cabo han conseguido una mejora en la comprensión de los estudiantes del concepto de función, y también destacan otros aspectos a seguir mejorando.

RECH Biennial Meeting is one of the largest educational and scientific events in Retouching field, an ideal venue for conservators and scientists to present their research results about retouching. The main focus will be to promote the exchange of ideas, concepts, terminology, methods, techniques and materials applied during the retouching process in different areas of conservation: mural painting, easel painting, sculpture, graphic documentation, architecture, plasterwork, photography, contemporary art, among others. This Meeting aims to address retouching by encouraging papers that contribute to a deeper understanding of this final task of the conservation and restoration intervention. The main theme embraces the concepts of retouching, the criteria and limits in the retouching process, the bad retouching impact on heritage and their technical and scientific developments.This Meeting will discuss real-life approaches on retouching, focusing on practical solutions and on sharing experiences

The first installment of the International Conference on Business meets Technology took place in 2018. This year, 2022, we are proud to call the conference a joint scientific event since we teamed up with our colleagues from the Polytechnic University of Valencia (UPV) to host the fourth edition of the conference in Ansbach. This not only means that jobs and ToDos are shared among more shoulders. It shows that the cooperation of two universities results in more than just the sum of their individual strengths. Since last year, the conference is hosted by both universities in annual rotation - in 2023, the colleagues from Valencia will welcome us at the UPV for the second time. In addition, the contributions to both venues will now be published in conference proceedings, which are available Open Access on the internet platform of the UPV, making the research freely accessible to anyone, from anywhere, at any time.As expected, you will find the various peer-reviewed papers presented and discussed at the conference in the present proceedings - arranged thematically according to the conference sessions. But also, something new awaits you in these proceedings - extended abstracts of contributions to an exhibition, which took place this year for the first time in a new and fresh format. Besides classical research posters, virtual reality research applications,short movies, and language learning portfolios could be actively experienced. A first overview follows directly after the introduction.

RECH Biennial Meeting is one of the largest educational and scientific events in Retouching field, an ideal venue for conservators and scientists to present their research results about retouching. The main focus will be to promote the exchange of ideas, concepts, terminology, methods, techniques and materials applied during the retouching process in different areas of conservation: mural painting, easel painting, sculpture, graphic documentation, architecture, plasterwork, photography, contemporary art, among others. This Meeting aims to address retouching by encouraging papers that contribute to a deeper understanding of this final task of the conservation and restoration intervention. The main theme embraces the concepts of retouching, the criteria and limits in the retouching process, the bad retouching impact on heritage and their technical and scientific developments.This Meeting will discuss real-life approaches on retouching, focusing on practical solutions and on sharing experiences

The first installment of the International Conference on Business meets Technology took place in 2018. This year, 2022, we are proud to call the conference a joint scientific event since we teamed up with our colleagues from the Polytechnic University of Valencia (UPV) to host the fourth edition of the conference in Ansbach. This not only means that jobs and ToDos are shared among more shoulders. It shows that the cooperation of two universities results in more than just the sum of their individual strengths. Since last year, the conference is hosted by both universities in annual rotation - in 2023, the colleagues from Valencia will welcome us at the UPV for the second time. In addition, the contributions to both venues will now be published in conference proceedings, which are available Open Access on the internet platform of the UPV, making the research freely accessible to anyone, from anywhere, at any time.As expected, you will find the various peer-reviewed papers presented and discussed at the conference in the present proceedings - arranged thematically according to the conference sessions. But also, something new awaits you in these proceedings - extended abstracts of contributions to an exhibition, which took place this year for the first time in a new and fresh format. Besides classical research posters, virtual reality research applications,short movies, and language learning portfolios could be actively experienced. A first overview follows directly after the introduction.

RECH Biennial Meeting is one of the largest educational and scientific events in Retouching field, an ideal venue for conservators and scientists to present their research results about retouching. The main focus will be to promote the exchange of ideas, concepts, terminology, methods, techniques and materials applied during the retouching process in different areas of conservation: mural painting, easel painting, sculpture, graphic documentation, architecture, plasterwork, photography, contemporary art, among others. This Meeting aims to address retouching by encouraging papers that contribute to a deeper understanding of this final task of the conservation and restoration intervention. The main theme embraces the concepts of retouching, the criteria and limits in the retouching process, the bad retouching impact on heritage and their technical and scientific developments.This Meeting will discuss real-life approaches on retouching, focusing on practical solutions and on sharing experiences

The first installment of the International Conference on Business meets Technology took place in 2018. This year, 2022, we are proud to call the conference a joint scientific event since we teamed up with our colleagues from the Polytechnic University of Valencia (UPV) to host the fourth edition of the conference in Ansbach. This not only means that jobs and ToDos are shared among more shoulders. It shows that the cooperation of two universities results in more than just the sum of their individual strengths. Since last year, the conference is hosted by both universities in annual rotation - in 2023, the colleagues from Valencia will welcome us at the UPV for the second time. In addition, the contributions to both venues will now be published in conference proceedings, which are available Open Access on the internet platform of the UPV, making the research freely accessible to anyone, from anywhere, at any time.As expected, you will find the various peer-reviewed papers presented and discussed at the conference in the present proceedings - arranged thematically according to the conference sessions. But also, something new awaits you in these proceedings - extended abstracts of contributions to an exhibition, which took place this year for the first time in a new and fresh format. Besides classical research posters, virtual reality research applications,short movies, and language learning portfolios could be actively experienced. A first overview follows directly after the introduction.

RECH Biennial Meeting is one of the largest educational and scientific events in Retouching field, an ideal venue for conservators and scientists to present their research results about retouching. The main focus will be to promote the exchange of ideas, concepts, terminology, methods, techniques and materials applied during the retouching process in different areas of conservation: mural painting, easel painting, sculpture, graphic documentation, architecture, plasterwork, photography, contemporary art, among others. This Meeting aims to address retouching by encouraging papers that contribute to a deeper understanding of this final task of the conservation and restoration intervention. The main theme embraces the concepts of retouching, the criteria and limits in the retouching process, the bad retouching impact on heritage and their technical and scientific developments.This Meeting will discuss real-life approaches on retouching, focusing on practical solutions and on sharing experiences

The first installment of the International Conference on Business meets Technology took place in 2018. This year, 2022, we are proud to call the conference a joint scientific event since we teamed up with our colleagues from the Polytechnic University of Valencia (UPV) to host the fourth edition of the conference in Ansbach. This not only means that jobs and ToDos are shared among more shoulders. It shows that the cooperation of two universities results in more than just the sum of their individual strengths. Since last year, the conference is hosted by both universities in annual rotation - in 2023, the colleagues from Valencia will welcome us at the UPV for the second time. In addition, the contributions to both venues will now be published in conference proceedings, which are available Open Access on the internet platform of the UPV, making the research freely accessible to anyone, from anywhere, at any time.As expected, you will find the various peer-reviewed papers presented and discussed at the conference in the present proceedings - arranged thematically according to the conference sessions. But also, something new awaits you in these proceedings - extended abstracts of contributions to an exhibition, which took place this year for the first time in a new and fresh format. Besides classical research posters, virtual reality research applications,short movies, and language learning portfolios could be actively experienced. A first overview follows directly after the introduction.

The first installment of the International Conference on Business meets Technology took place in 2018. This year, 2022, we are proud to call the conference a joint scientific event since we teamed up with our colleagues from the Polytechnic University of Valencia (UPV) to host the fourth edition of the conference in Ansbach. This not only means that jobs and ToDos are shared among more shoulders. It shows that the cooperation of two universities results in more than just the sum of their individual strengths. Since last year, the conference is hosted by both universities in annual rotation - in 2023, the colleagues from Valencia will welcome us at the UPV for the second time. In addition, the contributions to both venues will now be published in conference proceedings, which are available Open Access on the internet platform of the UPV, making the research freely accessible to anyone, from anywhere, at any time.As expected, you will find the various peer-reviewed papers presented and discussed at the conference in the present proceedings - arranged thematically according to the conference sessions. But also, something new awaits you in these proceedings - extended abstracts of contributions to an exhibition, which took place this year for the first time in a new and fresh format. Besides classical research posters, virtual reality research applications,short movies, and language learning portfolios could be actively experienced. A first overview follows directly after the introduction.

RECH Biennial Meeting is one of the largest educational and scientific events in Retouching field, an ideal venue for conservators and scientists to present their research results about retouching. The main focus will be to promote the exchange of ideas, concepts, terminology, methods, techniques and materials applied during the retouching process in different areas of conservation: mural painting, easel painting, sculpture, graphic documentation, architecture, plasterwork, photography, contemporary art, among others. This Meeting aims to address retouching by encouraging papers that contribute to a deeper understanding of this final task of the conservation and restoration intervention. The main theme embraces the concepts of retouching, the criteria and limits in the retouching process, the bad retouching impact on heritage and their technical and scientific developments.This Meeting will discuss real-life approaches on retouching, focusing on practical solutions and on sharing experiences

[EN] The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.

[EN] This paper aims to describe the development of CALL-ER, an application for mobile devices, produced within the CALL-ER project (Context-Aware Language Learning in Emilia Romagna). An ever-increasing availability of applications for language learning that meet the different learning needs of users, as well as the ubiquitous wireless communication, led applications for mobile devices to become gradually more context-aware. This means that language is acquired by users through the direct experience with the local context where they are. An example in this regard is represented by the CALL-ER mobile application, that supports mobility students through the incidental learning of Italian language and culture in the city of Forlì. We will begin this contribution with an outline of the theoretical underpinnings that supported the project and a presentation of the project itself. We will then present the first stage of the project, during which the application was developed before its first testing. At this point, an overall description of the application will be given. A special attention will be paid throughout this paper both to how language learning has been conceived through experiential tourism and to the multimodality of the contents.

[EN] This paper aims to investigate the effectiveness of automatic grading systems, with a focus on their uses within Computer Science. Automatic grading systems have seen a rise in popularity in recent years with publications concerning automatic grading systems usually linked to a specific system. This paper will discuss the factors that need to be considered when using automatic grading, regardless of which system is being used, and will make recommendations for each factor. This discussion is based on the authors' experience of using an automatic grading system in a CS1 environment. From the research conducted, many elements should be considered when using these systems. These include how the code will be tested, the need for plagiarism checks and how marks are awarded. The findings of this study suggest there is a lack of defined standards when using these systems. This analysis of the considerations provides valuable insight into how these systems should be used and what the standards should be built on.

[EN] The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.

[EN] The push towards creative and active learning in higher education has gained momentum in recent years, creating opportunities for innovative, student focused approaches. The Covid-19 pandemic shifted the educational landscape to the online world, propelling the need to create compelling learning activities for students. While also fostering a sense of community and facilitating both peer relationships and peer learning. This paper presents the development and initial implementation of an innovative teaching tool, The Virtual Shoe Salon, which is based on creative pedagogies and experiential learning. The Virtual Shoe Salon has been implemented to embed stronger skills in research and data analysis within the curriculum of our fashion business courses. As a teaching method it can embrace both online and face to face environments. Drawing from a theoretical foundation of material culture, combined with an adaptation of the photovoice research approach, this salon takes the ordinary, but expressive objects of shoes to engage students in research and analysis through collaboration, conversation and peer to peer learning. The paper presents the rationale for the Virtual Shoe Salon, and findings from its implementation with 250 students. Subsequent evaluation and reflection with both students and staff have evidenced the positive role of the Virtual Shoe Salon in facilitating active and collaborative learning around research and data analysis. While it has actively encouraged a dynamic and collaborative learning environment, the Virtual Shoe Salon has initiated a shared space underpinned by the sense of community and belonging for students that Covid-19 had eroded.

[EN] One of the biggest challenges of online teaching is student evaluation. With the students not being physically present, assessing their level of knowledge on a subject presents different challenges than those tradionally encountered in face-to-face teaching. In this paper we present an overview of different evaluation systems and reflect about its advantages and disadvantages when applying them in online environments.The most common evaluation systems: multiple-choice quizzes, open question exams, essays, projects and oral exams, are ranked depending on several criteria. Criteria include items that any professor should take into consideration such as easiness of design and preparation or difficulty of student cheating. The advantages and downsides of each evaluation system are presented and several mechanisms to mitigate the disatvanges of each method are proposed.This paper is helpful to professors and teachers, specially in the current situation where the Covid-19 pandemic has moved most high-education teaching online.

[EN] In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally. This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020.

[EN] This paper explores the rapidly changing world of higher education and the need for different ways to identify learner outcomes and evaluate student learning. In recent years, higher education has experienced significant demographic shifts in student populations. These shifts were the result of numerous variables including the increasing cost of higher education, the demand from business and industry to get people into high-demand occupations faster, and the decreasing number of individuals choosing post-secondary education immediately following high school. The year 2020 brought unprecedented challenges to the world with the pandemic caused by the coronavirus known as COVID-19. The pandemic accelerated the change that was already taking place in higher education. From how education was delivered to where it was delivered, higher education was forced to rapidly change a centuries-old model. This paper explores a tier one research university’s response to the changes in higher education by employing a proven process of mapping learning outcomes, assessing both new and prior learning using innovative technology, issuing microcredentials, and working with policymakers and employers to meet workforce demands.

[EN] The main objective of this paper is to describe the programme followed for the development and acquisition of quality engineering (QE)-related competences in the context of the Covid-19 pandemic through the use of information and communication technologies (ICT). In a 100% face-to-face context, different products (such as catapults and paper helicopters) were used to apply the theoretical concepts of Six Sigma in an real environment, which would be impossible in an online or blended context. To overcome the difficulties derived from the Covid-19 pandemic, a new programme has been defined that includes the continuous use of ICT using a simulator of an injection process to generate the necessary data to develop the practice. The changes made to the programme, and the simulator used, have successfully replaced the practices and products previously used in a 100% face-to-face environment, allowing students to acquire QE-related competences in a practical way in a non-face-to-face environment.

[EN] In this paper, we describe our design of ACM30070 “Computational Finance”, a core module in the BSc in Financial Mathematics in the School of Mathematics and Statistics. The over-arching purpose of this module is to help students to develop mathematical, statistical and coding skills, along with significant knowledge and critical thinking, that allows them to effectively construct, manipulate and visualize financial datasets and to build financial mathematical models. The use of computation and a FinTech software (FinCad Analytics) are pointed out as essential to facilitate sensemaking in computational finance. More broadly, we discuss the education-research based rationale behind the “learning by doing” and “flipped classroom” institutional models that we have chosen for ACM30070, and we show how the modern “inclusive” definition of computation has been embedded into the learning activities. An accurate description of the design principles and implementation is also presented. At the end of the paper, we briefly introduce a discipline-based education research that will follow from this module design.

[EN] Architectural imagery and design are nowadays pervaded by computerization, consequently freehand drawing suffered a drastic decline. This paper reviews the advantages and drawbacks of digitalization, examines the reasons of the reborn need for freehand drawing and reports about published evidence of creativity being facilitated by hand movement. A new drawing medium is now available in the form of digital tablets. These allow freehand drawing with more ease and efficiency than on paper but hand movements and feeling are the same as in traditional drawing. Aim of this paper is to provide the basis for a proposal to merge advantages of digitalization with creativity stemming from freehand drawing by the use of modern digital drawing tablets in architecture. The preliminary results of a pilot survey carried out in 8 countries revealed that there is a widespread need for architectural academic courses of freehand drawing on digital tablets, so far not implemented. It is expected that the survey may be completed in the next few months and a wider sample may provide more detailed indications. In conclusion it is proposed that the digital tablets may be the future solution for a fruitful union between the digital and the creative imagery in architecture.

[EN] Teaching sustainability presents challenges due to the inherent complexity and required behavioral change. A special pedagogical approach is needed. In this paper, we focus on the research question how students' awareness of sustainability issues can be improved significantly in a brief workshop. The presented workshop let the students autonomously addressing problems and possible solutions in small groups – with no patented recipes given, nor any "finger-pointing" from the outside. The educational basis for this workshop is the concept of discovery learning in combination with sketchnoting. This is especially appropriate to present acquired knowledge in a compact and meaningful way, to show relationships and allow schemas to be developed by the participants. This paper also describes the workshop results from several executions and the lessons learned.

[EN] The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.

[EN] Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.

[EN] As the world faces the new landcape in teaching and learning due to COVID-19, the pandemic, the strategies and approaches use for teaching and learning must ensure that no one students are not without digital resources. This paper explores the challenges and opportunities faced by the researcher and her students when a learning activity previously implemented in face-to-face sessions was transferred into an online learning environment. The learning activity, known as Work-the-Walk (WTW), is a transformative learning activity designed by the researcher, and the researcher has filed for a copyright of WTW. The objectives of this paper are to identify the challenges and opportunities raised by transferring WTW to a digital format, and ultimately to suggest the best ways to make the transition from a physical learning activity to a digital format effectively. Qualitative approach to research was used to obtain data for analysis and discussion. Preliminary findings suggest that the Digital WTW (D-WTW) present two main challenges and two main opportunities for both the researcher and students. Given this, the education providers must be willing to encourage the educators to provide various approaches to teaching and learning, as well as to promote experiments with various existing learning strategies used in face-to-face sessions, and to transfer them to be used in an online learning environment.

[EN] To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.