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2. The Future of Vocational Education and Training in Europe. Volume 4. Delivering Lifelong Learning: The Changing Relationship between IVET and CVET. Cedefop Research Paper. No. 91
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
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This study compares the way IVET and CVET sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning. By comparing the interaction between IVET and CVET sub-systems in the countries covered, the study analyses the extent to which IVET systems are opening up to adults, and questions whether national and regional policies and practices support or prevent a closer link between CVET and IVET. The study builds on concrete national case-studies, allowing for an in-depth, qualitative comparison and analysis of practices and policies. This allows for a better understanding of obstacles and opportunities in this complex area, directly supporting the stakeholders and policy-makers responsible for taking lifelong and life-wide learning in Europe forward. [The research was carried out by a consortium led by 3s Unternehmungsberatung GmbH (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supported the project as sub-contractor. For "The Future of Vocational Education and Training in Europe. Volume 3. The Influence of Assessments on Vocational Learning. Cedefop Research Paper. No. 90," see ED626202.]
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- 2023
3. The Future of Vocational Education and Training in Europe. 50 Dimensions of Vocational Education and Training: Cedefop's Analytical Framework for Comparing VET. Cedefop Research Paper. No. 92
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
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This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems. The approach has been developed jointly by a group of interdisciplinary VET researchers over a 5-year period as part of Cedefop's research on the future of VET and has been reviewed several times. The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to 'clearing the ground' for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET. [The research was carried out by a consortium led by 3s Unternehmungsberatung (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supports the project as sub-contractor. For "The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63," see ED586251.]
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- 2023
4. Thematic Country Review on Upskilling Pathways for Low-Skilled Adults in France: Key Findings of the First Research Phase. Cedefop Research Paper. No. 94
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Cedefop - European Centre for the Development of Vocational Training
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This report summarises the outcomes of the first (micro) phase of the thematic country reviews (TCRs) on upskilling pathways in France, which reflect the points of view of both the beneficiaries of the outreach and guidance schemes and services under investigation, and the professionals involved in their implementation. The TCR on upskilling pathways for France highlights outreach and guidance for low-skilled adults, and the crosscutting dimensions of governance and financial and non-financial support in relation to the two areas of focus. Cedefop's work on the thematic country reviews on upskilling pathways aims at supporting Member States in the development of systematic, coordinated and coherent approaches to upskilling pathways for low-skilled adults. The aim is to undertake in-depth reviews of countries' national approaches to the implementation of the upskilling pathways Recommendation, with the support of key national stakeholders. France and Italy were the first two countries that undertook this TCR exercise in 2021; implementation is expected to last until the end of 2023. [This research paper was produced by Cedefop's Department for VET and skills.]
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- 2023
5. Thematic Country Review on Upskilling Pathways for Low-Skilled Adults in Italy: Key Findings of the First Research Phase. Research Paper
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Skills
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This report summarises the outcomes of the first (micro) phase of the thematic country review (TCR) on upskilling pathways in Italy. It reflects the perspectives of both the beneficiaries of the approaches considered and the actors involved in their implementation. The TCR focuses on outreach, guidance, tailored learning and on the crosscutting dimension of governance in relation to these three areas. Cedefop's work on the "Thematic country reviews (TCRs) on upskilling pathways" aims at supporting Member States in the development of systematic, coordinated and coherent approaches to upskilling pathways for low-skilled adults. The aim is to undertake in-depth reviews of countries' national approaches to the implementation of the Upskilling pathways Recommendation, with the support of key national stakeholders. In 2021, Italy and France were the first two countries to undertake this TCR exercise; implementation is expected to last until the end of 2023.
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- 2023
6. Autonomous Schools, Achievement and Segregation. Discussion Paper No. 1968
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Natalie Irmert, Jan Bietenbeck, Linn Mattisson, and Felix Weinhardt
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We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality
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- 2023
7. Entrepreneurship Competence in Vocational Education and Training. Case Study: Italy. Cedefop Research Paper. No 88.
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
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This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Italy. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the pilot research of Cedefop's study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and the forthcoming final report.
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- 2022
8. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
9. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 7: VET from a Lifelong Learning Perspective: Continuing VET Concepts, Providers and Participants in Europe 1995-2015. Cedefop Research Paper No. 74
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, led by Dr Jorg Markowitch; the consortium includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
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- 2019
10. Virtual Exchange and 21st Century Teacher Education: Short Papers from the 2019 EVALUATE Conference (León, Spain, September 2019)
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Research-publishing.net (France), Hauck, Mirjam, Müller-Hartmann, Andreas, Hauck, Mirjam, Müller-Hartmann, Andreas, and Research-publishing.net (France)
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The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2020
11. Coordinating Guidance and Validation. Cedefop Research Paper. No 75
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Cedefop - European Centre for the Development of Vocational Training
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Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient. Building on Cedefop's expertise in the two areas, this study -- based on analysis of 13 practices from 12 countries -- explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors: (a) comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it; (b) coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills; and (c) quality of staff, resources, competences, and tools used. The study concludes with policy recommendations on how to improve the link between guidance and validation.
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- 2019
12. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
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The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
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- 2016
13. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
14. Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET [vocational education and training] to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries' reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications. [The research was carried out by a consortium led by IBE Educational research institute and 3s Unternehmensberatung GmbH.]
- Published
- 2018
15. Carta azzurra/blauw papier : drawing on blue paper in Italy and the Netherlands, ca.1450-ca.1660
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McCarthy, Alexa Jaye, Kessel, Elsje van, and Moretti, Laura
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Art history ,Drawings ,Blue paper ,The Netherlands ,Italy ,Venice ,Amsterdam ,Artist materials ,Sixteenth century ,Seventeenth century ,Early modern - Abstract
This doctoral dissertation explores the transcultural use of the material of blue paper for figure studies and figural compositions by artists working in sixteenth-century Venice and seventeenth-century Amsterdam. The research focuses on artists' use of blue paper made with blue fibres, or that which is coloured blue during its production, rather than neutral papers that are prepared with a coloured wash. Blue paper provided a readily available mid-tone and its texture allowed friable drawing implements like chalk and charcoal to be absorbed into the paper at varying degrees. This interplay contributed to the achievement of rilievo, or the ability to model three-dimensional forms in space on a flat surface. Understanding the broader artistic, cultural, and theoretical frameworks that led to the employment of blue paper in these two centres of commercial and artistic exchange is central to our understanding of the material's role in early modern artistic practice, as well as to our interpretations of the drawings themselves. Through object-based, technical, and archival research, as well as analyses of contemporary texts on art, this research is inherently interdisciplinary in examining the significance of the role of blue paper in Italian and Dutch artistic practice and stylistic development.
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- 2022
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16. The Development and Empowerment of Mathematical Abilities: The Impact of Pencil and Paper and Computerised Interventions for Preschool Children
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Mascia, Maria Lidia, Agus, Mirian, Fastame, Maria Chiara, Penna, Maria Pietronilla, Sale, Eliana, and Pessa, Eliano
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The development of numerical abilities was examined in three groups of 5 year-olds: one including 13 children accomplishing a numerical training in pencil-and-paper format (EG1); another group including 21 children accomplished a homologous training in computerized format; the remaining 24 children were assigned to the control group (CG). The participants were assessed at three successive times (t0, t1 and t2) with a battery of validated tests assessing numerical abilities and fluid intelligence. At times t1 and t2 we found differences between experimental groups and CG, while the children's abilities in the two experimental groups were similar. We underline the crucial role of pre-syntactical and counting dimensions, accounting for a distinction between the experimental groups and control. Results are discussed with reference to the relevance for training activities of the presentation format (pencil-and-paper versus computer-assisted). Pragmatical and practical implications are also considered. [For the full proceedings, see ED562093.]
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- 2015
17. ECOLOGIES OF BLUE PAPER: DÜRER AND BEYOND.
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Brahms, Iris
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PAPERMAKING ,PAPER industry ,CONSCIOUSNESS ,MANUFACTURING processes ,BINDING agents ,AESTHETICS - Abstract
This article examines blue paper as an ecological solution in drawing practice by investigating the questions of when and under which circumstances German artists in the early sixteenth century decided to use blue paper. Blue paper had several aesthetic, symbolic, and economic functions, often both referencing a geographic relationship to Italy and its tradition of drawing on blue paper, and also engaging in a world of play and imitation in workshop practices. For a better understanding of the early modern paper ecologies within which artists worked, it is necessary to regard paper production within a broader socio-cultural range, thus not only as an exchange between paper makers but also with consideration of other crafts as well as the impact of new technologies. From there we can reconsider our relationship to nature. [ABSTRACT FROM AUTHOR]
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- 2023
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18. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
- Abstract
Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
- Published
- 2016
19. Multitask Agents and Incentives: The Case of Teaching and Research for University Professors. CEP Discussion Paper No. 1386
- Author
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and De Philippis, Marta
- Abstract
This paper evaluates the behavioural responses of multitask agents to the provision of incentives skewed towards one task only. In particular it studies the case of strong research incentives for university professors and it analyzes their effects on the way university faculty members allocate effort between teaching and quantity and quality of research and on the way they select into different types of universities. I first obtain different individual level measures of teaching and research performance. Then, I estimate a difference in difference model, exploiting a natural experiment that took place at Bocconi University, which heavily strengthened incentives towards research in 2005. I find evidence that teaching and research efforts are substitutable in the professors' cost function: the impact of research incentives is positive on research activity and negative on teaching performance. The effects are driven by career concerns rather than by the monetary incentives and are stronger for low ability researchers. Moreover, under the new incentive regime lower ability researchers tend to leave the university. Since I estimate that teaching and research ability are positively correlated, this implies that also bad teachers tend to leave the university. These results are consistent with a model of incentives where agents allocate effort between two substitute tasks and ability is multidimensional. An appendix shows how the author solved the model (for internal solutions) and shows the equilibrium effort level.
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- 2015
20. Ecologies of Blue Paper
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Iris Brahms
- Subjects
Ecologies ,Blue paper ,Papermaking ,Drawing practice ,Italy ,Albrecht Dürer ,Arts in general ,NX1-820 - Abstract
This article examines blue paper as an ecological solution in drawing practice by investigating the questions of when and under which circumstances German artists in the early sixteenth century decided to use blue paper. Blue paper had several aesthetic, symbolic, and economic functions, often both referencing a geographic relationship to Italy and its tradition of drawing on blue paper, and also engaging in a world of play and imitation in workshop practices. For a better understanding of the early modern paper ecologies within which artists worked, it is necessary to regard paper production within a broader socio-cultural range, thus not only as an exchange between paper makers but also with consideration of other crafts as well as the impact of new technologies. From there we can reconsider our relationship to nature.
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- 2023
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21. Integrating Large Language Models in Art and Design Education
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Alberto Giretti, Dilan Durmus, Massimo Vaccarini, Matteo Zambelli, Andrea Guidi, and Franco Ripa di Meana
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This paper provides a possible strategy for integrating large language artificial intelligence models (LLMs) in supporting students' education in artistic or design activities. We outline the methodological foundations concerning the integration of CHATGPT LLM in the educational approach aimed at enhancing artistic conception and design ideation. We also present the knowledge and system architecture for integrating LLM in the °'°Kobi system. Finally, this paper discusses some relevant aspects concerning the system's application in a real educational context and briefly reports its preliminary assessment. [For the full proceedings, see ED636095.]
- Published
- 2023
22. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
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- 2024
23. A Bibliometric Analysis of Publications on Special Education between 2011 and 2020
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Rumiye Arslan, Keziban Orbay, and Metin Orbay
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The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.
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- 2024
24. Pre-Service Teacher Education and the Integration of Mediation, Technology, and Plurilingualism
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Ciaramita, Giulia
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Although some research has been conducted on the importance of mediation in language learning and teaching (Dendrinos, 2006; González-Davies, 2020; Piccardo, 2012, 2020; Scarino, 2016), there is still scarce research on the integration of plurilingualism, mediation, and technology. Through qualitative and quantitative methodology, this paper investigates teachers' abilities in Italy and Spain to integrate plurilingualism, mediation, and technology. A survey has been distributed in order to explore teachers' attitudes towards the use of Information and Communication Technologies (ICTs) and their awareness of the definition and importance of mediation. Furthermore, some mediation tasks performed by teachers in which they had to integrate mediation, plurilingualism, and technology were analysed. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
25. From paper to film: historical and cultural implications of Italian illustrated editions of Little Women (1908-1945)
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Valentina Abbatelli
- Subjects
Little Women ,illustrations ,publishing ,paratext ,Italy ,Geography. Anthropology. Recreation ,Language. Linguistic theory. Comparative grammar ,P101-410 ,Translating and interpreting ,P306-310 - Abstract
This article analyses Italian illustrated editions of Little Women published between 1908 and 1945. After an overview of the publishing history of the novel in Italy, the paper will examine Italian illustrations as hermeneutic tools in order to examine their ideological function in the representation of gender. The belated reception of Alcott’s novel in Italy, caused by its representation of a nonconformist educational model for girls, is mirrored in the tension between the nationalistic drive and the influence of foreign models that can be pinpointed in the illustrated editions. By analyzing adaptations of American illustrations, original Italian creations, and omissions of iconic illustrations, this paper will unveil how much the visual element is embedded in the Italian historical and cultural context, as the choice (or omission) of particular images impacted the interpretation of the book. By examining the Italian editions of Little Women published in this time frame, we will also be able to retrace the links with the American illustrated history of the book and bear testimony to the powerful impact of the 1934 film version on printed editions.
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- 2023
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26. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.
- Published
- 2016
27. Little Miss Strange: Online Education for Empowering Women from Under-Represented Groups
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Vladan Devedzic, Mirjana Devedzic, Sonja D. Radenkovic, and Marija Blagojevic
- Abstract
In many countries, opportunities for higher education are reduced for some under-represented groups in society. One such group are young women from rural and underdeveloped areas who due to traditional, patriarchal lifestyles have much less chance to go to college and get education that their peers from urban areas have much more access to. Online education opens doors for these women, but they still need support and guidance. WINnovators, a 3-year EU Erasmus+ project started in late 2021, has made steps towards providing such support and guidance. It focuses on providing online learning content in different areas of STEM/STEAM and aims at encouraging young women from rural areas to go through such content, develop their entrepreneurial skills, and possibly come up with ideas of how to start their own businesses. Of course, this vision largely contradicts traditional lifestyles. Still, it creates some chance for at least partial leveling with other groups in society. To provide guidance to these women, university students guide them in using the online learning content and taking the learning challenges that eventually lead to raising their awareness of how to break on through to the other side. The paper explains this process and illustrates it by a case study. [For the complete proceedings, see ED655360.]
- Published
- 2023
28. Professional Training in the Beekeeping Sector: Characterization and Identification of Needs
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Raquel P. F. Guiné and Cristina A. Costa
- Abstract
The beekeeping sector is demanding, requires knowledge and updated information to be able to deal with the challenges related with climate change, food scarcity, stress, pollution, and other harmful effects from the surrounding environment. Hence, this work intended to make a characterization of the needs in professional training in the beekeeping sector and how these needs can be fulfilled through courses and other actions to help beekeepers to maintain updated. The work was carried out in seven European countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, Spain, Total), and the data was collected through a questionnaire survey, translated into the native languages in all the participating countries. The results revealed that the topics of highest interest for the beekeepers were apiary health and pest control and also colony management throughout the year. The most relevant sources of information were family and professional training/courses. The most valued forms of training were in-person and in workplace/internships, although the digital supporting resources were preferred instead of printed material. The learning materials most valued were videos but also books/paper manuals were considered relevant. The field visits were also greatly appreciated by the participants, and the most preferred assessment format was the realization of practical exercises. In conclusion, this work produced valuable information that can be utilized to design training actions and courses to the professionals in the beekeeping sector to enhance their knowledge and better prepare them to manage successfully their activities. [For the full proceedings, see ED654100.]
- Published
- 2023
29. Mapping out Interactions in Spoken and Written Discourses. Metadiscourse across Genres. Conference Programme & Book of Abstracts (Cyprus, March 30-April 1, 2017)
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Akbas, Erdem, Hatipoglu, Ciler, and Bayyurt, Yasemin
- Abstract
This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).
- Published
- 2017
30. Knowledge Mapping for Creative Thinking
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International Association for Development of the Information Society (IADIS), Giretti, Alberto, Lemma, Massimo, Zambelli, Matteo, and Meana, Franco Ripa di
- Abstract
In this paper we illustrate the architecture of the °'°Kobi system, which is aimed at supporting students' education in artistic or design activities. We will outline the scientific and methodological foundations of the educational approach aimed at enhancing the artistic conception and the design ideation. The functional requirements and the system architecture for implementing the °'°Kobi system are outlined. Finally, the paper discusses some relevant aspects concerning the system application in a real educational context and briefly reports about its preliminary assessment.
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- 2022
31. University Students Grading before and during COVID-19 Crisis
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Nello Scarabottolo
- Abstract
The paper analyses the grades assigned by the professors of the University of Milan to their students at the end of written exams, comparing what happened in academic year 2018-19 and in academic year 2020-21, i.e., before and during the crisis caused by the COVID-19 pandemic. In March 2020, the lockdown closed the classrooms, stopping face-to-face interactions among professors and students: it became then necessary to identify possible scenarios for carrying on written exams online, suitably monitoring student behaviors, and to propose them to the University professors. Main purpose of the analysis reported in this paper is a preliminary evaluation of the effectiveness of these scenarios, through comparison of the grades the professors assigned to their students. [For the full proceedings, see ED639633.]
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- 2022
32. Universal Design for Learning at University: Technologies, Blended Learning and Teaching Methods
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Federica Baroni and Marco Lazzari
- Abstract
The paper reports the first results of an experience of university teaching innovation in progress. It is based on multiple means of "Engagement", "Representation", and "Action & Expression" in the framework of the Universal Design for Learning (UDL) approach. The action repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning, and it has been proposed in dual mode to second year students enrolled in a course on "Teaching and Learning" of the bachelor's degree program in Education of the University of Bergamo, in Italy. The paper investigates the students' perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation. A quantitative and qualitative survey detected the students' perception of the teaching methods for this course, with main focus on the use of active teaching aimed at breaking down learning barriers, in the UDL perspective. [This paper was published in: "Transforming our World through Universal Design for Human Development: Proceedings of the Sixth International Conference on Universal Design (UD2022). Studies in Health Technology and Informatics," edited by Ilaria Garofolo et al., IOS Press, 2022, pp. 541-48.]
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- 2022
33. Online Language Teacher Education and Active Learning through CALL and ICALL
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Carloni, Giovanna
- Abstract
This essay illustrates how an online language education course, implemented within an online language teacher education programme offered at master's level at an Italian university, was designed to foster pre-service teachers' active learning through digitally-enhanced activities. The course was developed within a community of inquiry framework and from a socio-constructivist perspective. The online course adopted a f?lipped learning approach. Pre-service teachers carried out asynchronous digitally-enhanced activities individually and collaboratively before class and synchronous technology-enhanced collaborative activities during live classes. Pre-service teachers thus engaged in active learning throughout the course. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
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- 2022
34. Expanding Design Skills for Language Teachers: A Corpus-Based Web Application for 'Language for Work' Content Creation in Italian L2
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Michelini, Elena
- Abstract
Many adult migrants lacking L2 linguistic autonomy cannot afford the time to master host countries' languages before providing for their basic needs. Thus, second language training that focuses on occupational integration is at times more urgent than a more generally social one, as the European 'language for work' approach suggests. Given the shortage of both support sector experts in Italian L2 classes and an appropriate variety of teaching materials for beginners, this paper introduces a PhD work-in-progress project proposing an IT procedure which enables language teachers to collaboratively design specialised multimedia content for beginners, thus enhancing work-related second language development. The article discusses the results of some preliminary surveys and argues the importance of the use of technology when expanding teachers' design skills. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
35. Face Issues in Second Language Teaching via Videoconferencing: The Role of the Smile as a Co-Verbal Semiotic Resource
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Pétillat, Agnès, Foucher, Anne-Laure, and Wigham, Ciara R.
- Abstract
Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
36. How to Combine Professionalism with Modernisation in Today's Higher Education in Italy: A Case Study at Bologna University
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Poli, Susi and Georgas, Thomas
- Abstract
This article contextualises the Higher Education in Italy from the outset by describing deeply rooted but accepted practices, such as the long-term dominance of academic groups in decision making--baroni and their "court"--and also the widespread custom of "Raccomandazioni" as the means to lead mechanisms of recruitment among "peers", being these academics or professional staff. However, assuming that forms of professionalism exist in this sector, our aim is to look for evidence of this professionalism; this will be done by looking at the most recent reform and at how this has been implemented within one of the professional communities. Later on, after taking into account the case-study of this group of professionals within the wider community, we explain why this can be regarded as a good practice of professionalism in HE management in the sector: in this case, modernisation and changes, backed by collective attitudes aiming at valorising domains of expertise, have been implemented across parts of the community and have also affected the whole institution. Overall, these collective understandings have facilitated the process of modernisation and its assimilation, since they have arisen from professionalism opportunely contextualised. Findings show how forms of professionalism are more likely to be found in small communities; and also how these, acting as communities of practice, can valorise one's knowledge and be driving forces at the time of any restructuring. Whilst, implications from this study aim to back further research into higher education management in Italy as well as into professional staff.
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- 2016
37. A 'Three-Legged Model': (De)Constructing School Autonomy, Accountability, and Innovation in the Italian National Evaluation System
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Laura Mentini and Antonina Levatino
- Abstract
The widespread adoption of school autonomy with accountability reforms in education has generated debate regarding the relationship between autonomy, innovation and accountability. While at the policy design level, these three elements are highly related, several authors highlight the contradictions among them. By analyzing key documents and interviews, this paper aims to identify the program ontology behind the current Italian National Evaluation System (SNV), with a focus on the way in which autonomy, accountability and innovation have been conceptualized and linked together. The paper also aims to explore whether pitfalls and/or tensions exist that might hamper the achievement of the SNV goals. The findings highlight the peculiarities of the Italian autonomy with accountability system, which has resulted from the involvement of different stakeholders in the design and implementation of the reforms. The findings also reveal contradictions regarding some of its premises. Various rationales (improvement, efficiency, equity and transparency) emerge that seem to have acted as drivers of the reforms, however, the influence of globalizing discourses on international competition and the benefits of datafication also appears significant. A number of contextual aspects are finally considered which hamper the expected change mechanisms, highlighting the discontinuous ground in which such policy "dispositifs" operate.
- Published
- 2024
- Full Text
- View/download PDF
38. Travel, correspondence and investigations in Italy and Latin America: insights from the papers of Mario Rotondi (1900-1984)
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Annamaria Monti
- Subjects
history of legal thought ,commercial law ,comparative law ,transnational circulations ,South America ,Italy ,Social Sciences - Abstract
Mario Rotondi was an Italian professor of law and a “travelling jurist”. He ventured into the contiguous areas of private and commercial law, engaged with the areas of industrial law and comparative law. His distinguishing feature was his academic cooperation with foreign scholars in the field of comparative law. The issue of travel is a common thread throughout his various initiatives, both academic, and of legal reform. This paper aims to cast some light on his missions to South American universities, on the goals that inspired him and on the projects that animated these goals.
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- 2022
39. Carta azzurra / blauw papier : drawing on blue paper in Italy and the Netherlands, ca. 1450–ca. 1660
- Author
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McCarthy, Alexa Jaye, Kessel, Elsje van, Moretti, Laura, Gladys Krieble Delmas Foundation, Italian Art Society, Catherine and Alfred Forrest Trust, Elizabeth Gilmore Holt Scholarship, University of St Andrews. School of Art History, and Association for Art History (Indiana University, Bloomington)
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Italy ,Blue paper ,Drawings ,Early modern ,Sixteenth century ,The Netherlands ,Amsterdam ,Artist materials ,Art history ,Venice ,Seventeenth century - Abstract
This doctoral dissertation explores the transcultural use of the material of blue paper for figure studies and figural compositions by artists working in sixteenth-century Venice and seventeenth-century Amsterdam. The research focuses on artists’ use of blue paper made with blue fibres, or that which is coloured blue during its production, rather than neutral papers that are prepared with a coloured wash. Blue paper provided a readily available mid-tone and its texture allowed friable drawing implements like chalk and charcoal to be absorbed into the paper at varying degrees. This interplay contributed to the achievement of rilievo, or the ability to model three-dimensional forms in space on a flat surface. Understanding the broader artistic, cultural, and theoretical frameworks that led to the employment of blue paper in these two centres of commercial and artistic exchange is central to our understanding of the material’s role in early modern artistic practice, as well as to our interpretations of the drawings themselves. Through object-based, technical, and archival research, as well as analyses of contemporary texts on art, this research is inherently interdisciplinary in examining the significance of the role of blue paper in Italian and Dutch artistic practice and stylistic development. "Research for this project has been generously supported by the Gladys Krieble Delmas Foundation, the Italian Art Society, the Catherine and Alfred Forrest Trust Research Bursary, University of St Andrews, The Elizabeth Gilmore Holt Research Scholarship, Department of Art History, University of St Andrews, and the Association for Art History." -- Acknowledgements
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- 2022
40. Exploring the Attentional Profile of Gifted Children Using a VR-Based Assessment Tool
- Author
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International Association for Development of the Information Society (IADIS), Renati, Roberta, Bonfiglio, Natale Salvatore, Mascia, Maria Lidia, and Penna, Maria Pietronilla
- Abstract
An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al. , 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VR-based attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children.
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- 2022
41. CMC and MALL Unite
- Author
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Montaner-Villalba, Salvador, Lander, Bruce, Morgana, Valentina, Leier, Vera, Selwood, Jaime, Einum, Even, and Redondo, Sergio Esteban
- Abstract
There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via 'sociality' and 'spatiality'. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
42. Can Web Series Improve Language Learning? A Preliminary Discussion
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Sbardella, Talia, Santucci, Valentino, Biscarini, Chiara, and Nencioni, Giacomo
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The use of innovative language in education is a current and pressing issue in a digital landscape where knowledge and skills are acquired in much more complex and fragmented ways than in the past (Di Blas, 2016; Selvaggi, Sicignano, & Vollono, 2007). We are experiencing a lot of interest in flipped classrooms, interactive learning environments and serious games, MOOCs platforms, and e-learning projects, which universities are increasingly adopting. The web series is a highly effective format, characterized by short episodes that can also be enjoyed individually, low budget, and a serialized and therefore potentially engaging narrative identity, and is particularly suitable for use on digital platforms. The aim of this paper is to preliminarily present the expected benefits of an interactive web series made by the University for Foreigners of Perugia for a B1 online Italian Language course, before deeper investigation of their suitability for language learning. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
43. Developing Global Citizenship through Real-World Tasks -- A Virtual Exchange between North American University Students and Italian Upper-Secondary School Students
- Author
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Trapè, Roberta
- Abstract
This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-2021) with a direct reference to Robert O'Dowd's transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship. [For the complete volume, see ED609298.]
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- 2020
44. Edu-Social Algorithm: A Methodological Model for Using Smartphones and Instagram in Generation Alpha's Education through a Community of Virtual Practices
- Author
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Alessio Castiglione
- Abstract
The Edu-social Algorithm research project aims to construct a micro-pedagogical, experimental, digital research action to create a methodological model using the functions and algorithms found in social media used by Generation Alpha (specifically Instagram). The project is the manifestation of an explorative research path seeking to alter the algorithms that form the basis of all the major platforms in current cyberspace, and in "Big Tech". This alteration is possible through the development of a community of virtual practice, consisting of students and faculty working within Instagram through an interactive approach, to take pedagogical advantage of their mobile phones and apps. The qualitative results show a series of media-educational content evidencing the pedagogical potential of the social media platform Instagram, and the possibility of reproducing the developed methodological model. The relationships between digital education, social media, and active learning are the prevalent components of this work. Along with these main aspects, this research will also treat the relationship between educational reciprocity and the ownership of knowledge, though the goal of the research action is not only to create a digital methodological model, but a community of virtual practices founded on the approach derived by the didactic strategies intrinsic to the Edu-social Algorithm. The practical aspect of this research involves a target group of classes in the final year of middle schools, reaching a total of 98 students and 57 teaching faculty, participating in the Edu-social Algorithm across seven classrooms in three different schools in Palermo (Italy). The students in the experimental classrooms showed, compared with the control classrooms which followed a traditional model, the possibility of learning through social media and improving one's own scholastic performance, intentionally leaving smartphones on in the classroom, when used in conjunction with educational strategies designed for healthy smartphone use in teaching and learning. [For the full proceedings, see ED639391.]
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- 2023
45. Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program
- Author
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Tommasi, Francesco, Ceschi, Andrea, Bollarino, Sara, Belotto, Silvia, Genero, Silvia, and Sartori, Riccardo
- Abstract
Context: In the last few decades, the constant and exponential changes in the society's consumption of information have increased the awareness of practitioners from the education and training field, on the need for training programs for the enhancement of critical thinking skills and media literacy among students from Initial Vocational Education and Training (IVET) who are less exposed to intellectual trainings than their peers in traditional education pathways. Approach: With this impetus, the present paper reports the results of a mixed methods study evaluating a training program for such competences. Based on a cognitive psychology theoretical framework, the training program consisted in three main techniques through which trainers can work with students in the classroom. N= 35 trainers from five different countries (i.e., Greece, Italy, Spain, Portugal, and the Netherlands) were instructed about the training techniques and implemented them in their training centres. Then, a total of N= 288 students among these countries were involved in the testing of the training, which took place on a duration average of 5 months. Mixed methods approach was used to evaluate the effectiveness and quality of the training. Notably, prospective statistical analysis evaluated the training's impact of the participating students and compared with a control group. Qualitative interviews examined the training's lived experience with a group of students and trainers. Findings: The quantitative and qualitative analysis of pre/post- measures of critical thinking skills and media literacy of the experimental group, and the comparison with the control group, indicate an increase in these competences and confirm the efficacy of the training intervention. Conclusion: These results inform about the usefulness of the training program cross-culturally and the feasibility of training strategies based on cognitive psychology. Moreover, the paper offers a methodological contribution thanks to the proposition of the mixed methods approach for training programs assessment.
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- 2023
46. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
- Author
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
- Abstract
This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
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- 2023
47. Analysis of Vocational Education and the Role of the Teacher
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Dagmar Rusková and Lubica Vaskova
- Abstract
Technical, economical, and social changes place great demands on the qualification of professional forces in all areas of the national economy. The decisive foundations for these qualifications are built in vocational education. Vocational education is an investment in the future and one of the decisive pillars of the prosperity of every state in the future horizon of competitiveness. From that follows that the topic of professional dual education is becoming more and more relevant in all countries of the world. Economic experts at the moment state, that overall unemployment among young people is higher compared to other years, and at the same time, there is a lack of qualified personnel for professional positions in various work areas. Many states see the solution to this problem in the implementation of dual education, so individual countries have begun to take the necessary measures. The advantages of adapting curricula to the demands of the economy and business are obvious and transparent, so the public and private sectors, as well as non-profit and non-governmental organizations support this agenda. The article analyzes the elements of dual education in individual European countries with a special focus on dual education in Slovakia. A meaningful motivating factor for its qualitative rise can be the comparison of the vocational education system in individual European countries. [For the full proceedings, see ED654100.]
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- 2023
48. Bibliometric Review on TVET and Industry Collaboration
- Author
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Marlissa Omar, Fathiyah Mohd Kamaruzaman, Nurazidawati Mohamad Arsad, and Ibnatul Jalilah Yusof
- Abstract
TVET is an education and training process with a strong emphasis on industry practises that strives to generate competent workers in particular fields. Cooperation with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [For the full proceedings, see ED654100.]
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- 2023
49. The Activity of 'Missione Al Cubo': An Academic Spin-Off of University of Calabria Devoted to Science Education and Public Engagement with Science
- Author
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Claudio Meringolo, Federica Chiappetta, Piefrancesco Riccardi, Rosanna Tucci, Antonio Bruzzese, and Giuseppe Prete
- Abstract
Education and Public outreach is an important part of the activities of universities and research institutions. Moreover, public outreach is becoming an interesting career path, suited for young research scientists with strong communication skills and a broad research background. To address these opportunities and challenges, we decided to set up a spin-off company. The cooperative society, which received the status of academic spinoff from the University of Calabria, was named "Missione al Cubo", a name evocative of both the "third mission" and the "cubes", the buildings of the University of Calabria. In this work we present the activities set-up by the spin-off during its first year of activity. During this period the spin-off collaborated with schools, private enterprises and public administration developing activities directly derived from the scientific research conducted by the members of the cooperative society who are also young researchers (graduate students and post docs) of the physics department of University of Calabria. [For the full proceedings, see ED656038.]
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- 2023
50. Interactions between Schools and Universities: The Example of Lab2go in Calabria
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Giuseppe Prete, Federica Chiappetta, Piefrancesco Riccardi, Rosanna Tucci, Antonio Bruzzese, and Claudio Meringolo
- Abstract
Recent research emphasizes the need for a more sustained interaction of schools with universities and research institutions. For example, informal after-school programs integrated into the school curriculum can provide opportunities for meaningful interaction with researchers in active learning settings. At the physics department of University of Calabria it has been launched in 2016 a program aimed at recovering disused, and in several cases ancient, instrumentation in laboratories of some schools in the region of Calabria. In 2022, our local project merged into Lab2go, a national project of the National Institute of Nuclear Physics (INFN) (Lab2go; https://web.infn.it/lab2go/) and of University of Rome "La Sapienza" devoted to the enrichment of the laboratory activities of the schools. Lab2go involves a steadily increasing number of schools and has expanded to include chemistry, robotics and other subjects. This contribution discusses some didactic activities developed within Lab2go. The activities of Lab2go are integrated and form part of the (formal) school curriculum as work based experiences, which have become mandatory during the last three years of secondary schools. Thus, this project is an example of how specific policy interventions can lead to the kind of long-term structured collaboration between schools and research institutions needed to favor the shift of focus in science education. [For the full proceedings, see ED656038.]
- Published
- 2023
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