Rivista TD Tecnologie Didattiche TD Magazine n. 63 TD Magazine n. 65 TD Magazine n. 34 TD Magazine n. 54 TD Magazine n. 26 TD Magazine n. 13 TD Magazine n. 12 TD Magazine n. 53 TD Magazine n. 31 TD Magazine n. 17 TD Magazine n. 1 TD Magazine n. 50 TD Magazine n. 25 TD Magazine n. 42 TD Magazine n. 33 TD Magazine n. 44 TD Magazine n. 64 TD Magazine n. 60 TD Magazine n. 27 TD Magazine n. 49

External events

25/01/2016 - 31/12/2016
QWERTY - CALL FOR PAPERS - SPECIAL ISSUE

“Cultivating knowledge-creating competencies through socio-digital participation”

Guest Editors
Nadia Sansone (University of Rome Sapienza)
Kai Hakkarainen (University of Helsinki)

Productive participation in the emerging innovation-driven knowledge-creation society, one that is oriented toward building a sustainable future, will require cultivation of sophisticated innovative competencies by all citizens and associated identities as potential creators of knowledge (OECD 2005; 2006; Bereiter 2002; Hakkarainen, Palonen, Paavola, & Lehtinen, 2004; Paavola & Hakkarainen, 2014). Creativity, here, as connected to “knowledge creation”, always involves construction of types of artifacts and externalization. In order to facilitate knowledge-creating competencies, students of primary, secondary and higher education need to encounter with the complexity of the real-world, pursue various types of authentic activities, learn how to act and work effectively, individually or together with others, solving complex problems and creating new knowledge and media.
To reach these aims, practices of learning and instruction should be redefined, also following the international community’s requirements (EU, 2010; OECD, 2012). In particular, teaching and learning should include activities that involve the use of socio-digital technologies, i.e., that support collaborative creation and sharing of activities, media, and knowledge. While information and communication technologies (ICTs) formerly required specialized and inflexible computer labs, ubiquitous mobile and wireless networks have changed the ecology on technology enhanced learning allowing any place any time access to diverse socio-digital instruments and applications. Moreover, knowledge-creating become accessible when students, their thoughts and interests, are taken seriously in conjunction with adequate teacher facilitation and support (Bereiter, 2002; Scardamalia 2002). Indeed, there is an urgent need to redesign school and educational institutions so as to make people, technologies and places coevolve for nurturing more flexible co-learning spaces in which local initiative plays a crucial role.
In order to make a difference in educational practices, it is critical to bring students, teacher practitioners, and researchers in a closer interaction and collaboration, facilitating reciprocal learning. Researchers are called to support the renewal of teaching practices by applying and testing appropriate pedagogical approaches in connection with teachers, by recognizing their expertise and by gathering suggestions coming from real learning contexts. Guiding such extended pursuits of inquiry, on the other hand, require that teachers learn also to orchestrate extended knowledge-creation projects, as distinguished from the conventional focus on merely here-and-now situational
interaction learning. To this aim, teachers need adequate training and supporting environments since such designs can become very complex and costly.
Preparing students for future challenges also means to take into strong account the surrounding working and social system and its demands. Socio-digital technologies and associated creative practices are the nucleus around which to develop the expected changes: tools to be learned and through which to create and build new knowledge and artifact. This special issue is devoted to understand the role that socio-digital technologies and associated practices of working creatively with knowledge and media can play in supporting the acquisition of “future” knowledge creating competencies. Among the pedagogical models, the Trialogical Learning Approach (Paavola & Hakkarainen, 2014) is an instance especially meant to fulfill these requirements. This approach integrates "monologicality" and "dialogicality" with a third element: the intentional efforts to collaboratively create knowledge and media useful for the community, which act as transactional objects from education, real-world, and professional contexts. Experiences based on this model or related approaches, such as investigative learning (progressive inquiry), knowledge building, learning through collaborative design (LCD), and phenomenon-based learning, are especially welcomed in this special issue.

Questions that might be addressed in this special issue could be (but are not limited to):
- What can be learned from previous experiences about cultivating creative practices of working with knowledge and media through socio-digital technologies in real learning contexts?
- What kinds of local pedagogic innovations emerge for integrating technologies, practices, and space of learning?
- How could specific pedagogical goals be implemented considering the constraints and resources of local contexts?
- Which kinds of research methods should be developed for multi-level and process-sensitive tracing regarding practices of socio-digital participation?
- How to assess effectively teaching and learning activities aimed at cultivating socio-digital competencies?
- How should teacher training be developed so as to improve their pedagogic expertise and collaborative competencies of orchestrating knowledge-creation across multiple timescales (from here-and-now discourse interaction to guidance across extended periods of time)?
- What role can serious games, social learning, Moocs and similar technology play in supporting the acquisition of “future” competencies?
- What kinds of information ecologies can be created by productively integrating various socio-digital instruments and practices (e.g., old and new technologies; personal and collaborative tools; social media and groupware)?
- How can school learning be productive integrated with surrounding society (local cultural communities, professional communities, and expert cultures)?
- Which suggestions could be gathered from companies, institutions and professional contexts to better shape teaching and learning innovations?
- Which could be the effects of such educational innovations on students’ personal and social identities and on their sense of belonging to the community?

All articles received will be blind-reviewed. We accept contributions in Italian, English and French. Instructions for submitting an article can be found at the following web address:
http://www.ckbg.org/qwerty/index.php/qwerty/about/submissions#onlineSubmissions

The articles must be written respecting the APA norms available at:
http://www.apastyle.org/

For information or requests, contact: qwerty.ckbg@gmail.com

Important dates:

  • March 30, 2016: submission of the articles
  • July 15, 2016: sending reviewers' comments to the authors
  • September 10, 2016: sending authors’ revised Articles
  • December 20, 2016: publication of the issue.

About Qwerty
Qwerty is a scientific journal, bi-annual, online, recognized at a national top-level (Class A). The general aim of the journal is to provide a forum for discussion on the use of new technologies in the field of training, education, organization and scientific research, including cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetic aspects.

Qwerty is published by Progedit (www.progedit.com) on behalf of Collaborative Knowledge Building Group (CKBG) (www.ckbg.org).


23/12/2015 - 23/04/2016
CSEDU 2016
21-23 April, 2016 - Rome, Italy


CSEDU 2016, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case studies on innovative technology-based learning strategies, institutional policies on computer supported education including open and distance education, using computers. In particular, the Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning. CSEDU 2016 is expected to give an overview of the state of the art as well as upcoming trends, and to promote discussion about the pedagogical potential of new learning and educational technologies in the academic and corporate world.

Conference Chair

- Bruce McLaren (honorary), Carnegie Mellon University, United States

Program Co-Chairs

- Susan Zvacek, University of Denver, United States
- James Uhomoibhi, University of Ulster, United Kingdom
- Gennaro Costagliola, Università di Salerno, Italy

Keynote Lectures

- Alison Clark-Wilson, University College London, United Kingdom
- Francisco Arcega, Universidad de Zaragoza, Spain
- Leon Rothkrantz, Delft University of Technology, Netherlands
- Margaret Ross, Southampton Solent University, United Kingdom


http://www.csedu.org/
01/12/2015
Special BJET Issue on Student Voice

You are invited to contribute to this Special Issue of The British Journal of Educational Technology

Student Voice: Listening to students to improve education through digital technologies

Guest editors: Valentina Grion, Stefania Manca, Cristina Devecchi and Ale Armellini

This Special Issue aims at promoting scholars’ and practitioners’ reflection with particular reference to the three trajectories of development of Student Voice in any educational context from primary to higher education:

  • Student Voice as a key tool to improve teaching and learning practices
  • Student Voice as a key tool to play a more “civic” role and a new agenda on social impact
  • Student Voce as a key tool to support students in the development of the skills required to become research collaborators and leaders within such processes

Contributors are encouraged to provide in-depth analysis on the specific role played by digital technologies in creating a space for student voice: how are students heard? How are their views taken into account in the design, monitoring and assessment of their learning? How is technology, and digital technology in particular, used to enhance their participation and engagement?

The call is open to theoretical, empirical studies, reviews of the literature or critical analyses carried out in the area.

Deadline for submissions: 1 March 2016

For initial advice about the appropriateness of your proposed paper for this special issue, contact the guest editors:

  • Valentina Grion: valentina.grion@unipd.it - University of Padova, Italy
  • Stefania Manca: stefania.manca@itd.cnr.it - Institute of Educational Technology, CNR, Italy
  • Cristina Devecchi: cristina.devecchi@northampton.ac.uk - University of Northampton, UK
  • Ale Armellini: ale.armellini@northampton.ac.uk - University of Northampton, UK

It's possible to access the complete call at the following address.


17/11/2015 - 20/11/2015
D4Learning 2015 - Open Classroom Conference | EDEN
Aalborg

Paper #34 "Supporting the "Whole Learning Design Life-Cycle" through Pedagogical Planner"

by Pozzi, F., Ceregini, A., Dagnino F, Ott, M., Tavella, M. (ITD-CNR)

has been awarded
at the 
D4Learning 2015 - Open Classroom Conference | EDEN

as BEST PAPER

from the following traditional criteria of quality:

relevance, thoroughness, applicability and transferability to practice.


31/10/2015
Formazione in rete, teleworking e inclusione lavorativa
Collana "Traiettorie Inclusive", Franco Angeli, Milano, ISBN 978-88-917-2667-4

Fabrizio Ravicchio, Manuela Repetto, Guglielmo Trentin
Formazione in rete, teleworking e inclusione lavorativa
Collana "Traiettorie Inclusive", Franco Angeli, Milano, 2015.
ISBN 978-88-917-2667-4.

Oggi, una vasta gamma di professioni può essere potenzialmente adattata alle persone con invalidità di tipo fisico, grazie anche a modi innovativi di utilizzo delle tecnologie informatiche e della comunicazione sia per la formazione (formazione in rete) del soggetto svantaggiato, sia per il suo inserimento lavorativo in modalità flessibile (telelavoro, smart working). E proprio la formazione in rete e il lavoro a distanza/flessibile sono state le principali tematiche del Progetto SCINTILLA (SCenari INnovativi di Teleformazione per l’Inclusione Lavorativa in LiguriA), finanziato dalla Regione Liguria nel biennio 2013-2014 e condotto dall’Istituto per le Tecnologie Didattiche del CNR di Genova. Questo volume rappresenta una sorta di “memoria” del progetto, raccogliendo i risultati conseguiti da Scintilla, nonché il processo che ha portato al loro conseguimento.
Per quanto il progetto si sia concentrato sulla ricerca di soluzioni per l’inclusione di soggetti svantaggiati, di fatto, si è rivelato, per le entità coinvolte, occasione per una riflessione a più ampio spettro sulla possibilità di innovare i propri processi produttivi/lavorativi attraverso l’adozione dello smart working, e questo a prescindere dalla presenza o meno di un lavoratore svantaggiato. Infatti, come già rilevato in analoghe esperienze, sono proprio le situazioni estreme a fungere da “Cavallo di Troia” per l’introduzione di forme di smart working nelle organizzazioni, estendendole ad altri ruoli e funzioni interne alle stesse organizzazioni.

Indice e sommario del volume


14/10/2015
TD68 - general issue on Educational Technology

Call for papers for a general issue on Educational Technology

TD Tecnologie Didattiche addresses scholars, teachers, trainers and practitioners in the theory and practice of Educational Tecnology. Its aim is to help advance this field by sharing research outcomes and bringing to light the best educational practices.

The journal accepts contributions on original ideas, practice and innovative models for technology enhanced learning in relation to educational contexts, contents and technologies of all kinds. Topics covered include:

  • Theoretical aspects of Educational Technology
  • Innovative learning environments
  • Online education
  • Computer-Supported Collaborative Learning (CSCL)
  • Design and validation of learning environments
  • Learning assessment
  • Game-based learning
  • Informal learning
  • Digital literacy
  • Technology for inclusive learning
  • Digital contents and educational resources
  • Research methods in educational technology
  • Policies for innovation in educational systems.

Further information is available here.

 


http://tdjournal.itd.cnr.it/richiesta-contributi
27/04/2015
Technical Committee 3 (Education) of the International Federation for Information Processing (IFIP)

The Director of ITD-CNR, Rosia Maria Bottino, has been appointed to the Education Technical Committee (TC3) of IFIP, the International Federation for Information Processing. Italian nominations to IFIP TCs are made by AICA, Associazione Italiana per il Calcolo Automatico.


14/10/2014
Integrated Learning Design Environment

The first prototype of the ILDE platform has been released; the ILDE is a tool aimed to support learning design and it is intended for all the teachers as well as more in general for all the learning designers working in the educational sector.

A video showing the main functionalities of the platform is available here – in Italian.

The ILDE platform has been developed within the METIS Project (funded under the Lifelong Learning Porgramme).

The METIS project (http://www.metis-project.org/)

The METIS project (Meeting teachers' co-design needs by means of Integrated Learning Environments) is aimed at promoting the benefits of learning design and associated ICT tools for the adoption of innovative pedagogies in daily teaching practices in vocational training, higher and adult education.

Aims of the project are:

  1. To develop an Integrated Learning Design Environment (ILDE), which will integrate existing free and open source software solutions that include:
    • Co-design support for communities of practitioners.
    • Learning design authoring tools following different pedagogical approaches and authoring experiences.
    • Interface for deployment of learning designs on mainstream VLEs.
  2. To run a series of workshops for teachers at partner institutions on how to use ILDE
  3. To disseminate the project’s outcomes and maintain a community of teachers

The ILDE platform (http://ilde.upf.edu/)

The aim of the ILDE (Integrated Learning Design Environment) is to support the complete "learning design" lifecycle: from authoring the designs to deploying them in VLEs for enactment and eventual redesign, all in the context of teacher communities. The support for this whole lifecycle is addressed from the perspective of the “user experience” in the flow of completing the various tasks involved in the lifecycle.

To support teacher communities, the platform also provides social network features, acts as a repository, controls the access to the designs, and presents – embedded in its Web space – learning design conceptualization and authoring tools.

The platform integrates already well-known learning design systems, such as: LdShake, WebCollage, OpenGLM, Glue!-PS; other tools are conceptual instruments developed within recent projects, such as the Open University Learning Design Initiative.

The idea is to offer the learning designer the possibility to use different tools, depending on the contextual needs and to share the outcomes with other members of the community, with the final aim to co-construct new knowledge in the learning design field and to reuse good practices. 

The METIS workshops

Several decades of research have produced an extensive body of scientific knowledge about effective ways to use technology to support learning. Yet, if we want to have a scalable impact on teaching and learning, we need to break out of the academic sphere and make this knowledge available, accessible and relevant to educational practitioners. Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.

The METIS learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. This is possible thanks to the Integrated Learning Design Environment (ILDE), the bespoke environment for co-design of learning developed by the project.

The Partnership


http://ilde.upf.edu/
01/10/2014 - 01/10/2015
Horizon Report Europe - 2014 Schools Edition
NMC - IPTS

MAGICAL has been cited in a major international publication, the Horizon Report Europe - 2014 Schools Edition.
For over a decade now, the New Media Consortium (NMC) in the USA has been charting the landscape of emerging technologies for teaching, learning, and creative inquiry. Their Horizon reports series is one of the world’s leading references for tracking developing trends in the field. Now NMC has teamed up with EC experts in Technology Enhanced Learning to publish a special Horizon Report focusing on the European schools sector. The authoring team comprises high-profile researchers from the Joint Research Centre (JRC) Institute for Prospective Technological Studies (IPTS) , the EC's in-house service providing independent scientific advice and support to EU policy. The report identifies MAGICAL as a noteworthy initiative in game-based learning that’s contributing to digitally-enhanced innovation in Europe’s educational landscape. This recognition comes just as the MAGICAL team is preparing to release the final project results and outputs, and it’s certainly a major boost to those efforts.


https://ec.europa.eu/jrc/sites/default/files/2014-nmc-horizon-report-eu-en_online.pdf
21/07/2014 - 25/07/2014
GALA Summer School 2014
Pori, Finland

Join the GALA Summer School on Serious Games at Tampere University of Technology, Pori campus, July 21-25, 2014. This jam-packed five-day event is for doctoral students and professionals looking to learn more about novel serious games research. Work through hot game design and learning issues! More details here.


20/03/2014
Disruptive technologies and open practices
ITD-CNR

On March, 20th 2014 Gráinne Conole, Professor at the University of Leicester, was visiting ITD and gave an interesting speech on the topic "Disruptive technologies & open practices".

Her slides are available to download


/download/slides-Conole.pptx
27/02/2014
Network-Based Continuing Medical Education: Social Media and Professional Development

Medical Education needs to be understood as a continuous process, where professional knowhow is an ever-changing synthesis of different types of knowledge, integrating experience, practice and rigorous scientific studies. And it is because of this need that specific national programmes of continuing medical education (CME) have been institutionalised already for several decades now. In these programmes too, the progressive diffusion of the new information and communication technologies (ICTs), particularly the mobile ones, has had and is still having its effects; indeed training schemes based on e-learning and more generally on Technology-Enhanced Learning are more and more widespread.
However, there is another fundamental kind of dynamics governing continuing training processes, and that is peer professional knowledge sharing. This often uses various, decidedly more informal, channels which are nowadays hugely potentiated by the networks and mobile technologies (NMTs). But just because they are informal and often based on social networks managed in a restricted group, the experience and methods of these networked communities of professionals often remain unknown within the general CME context.
By gathering together important contributions from leading international experts in the field, this book will try to show: (1) how NMTs foster and potentiate formal, non-formal and informal learning processes in the CME context; b) what the possible role of professional social networks in the CME context is; c) how informal learning processes characterised by horizontal (peer-to-peer) knowledge flows can be integrated with more formal ones centred on vertical knowledge flows (i.e. flows from authoritative sources to potential users); d) how the learning achieved by informal processes can be assessed in order that credits can be awarded to it within the national CME framework.
This book is a valuable tool and source of knowledge for all those directly and indirectly interested in CME processes and in particular in the informal ones centred on the use of social media and mobile technology.
Principal audiences for this book are researchers in continuing education and lifelong learning, health institutions, educational institutions, educational managers, policy-makers, CME national agencies.

For more informations visit the publisher's website.


01/01/2014
Pedagogy in the digital age

To celebrate its 20th birthday, TD Tecnologie Didattiche is offering subscribers a special gift: the volume "Pedagogy in the Digital Age". Edited by Donatella Persico and Vittorio Midoro, the book offers a kaleidoscope of short articles from distinguished Italian scholars. Each tackles a different key topic, analysing the issues and proposing a vision of future research into Digital Age Pedagogy.

Table of contents.

The book is a free supplement to TD60 (vol.21, n.3) and can also be purchased separately from the the publisher's website


17/12/2013
Using Network and Mobile Technology to Bridge Formal and Informal Learning

The book "Using Network and Mobile Technology to Bridge Formal and Informal Learning", edited by Guglielmo Trentin and Manuela Repetto, introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education.
An ever-widening gap exists between how students and schools use communication technology. - See more here


Contents

Tapping the motivational potential of mobile handhelds: defining the research agenda
Cathy Tran, Mark Warschauer and AnneMarie M. Conley
- Introduction
- Educational technology and motivation: past, present and future
- Proposed research strands for motivation and mobile handheld technology
- Methodological considerations for research in mobile learning and motivation
- Conclusion
- Acknowledgments
- References

Using social network sites and mobile technology to scaffold equity of access to cultural resources
John Cook, Norbert Pachler and Ben Bachmair
- Introduction
- Resources for learning: self-representation and writing in a school context
- Key concepts
- Using NMT for bridging social capital
- Conclusions
- Notes
- Bibliography

A mobile Web 2.0 framework: reconceptualising teaching and learning
Thomas Cochrane and Roger Bateman
- Introduction
- Background
- Mobile Web 2.0 design framework: some examples of use
- Mobile Web 2.0 framework: key aspects
- Discussion
- Conclusion
- Bibliography

Facing up to it: blending formal and informal learning opportunities in higher education contexts
Julie Willems and Debra Bateman
- Introduction
- The blurring of formal and informal learning
- A new model for the knowledge economy
- Methodology
- Discussion
- Conclusion
- Bibliography

Networked lives for learning: digital media and young people across formal and informal contexts
Solveig Roth and Ola Erstad
- Introduction
- Networked lives
- Learning lives
- Methodology and research context
- Three portraits
- Interpretation of the portraits
- Conclusion
- Note
- Bibliography

Network and mobile technologies in education: a call for e-teachers
Guglielmo Trentin
- Introduction
- The key issues
- From teacher to e-teacher
- E-teacher education and professional development
- Some conclusive reflections on e-teacher status
- Note
- Bibliography

Networked informal learning and continuing teacher education
Manuela Repetto
- Introduction
- The Aladin project: general approach and activities
- The Aladin project: results and attestations
- Conclusion
- Note
- Bibliography

A conclusive thought: the opportunity to change education is, literally, at hand
Cathlee A. Norris and Elliot Soloway
- Introduction
- Technology = opportunity
- The Age of Mobilism = opportunity for K-12 to finally change
- Scaffolding the ‘demanded thinking’
- Barriers to change
- Stay tuned!
- Acknowledgment
- Notes
- Bibliography


12/12/2013
Network Technology and Homebound Inclusive Education

It's available for purchasing the volume "Network Technology and Homebound Inclusive Education", edited by Guglielmo Trentin and Vincenza Benigno, researchers for the Istituto per le Tecnologie Didattiche.

Volume details
Series:Education in a Competitive and Globalizing World Binding
Number of pages: 245
ISBN: 978-1-62808-537-2
Publisher: Nova Publisher

Table of Content
Preface:pp.i-xiv

Chapter 1. Utilizing Technology to Enhance the Educational and Social ExperiencesDesigned for Homebound and In-Home Learners
(Kathleen Covey, Wilkes University, Wilkes-Barre, PA, USA)pp.1-14

Chapter 2. Technology Assisted Homebound Instruction: A Conceptual Framework
(Jon Scott and Sherrie Pardieck, Normal Community High School, Normal, IL, USA, and others)pp.15-40

Chapter 3. Sociotechnical Implications of Promoting Social Connected Well-being through Technology in Healthcare Environments
(Paula Hicks and Veronica Lambert, Centre for Health Informatics, Trinity College Dublin, Ireland, and others)pp.41-68

Chapter 4. Homebound School Education: an Italian Survey on ICT Use
(Manuela Repetto, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.69-84

Chapter 5. Hospital and Home School Education: A Potential Crucible for “2.0 Teachers”
(Guglielmo Trentin, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.85-98

Chapter 6. Again at my School by Fostering Communication through Interactive Technologies for Long Term Sick Children: The ASCIT Project
(Fabian Di Fiore, Wim Lamotte, Frank Van Reeth and Els Janssens, Hasselt University, Expertise Centre for Digital Media - IBBT, Belgium, and others)pp.99-122

Chapter 7. The WISE Project and the Support for Social/Educational Inclusion
(Guglielmo Trentin, Vincenza Benigno and Manuela Repetto, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.123-140

Chapter 8. E-Learning and E-Inclusion for Hospitalized Children
(Carina Soledad González-González, Pedro Toledo-Delgado, Margarita Rodríguez-Rodríguez, Silvia Alayón-Miranda and Vanesa Muñoz-Cruz, Universidad de La Laguna, Spain)pp.141-162

Chapter 9. Including Hospitalized Students in Education with Network Technology: An Australian Example
(Anthony Jones, Graduate School of Education, University of Melbourne, Australia)pp.163-178

Chapter 10. Connecting Homebound Students to their Classrooms Using Skype Technology
(Pavel Samsonov and Steve Harris, University of Louisiana at Lafayette, LA, USA, and others)pp.179-188

Chapter 11. An Action Research Approach for Inclusive Homebound School Education Using ICT: Two Case Studies
(Vincenza Benigno, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.189-210

Biographies pp.211-218


http://goo.gl/KsHoCD
21/10/2013 - 16/12/2013
EADTU 2013 - Annual Conference
Paris

2013 EADTU Conference

Special issue of the Open Learning journal

At the annual EADTU conference 2013 a novelty is introduced. A dedicated scientific strand is planned in the programme. The papers of this strand are submitted for a special issue of the scientific Journal Open Learning: The Journal of Open, Distance and e-Learning.

Call for papers

EADTU's Open and Flexible Higher Education Conference will take place in Paris on 24th-25th October 2013. This year’s scope is about "Transition to open and on-line education in European universities". Five themes have been defined. Two of these are themes for the scientific strand in the programme. The papers will be submitted to a the double blind peer-review process. The call for papers (pdf) has been issued in February - the deadline for submission is 1 May 2013.

Themes

Papers with a scientific approach on these two themes are invited. These themes are:

1. National and institutional aspects of opening up education the open education market, participation in lifelong learning, international marketing, demands international students, the ability of governments and universities for opening up education, financial mechanisms for open and online education, business models, policy incentives.
2. Institutional models for online or blended course and curriculum development and delivery strategies and business models, organisational models, collaborative courses, online and blended mobility, innovation and change processes in the transition to technology based teaching and learning, enriched learning environments, tutoring and learning communities, reorganisation of curricula involving blended teaching and learning.

Peer-review

The Open Learning editor, Gill Kirkup of The Open University will work with guest-editors Fred de Vries of the Open Universiteit (The Netherlands) and Teresa Sancho of the Universitat Oberta de Catalunya (Spain) on this special issue in collaboration with the EADTU. The peer-reviews will be organized with the Editorial Board of this special issue, relying on well- established experts in the field of open and flexible learning.

Important Dates for scientific track – special issue

  • 15 February 2013 - Online paper submission opens
  • 01 May 2013 - Deadline for submission of research papers
  • 15 June 2013 - Notification of acceptance
  • 15 July 2013 - Deadline for revised versions of conditionally accepted research paper
  • 24 October 2013 - On-line publication for conference participants and subscribers of the journal.

Conference website

http://www.eadtu.eu/activities/conference-2013


http://celstec.org/content/2013-eadtu-conference-special-issue-open-learning-journal
01/01/2013 - 30/04/2013
Call for papers of the Journal of e-Learning and Knowledge Society (Je-LKS)

e-Learning: requirements of the disciplines

Paper submission date (full papers): 10 March 2013

Language: all contributions/papers must be written in English

Accepted papers will be published in the Journal of e-Learning and Knowledge Society, Vol 9, No. 2, 2013.

All submitted papers will be subject to a selection mechanism based on a double blind review.

For more information click here


04/07/2012 - 06/07/2012
XII IEEE International Conference on Advanced Learning Technologies - ICALT 2012
Rome, July 4th-7th, 2012

organized by IEEE Computer Society, IEEE Technical Committee on Learning Technology and IaD School of Tor Vergata University of Rome at the headquarters of the Italian National Council of Research (CNR).

Conference website: www.scuolaiad.it/ICALT2012/

Download leaflet

IMPORTANT DATES:

December 30, 2011: Submissions all types (Papers, Workshops, Panels and Tutorials, Doctoral consortium, Industrial track, European project track)
February 1, 2012: Authors' Notification on the review process results
March 15, 2012: Authors' Registration Deadline
April 1, 2012: Final Camera-Ready Manuscript and IEEE Copyright Form submission

The theme for ICALT 2012 is "Growing by Architecting on top of our Memories", with design inspired learning, fostering creativity and fun, complex educational experiences and their monitoring, ubiquitous learning and flexible environments as featured topics.

Full list of Topics of Interest can be found at the Conference website.

The technical program will feature keynote addresses, workshops, tutorials, panels, two new tracks - Industrial track and European project track - in addition to presentations of standard full and short papers, posters and doctoral consortium's contributions.

SUBMISSIONS:

Please submit your manuscript using the ASK-Conference System at:

http://www.ask4research.info/conference/upload.php>

CONTACTS:

For Academic queries, please contact: Carlo Giovannella

(giovannella@scuolaiad.it)

For Technical Issues about ICALT Submission System, please contact:

Panagiotis Zervas (pzervas@iti.gr)


http://www.scuolaiad.it/ICALT2012/
22/11/2011 - 20/10/2012
Call For Chapters

New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration

The book edited by:

  • Sara de Freitas - Serious Games Institute - University of Coventry, UK
  • Michela Ott - Institute for Educational Technology of the Italian National Research Council (ITD-CNR), Genova, Italy
  • Maria Magdalena Popescu - Carol I National Defence University, Romania
  • Ioana Stanescu - Advanced Distributed Learning, Romania

will be published in 2013 by IGI-Global

For information about Content and Objectives of the volume and the deadline to respond to the call for chapters, see the following page on the IGI-Global website.

 


26/10/2011
STELLAR NTEL theme team report

A report on "Neuroscience and Technology Enhanced Learning" generated by the STELLAR NTEL theme team has been published (in collaboration with Futurelab) on the FutureLab website

 


http://www.futurelab.org.uk/resources/neuroscience-and-technology-enhanced- learning
07/12/2010 - 15/01/2011
STELLAR THEME TEAMS SECOND CALL FOR PROPOSALS
STELLAR

Within the STELLAR Network of Excellence, a number of funding opportunities are offered to all the people working in the research field of TEL (Technology Enhanced Learning). The new Call for Proposals for Theme Teams is now open.

Deadline for submitting proposals: 15 January 2011

For more info, see:



http://www.itd.cnr.it/page.php?ID=TT_CALL_IIROUND&FlagSelected=en
01/12/2009 - 15/01/2010
STELLAR Calls for Theme Teams and Incubators now open!

Within the STELLAR Network of Excellence, a number of funding opportunities are offered to all the people working in the research field of TEL (Technology Enhanced Learning). At the moment two Calls for Applications are open, funding Theme Teams and Incubators Programmes.

Deadline for submitting proposals: 15 January 2010

For more info, see:

http://www.itd.cnr.it/page.php?ID=TT_CALL&FlagSelected=en

http://www.itd.cnr.it/page.php?ID=I_CALL&FlagSelected=en


21/04/2009 - 31/12/2009
COLLABORATIVE TECHNIQUES IN CSCL

The book, edited by F. Pozzi and D. Persico, ITD-CNR, is scheduled to be published by IGI GLOBAL.
Call for abstract of chapter proposal is open till June 15, 2009.

For further detail, see the link below.


http://www.cscl-book.itd.cnr.it
17/04/2009 - 18/04/2009
2nd Congress CKBG "Education, Innovation and Technology"
Milan (Italy), Università Cattolica del Sacro Cuore

http://www.ckbg.org
01/03/2009 - 31/12/2009
FOSTERING SELF-REGULATED LEARNING THROUGH ICTs
 

The  book, edited by G.Dettori and D.Persico, ITD-CNR,

is scheduled to be published by IGI GLOBAL.

Call for abstract of chapter proposal is open till April 30, 2009.

For further detail, see the link below.


http://www.srl-book.itd.cnr.it
25/11/2004 - 27/11/2004
TED
Fiera di Genova

http://www.ted-online.it/portal/template/viewTemplate?templateId=4cfabu8ai1_layout_mdu8w0eij1.psml
22/10/2004
"Multimedia in Primary School English: working together (and making it work)"

TESOL-Italy XXIX National Convention
Grand Hotel Parco dei Principi, Rome

This presentation will provide practical ideas on using multimedia for collaborative project work in primary school. We will look at the resources available for creating and sharing multimedia projects, how to choose the right tools for the job, and how to use them to best effect in teaching practice.
The aim is to give primary school teachers practical hints for initiating collaborative project work using computer-based multimedia resources and tools.

In the session we will:

  • examine web-based services that help teachers select appropriate multimedia tools, particularly Servizio Documentazione Software Didattico (Essediquadro) http://sd2.itd.ge.cnr.it/, run by ITD-CNR in conjunction with MIUR;
  • demonstrate new-generation multimedia authoring tools designed for computer-based project work in the English-language primary classroom;
  • provide examples of project work undertaken using such tools;
  • discuss how to approach computer-based projects and how they can be integrated effectively into classroom practice and the teaching syllabus.
The central idea is that creating and sharing multimedia can be a powerful and effective way to foster children's language learning, one that stimulates curiosity, creativity, and collaboration, as well as catering for individual learning styles and intelligence types. Reaping these benefits, however, requires careful planning, sustained effort and solid support.


18/03/2004
"Going for Gold: Multimedia for Primary School English"
Palazzo del Cinema, Venice Lido, 18 March, 2004
Multimedia means more than fun and excitement. It can stimulate children's natural curiosity, foster learning through discovery and help engage difficult, distracted or disaffected learners. So for primary school English, multimedia should be a real goldmine with rich educational rewards. However there are risks involved and "striking it lucky" is no easy matter: careful preparation, sustained dedication and solid professional support are needed in order to reap the potential benefits.
This presentation will give teachers of primary-age learners hints for finding out about, selecting and evaluating multimedia resources that are suitable for their specific needs. It will examine ways multimedia can be integrated successfully into teaching practice, and provide information about initiatives that help teachers use multimedia fruitfully at primary school level. Let's start digging!
http://www.britishcouncil.org/it/italy-education-events.htm