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Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727
Use of cooperative learning strategies in some inclusion experiences in multicultural classes
di Maria Grazia Mattei , pubblicato il 2016-04-30
The present paper reports the results of a search, still in progress, focused on the fulfillment of intervention of inclusive teaching, based on the cooperative learning method, in multicultural classes of some Comprehensive Schools  (C.S.) in Southern Lazio.
The initial project has the aim to integrate foreign children and to improve socials skills in their classrooms.   It has been carried out and completed in 4 classes of the Comprehensive School of Amaseno (FR) and Fondi (LT) and in 2 classrooms of Primary School of C.S. of Cassino 1 (FR), involving in total 104 students.
Even though we don’t want to say that the results of this experience are valid for wider populations, we can confirm that the teaching activities fulfilled in this project produced  positive outcomes.

Teaching and Learning with Technology : which university
di Stefania Capogna, Stefano Mustica , pubblicato il 2016-01-30
The technological, socio-cultural and economic changes and the institutional development are forcing the Universities to rethink their teaching and learning strategies. Until a few years ago (in the presence of other conditions), these strategies were the most appropriate and, for this reason, the most widely used. In particular, technological developments are evidencing different effects in the transfer and construction of new knowledge. The authors reflect about the changes that affect the university in the rethinking their teaching model with the integration of ICT in ordinary teaching practices. Because, nowadays, students present new demands for training. The essay presents three main themes: the evolution of learning models; the modernization of higher education; the teaching profession who is looming in the renovated interactions space. The work ends with the proposal of a techno-social learning space that can integrate all the opportunities offered by new technologies through the exploitation of the interaction understood as a medium capable to unify all the resources (human and otherwise) who flock the "learning space".
App Digital Education. Mixed Approach and didactic sperimentation in pre-school
di Veronica Lo Presti , pubblicato il 2015-10-30
The main objective of the paper is to illustrate the theoretical and methodological construction of an experimental " app digital education " in some schools of the Municipality of Rome, with special attention to the analysis of the effects of the insertion of the digital input in teaching kindergarten. In the socio-psychological perspective, the kindergarten is infact an important place of observation and analysis of the formation and development of capabilities of the children, (Nussbaum, 2001), as the plasticity of the child's thinking began to take shape already in age preschool and evolves progressively taking into account the constraints of perception, socio-cultural and behavioral emerging in the various educational agencies (Piaget, 1970). The paper, which refers to the research project still in progress "Media Usage in Pre-school. Analysis and Evaluation of the Influence of Technology on the Socialization of Children between 0-6 " by Observatory "Mediamonitor Minori" (Sapienza – University of Rome), retraces the steps of the research strategy designed to observe changes in the attitudes and behavior of children in school, following the implementation in 4 case studies of an experimental protocol (Campbell, 1969) of " app digital education".

Out of the Fishbowl: The Uberization of Teaching
di Rosanna De Rosa , pubblicato il 2015-10-30
In terms of recent innovations affecting the Higher Education sector, two are generating significant interest: the creation and delivery of MOOCs as Open Education Resources, and the concept of the flipped classroom, a pedagogic approach whereby the roles of teacher and learner are inverted. Although the connection between the two may not be immediately obvious, they represent different sides of the same coin, and they can be brought together in a blended learning approach. Using both MOOCs and flipped classroom in a blended setting can help to evaluate the potential impact of MOOCs in a changing society. The following paragraphs are based on a non-systematic observation of disintermediation phenomena in educational experiences during the pilot phase of the Emma Project1, accordingly to its objectives and challenges.
Su misura. Evaluation, Instructional Design and Improvement.
di Andrea Giacomantonio e Licia Piancastelli , pubblicato il 2015-07-30
Bespoke school. Almost a paradox: a meticulous attention to detail - similar to what happens in an atelier - for a large number of beneficiaries, school students, for which a prêt-à-porter solution would seem the only alternative. Nevertheless, during the clash with the organizational level, a reassessment of the assessment might be useful, aimed at promoting knowledge and as first step in instructional design and programming of educational activities. Su misura, digitized evaluation device, can therefore help to overcome the paradox. This service, through the diagnostic assessment, provides the information to build a in-progress student profile, which is essential for the next step: the instructional design of an individualized didactic activity that at the end of the year will be subject to a new evaluation function, summative assessment, conceived as a medium to promote greater awareness of the reasons of successes and failures and so promote improvements.

The use of e-learning in the lifelong learning
di Roberto Orazi , pubblicato il 2015-07-30
From beginning of the new millennium the evolution and the widespread availability of telecommunication systems has allowed the birth of current information system and interconnection system (Internet) within which everybody can exchange information. Thanks to this fast developing today the online education is taking an important and growing interest and the training institutions use the e-learning in their training activities aware that these foster a learning which places the learner at the centre of a training program that does not require and does not produce only a memorization of content, but it also allows to produce new knowledge and new skills, through the teaching activities online, increasing the motivation to learn. This paper describes a study that starting from the introduction of the technologies in the training and retraining will explore the educational potential of new technologies in an environment dedicated to vocational training, for this aim will reported the results of a study carried out on an institute training that arrange e-learning courses in the field assisting of the elderly and in the medical field.
Learning in the 21st century: the digital challenge for teachers
di Stefania Capogna , pubblicato il 2015-07-30
Today there is a widely shared view concerning the importance of the promotion of Information Communication Technologies (ICT) in the educational area, thanks to the efforts undertaken by the European Community with the inception of the Bologna Process (1999) which assigns to ICT an important role in the promotion of Life Long Learning. The state of maturation of these technologies allows the development of learning environments inspired by different approaches. The spread of distance e-learning courses, of which the MOOCs are just the latest milestone, opens a significant debate on what should be considered for e-learning and its related quality standards. Scientific literature offers several contributions regarding the quality of e-learning. There can be no single view as the quality concept incorporates the "subjective", the "contextual" and the "objective” dimension and the issue can be explained  in several ways, according to the perspective adopted.
In this essay, we want to illustrate that any debate regarding the nature of e-learning standards cannot exclude a reflection regarding the quality of teaching and the importance of a positive interaction to analyse the online relationship in a virtual classroom.

School-work alternance the new challenge: to enhance the experiences of the German model in Italy
di Antonio Cocozza , pubblicato il 2015-04-30
The relationship between the educational system, the world of work and the territory becomes strategic, since in the information and knowledge society to be able to field an effective local (glocal strategy), active policies in the field education, training and lifelong learning are presented as an essential factor for structural development in the modernization process of the country.
In this new perspective, the school-work alternance becomes an irreplaceable role, since the application of experience gained in the German model, that "force" the introduction of a significant innovation of teaching methods and lead to face the challenge of forming new technical and interpersonal skills. Ultimately, we should reverse the traditional epistemological approach and point to: "do not train more people for the job, but do the job training experience for the person".

Complex society and education
di Carmelo Piu , pubblicato il 2015-04-30
The analysis of nowadays society, characterized by complexity, globalization and cosmopolitanism, detects the need for an educational process, characterized not only by being able to read and interpret these phenomena, but also to know how to learn, how to reason and essentially knowing how to think and knowing how to act and intervene in the reality in an original and creative way.
This process request the ability of the learner, through proper cognitive apprenticeship, to acquire cognitive autonomy, in order to learn how to learn independently as well as being aware of his learning process. This outcome has to be pursued in all stages of life and in every time and place of daily life. School, from this point of view, is called to use appropriate strategies and teaching practices, which are closely linked to the experience acting ad thinking of the learning person.

Instructional method of Problem Based Learning
di Stefania Nirchi , pubblicato il 2015-04-30
Problem Based Learning (PBL) is an instructional method by which students learn through simplified problem solving. Students work in collaborative groups to identify what they need to learn to solve a problem. This paper deals the nature of Problem Based Learning and examines as it helps students for developing flexible understanding and lifelong skills.   

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Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. A. Cocozza, Univ. Roma Tre
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino

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