Works matching IS 20389442 AND DT 2018
Results: 37
Innovating didactics at university.
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- Education Sciences & Society, 2018, n. 2, p. 1
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Supporting student's disciplinary conceptualization process: a co-disciplinary and trans-disciplinary approach to educational development. The case of University of Milan-Bicocca.
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- Education Sciences & Society, 2018, n. 2, p. 270
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From the informative feedback to the generative feedback.
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- Education Sciences & Society, 2018, n. 2, p. 83
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Taxonomy of curriculum change models: the case of Problem-Based Learning.
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- Education Sciences & Society, 2018, n. 2, p. 154
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Teachers' education and "non linearity": simplex perspectives.
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- Education Sciences & Society, 2018, n. 2, p. 20
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Study Empowerment per l'inclusione.
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- Education Sciences & Society, 2018, n. 2, p. 166
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Innovation of settings in higher education.
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- Education Sciences & Society, 2018, n. 2, p. 184
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Blended solution and Higher Education. The case of the Catholic University: e-tutoring for personalization.
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- Education Sciences & Society, 2018, n. 2, p. 198
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Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena.
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- Education Sciences & Society, 2018, n. 2, p. 8
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From the analysis of university teachers training needs to the organization of the Teaching Learning Laboratory: the PRODID research at the University of Bari.
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- Education Sciences & Society, 2018, n. 2, p. 120
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Laboratory Teaching in Classroom 3.0: an exploratory survey on the perceptions of teachers and students.
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- Education Sciences & Society, 2018, n. 2, p. 231
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Innovating the architectures of university didactics.
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- Education Sciences & Society, 2018, n. 2, p. 39
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Learning to learn: a university teacher's training experience in Perugia.
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- Education Sciences & Society, 2018, n. 2, p. 260
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Faculty professional development on e-learning. The results of the DIDeL project.
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- Education Sciences & Society, 2018, n. 2, p. 211
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Peer assessment and gamification: a university teaching experience in a course of Media Education.
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- Education Sciences & Society, 2018, n. 2, p. 250
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Analyze students' learning processes to innovate university teaching. The Formative Educational Evaluation model of the University of Bologna.
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- Education Sciences & Society, 2018, n. 2, p. 58
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Towards an ICT-TPCK based design: Hybrid Solution for the development of soft skills in Higher Education.
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- Education Sciences & Society, 2018, n. 2, p. 108
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Motivation and values of teachers in the formation and use of ICT.
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- Education Sciences & Society, 2018, n. 2, p. 141
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Technologies and inclusion: the "present we want".
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- Education Sciences & Society, 2018, n. 1, p. 5, doi. 10.3280/ess1-2018oa6335
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Il digitale a scuola. Per una implementazione sostenibile.
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- Education Sciences & Society, 2018, n. 1, p. 232
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La ricerca scientifica al tempo dei social media.
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- Education Sciences & Society, 2018, n. 1, p. 230
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Metodi per l'apprendimento trasformativo. Casi, modelli, teorie.
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- Education Sciences & Society, 2018, n. 1, p. 229
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Educare la depressione. La scrittura, la lettura e la parola come pratiche di cura.
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- Education Sciences & Society, 2018, n. 1, p. 227
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Inclusive University didactics and technological devices: a case study.
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- Education Sciences & Society, 2018, n. 1, p. 191, doi. 10.3280/ess1-2018oa6248
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The study method of students with LD within the ICF-CY perspective. Research data.
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- Education Sciences & Society, 2018, n. 1, p. 22
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Video game dynamics in unplugged mode for innovative and inclusive teaching.
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- Education Sciences & Society, 2018, n. 1, p. 96, doi. 10.3280/ess1-2018oa6093
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Inclusion and New Technology for Students with Learning Disorders and Attention Deficit with Hiperativity Disorder.
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- Education Sciences & Society, 2018, n. 1, p. 73, doi. 10.3280/ess1-2018oa6066
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Technologies Disability and Inclusion.
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- Education Sciences & Society, 2018, n. 1, p. 135
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The MUSE project. Improving access, participation and learning of students with disability in Latin American universities.
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- Education Sciences & Society, 2018, n. 1, p. 81
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Enhancing communication and participation using AAC technologies for children with motor impairments: a systematic review.
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- Education Sciences & Society, 2018, n. 1, p. 49, doi. 10.3280/ess1-2018oa6012
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Digital competencies and work inclusion of people with Down's Syndrome.
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- Education Sciences & Society, 2018, n. 1, p. 158
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The contribution of technologies to the inclusion of the student whit a visual disability: the "smart stick for blind people".
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- Education Sciences & Society, 2018, n. 1, p. 109, doi. 10.3280/ess1-2018oa6010
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Inclusive didactics and assistive technologies: the experience of a group of special needs teachers.
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- Education Sciences & Society, 2018, n. 1, p. 122, doi. 10.3280/ess1-2018oa6009
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iPad in the classroom: perspectives of inclusiveness.
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- Education Sciences & Society, 2018, n. 1, p. 13, doi. 10.3280/ess1-2018oa6000
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L'affabulazione nella prospettiva di Maria Montessori.
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- Education Sciences & Society, 2018, n. 1, p. 218, doi. 10.3280/ess1-2018oa5984
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Technologies in School for an accessible, inclusive and competence-oriented education.
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- Education Sciences & Society, 2018, n. 1, p. 178, doi. 10.3280/ess1-2018oa5963
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Communicative aids with low/high technology for the educational intervention in Autism Spectrum Disorders.
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- Education Sciences & Society, 2018, n. 1, p. 142, doi. 10.3280/ess1-2018oa5948
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