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Anicia 2012 Euro 19,50
S. Cellamare - R. Melchiori - S. Nirchi
La multiformità della professione insegnante
isbn13 : 9788867090358

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Prof.ssa Rita Minello - Univ. Niccolò Cusano

MOOC IS THE NEW BLACK! ISN’T IT? Topicals and outlooks of a phenomenon.
di Maurizio Pattoia 2015-07-30
It is now nearly four years since the so-called "year of the MOOC", 2012; and is good to return on an issue which remains still hot. In good conscience, the expected tsunami in higher education seems to turn into a case less "disruptive" than it was painted at the time, but certainly worthy of attention. This paper is a theoretical approach that starts from some very recent publications. Those publications bring back the attention to this phenomenon and allow us to begin to define light and dark contours, as well as to think about the real related scientific, technical and pedagogical elements.
Strategies of Virtual reality and Experiential Learning for innovative teaching
di Stefania Nirchi 2015-07-30
For several years, web technologies are used in education not only in e-learning, but also as a form of Experiential Learning to be implemented in virtual contexts. Specifically, the student is advocated to confront the building of knowledge actually similar to that developed through the classroom experience, pushing it simultaneously to analyze each new situation with the awareness of previous experience. The paper attempts to analyze the benefits that students can receive from a process of teaching-learning absorbed in virtuality.
In the education net. Complex issues and variables in the educational process.
di Rosati Agnese 2015-07-30
The complexity of the educational process can be noticed in the facts and in the acts that make reality become plural and multiform and represents different contexts, experiences, stories, reflections, subjectivity and objectivity, universality and particularity. These aspects have to be understood as difficult and complex issues that characterize the present and that influence the education and the production of its models from the history of ideas, institutions and human needs. Because of this reason, the educational model derives from the way of thinking the education in time, with its characteristics and peculiarities. There is an absolute necessity of a global, holistic, ecological approach to the uniqueness of the person in order to value its complexity (Titone, 1981; Ortega, 1992; Bateson, 1977) that will also guide the curricolo.
Rethinking university guidance in the perspective of lifewide learning and new digital technologies.
di Chiara Cilona 2015-07-30
In the twenty-first century italian universities are called to face up to new social and economic challenges, connected to the globalization, to the technological progress in production processes and the profound transformations of organizations. These developments affect the education system and universities to review the istitutional mission for a new dynamic and inclusive dialogue with stakeholders – schools, students, families, companies, public administrations – wich aims a new society based on knowledge, sharing and partnership. In the face of the threat of a dispersion of skills, public policies about guidance systems modernisation and lifelong learning are required to make citizens able to face the increasing complexity of social life. So, it’s necessary universities provide for the digitization of learning and communication processes, with the purpose to dialogue with the socio-economic system, ensuring the quality and relevance of their education offering and, at the same time, the innovation of scientific and cultural capital, to contend with the dispersion of skills and for a social inclusion and integration of people.
Learning, virtuality, hybridism: possible practices
di Gaia Moretti e Pierfranco Malizia 2015-07-30
“To learn”, in the contemporaneous society, is even more an integrated and ubiquitous process (Schlemmer et alii, 2009). The learning processes are today frequently developed with in-distance methodologies, using digital technologies, social networks (Massarotto, 2011), simulations and gasification tools (Laux e Schlemmer, 2011). Methodologies and tools are developing toward hybrid and multimodal systems (Schlemmer, 2014), where different integrated technologies are combined to reach a composite audience of users/students with an hybrid/digital culture. Into these systems, ubiquitous practices and learning processes can be developed, able to reach an audience permanently connected, developing engagement in the created and cultivated virtual communities (Wenger, 2009). The virtual communities (Reinghold, 1994 e 2003; Malizia, 2008; Calvani, 2005) are changing in function of the participants’ cultural membership, a not-yet-digital hybrid culture, where “digital” is only one of the structural elements. This hybrid culture is characterized by a “digital nomadism” (Schlemmer e Backes, 2012), that becomes today the users’ ubiquity on the different fixed, mobile and wireless devices, besides the physical presence; the new practices developed in the learning processes has to deal with hybridism and multimodality. This work aims to propose a reflection on the potential and observable results of some technologies-concepts elaborated by the Research Group in Digital Education of UNISINOS university (Rio grande do Sul, Brasil), that is exploring and experimenting in the last years several success hybrid and ubiquitous learning practices, for the creation and cultivation of students’ virtual communities in the Bachelor and Master degree and in post-lauream courses. The success case can open the discussion on the possibile hybrid-digital practices in the learning processes, on possible applications and engagement modalities and levels for learning communities.


The use of e-learning in the lifelong learning
di Roberto Orazi 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 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.

Su misura. Evaluation, Instructional Design and Improvement.
di Andrea Giacomantonio e Licia Piancastelli 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.



Rapporti, riflessioni, presentazioni
Studi e contributi di ricerca
Advisory Board
Politica Editoriale
Open Access
Invia il tuo articolo
Author Guidelines
Ethical Guidelines
Peer Reviewing
Indexing and Abstracting
Call for Paper July 2015

Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
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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