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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

comunicazione Valutazione Certificazione Qualità Blog Q-Times Six DMAIC Sigma social network


Prof. A. Cocozza, Univ. Roma Tre


Seriously or just for fun? Strengths and limitations of educational serious games
di Alfredo Imbellone, Giada Marinensi 2016-01-30
Game-based learning has a well-established tradition at the nursery and primary schools. Traditionally, however, in the upper school levels - and even more in adult education -, there is a split between educational and recreational activities, the latter being addressed mainly to pure entertainment, in a separated, or even opposed, way with education. This counter position is more and more reducing in recent decades, especially thanks to the advent of new technologies that have enormously enlarged and extended games and their fields of application. The game industry has grown extraordinarily, and the educational games supported by new technologies have significantly developed and found application in continuous education. This chapter provides an overview of the state of the art in the field of educational games supported by new technologies, showing that, albeit its rapid and robust growth, a comprehensive evaluation framework is still missing. In conclusion, some findings from the authors’ last five-year research are shown, suggesting the analysis of serious games in terms of their ludic and narrative components. Such an interpretation is expected to contribute to enrich the theoretical and methodological debate about their design and evaluation.


Educate “social”: ethical dimension and digital skills
di Maria Chiara De Angelis 2016-01-30
Among the many reflections on multiple levels involving educational agencies grappling with the challenges of the digital age, our contribution wishes to deepen the controversial issue of ethics of social media, and the role that the education system is called to play in terms of accompanying and supporting young digital natives. The paper's first part presents a survey of the current european policies on the development of digital skills and the main studies and research on the use of ICT and social media, in order to understand the incidence and level of impact on socially responsible behaviour. In the second part the involvement of educational institutions is examined with a special focus on the educational planning for skills in reference to the digital skills. Our study aims at fo-cusing specifically on the weight that the development of metariflessive, narrative (Lave, Wenger 2006) and ethical skills takes on in the child's growth until the delicate transition between adoles-cence and adulthood. For the "native social" network experience has a strong impact  on the path of indentity construction. Isolation, fragmentation of self and the spread of cybercrime are just some of the risks that children can take if not adequately supported in the web exploration, starting from school age. The basic technical skills are only one dimension of an integrated asset expertise, which, as pointed out in the literature (Calvani, Fini, Ranieri, 2009) includes development of ethical and soft skills, that are functional to increase teenagers' awareness of social responsibility, to involve the use of the web and to promote appropriate behaviour in many situations that can result from web navigation.

Informing and training for workplace safety. The centuries-old Italian experience
di Fiorenza Misale 2016-01-30
The dramatic chain died at work inevitably leads to a deep reflection and attracts more and more to the inevitable acceptance of responsibility and the necessary commitment and constructive synergy between the various actors in the world to launch a widespread information activities, that combined with education and prevention will help to grow the culture of safety in the workplace.For almost a hundred years, from the 1898 Act to the legislation of the fifties, the attention to safety on the job is very poor. Increased attention and sensitivity is however in the years of reconstruction and economic miracle and even more in the season of the movements. In the last two decades the national legislation conforms with EU directives confronting solid experience in other countries, primarily Germany, of worker participation in the enterprise security management. Work accidents are a "social evil" should not be considered as events in their own right, but as a direct consequence of an ingrained habit is little compared to the Italian and circumvention of rules, is a major cultural delay in transposing training as an essential tool for the prevention of accidents. Businesses and workers need to be prepared and informed is not enough unfortunately, but fundamental, the promulgation of laws and regulations, as well as actions may not be sufficient control and supervision on safety in the workplace, to reduce the high number of accidents and "white deaths". With the new Safety Law (Legislative Decree 81 of 2008) completes the complex and difficult process that led to the reorganization and reform of legislation on protection of health and safety at work this was a piece of legislation called for by time, as it was definitely a necessary reorganization of the various rules relating to the protection of safety and health at the workplace. The purpose of the reform was to redesign the matter of health and safety at work in Italy framing the rules so far contained in multiple sources have occurred, seamlessly, over almost sixty years with a view to system, as well as update the same taking into account the experience acquired in their application of the most recent developments in work organization.



Teaching and Learning with Technology : which university
di Stefania Capogna, Stefano Mustica 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".


Rapporti, riflessioni, presentazioni
Studi e contributi di ricerca
Advisory Board
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Author Guidelines
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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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