01106nam a22003011i 450099100322465970753620040202114954.0040802s1998 it a||||||||||||||||ita 8844501317b13043249-39ule_instARCHE-099585ExLBiblioteca InterfacoltàitaA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l.410Bijeljac, Ranka488647Dal linguaggio alle lingue :viaggio nel mondo della parola /Ranka Bijeljac e Roland BretonTorino :Electa,c1998160 p. :ill. ;18 cmUniversale Electa/GallimardLinguisticaBreton, Roland J. L.Matthiae, ClaudiaDu langage aux langues.b1304324902-04-1405-08-04991003224659707536LE002 Coll. 29.1312002000245984le002C. 1-E0.00-no 00000.i1366692705-08-04Dal linguaggio alle lingue287043UNISALENTOle00205-08-04ma -itait 0111119nam 2200577 450 991062437720332120230717105218.09783031147753(electronic bk.)9783031147746(MiAaPQ)EBC7123155(Au-PeEL)EBL7123155(CKB)25201548700041(EXLCZ)992520154870004120230309d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierInclusive digital education /Linda Daniela, editorCham, Switzerland :Springer,[2022]©20221 online resource (313 pages)Educational communications and technologyPrint version: Daniela, Linda Inclusive Digital Education Cham : Springer International Publishing AG,c2022 9783031147746 Includes bibliographical references and index.Intro -- Looking Forward to Inclusive Digital Education -- Organization of the Book -- Contents -- Inclusive Technology-Enhanced Education -- References -- A Third Space: Infusing Open Educational Resources (OER) with Universal Design for Learning (UDL) -- Introduction -- Open Education Resources (OER) -- Students as Co-Creators of OERs -- User Generated Content: Its Role in Education and OER Development -- Open Education Practices (OEP) -- Supporting Students as Co-Creators and Consumers and Users of OERs -- UDL Underpinning Inclusive Equitable Design -- A Third Space Infusing Open Educational Resources (OER) with Universal Design for Learning (UDL) -- Conclusion -- References -- Open Educational Resources for Inclusive Education: A Tangible Response for Italian School -- The ICF and the Use of Technologies -- Open Educational Resources (OER) -- Types of OERs and Where to Find Them -- Available Licences for the Creation of Open Multimedia Resources -- The Advantages of OERs -- OERs for Inclusive Education -- The Contribution of Research for the Italian School -- The So.Di.Linux Characteristics -- So.Di.Linux for the Inclusion of Specific Disabilities -- Essediquadro -- The Database -- Insights -- Essediquadro Training -- Target Users -- Contents and Methods of Use -- Conclusions -- References -- Digital Education to Approach the Affective Domain in Mathematics Learning -- Introduction -- Affective Domain in Mathematics -- Mathematics, Technology, and Affect -- Methodology -- Mobile Apps -- Robotics -- Learning to Drive -- Polygonal Routes -- Arithmetic at a Line -- GeoGebra -- 3D Design and Printing -- Analysis of Results -- Conclusion -- References -- Inquiry-Based Learning Focused on Inclusive Education in Programming of Robots: Challenges, Experience, and Feedback of First Cycle Students -- Introduction.State of the Art in Student-Oriented IBL -- Application of Methodology to the Course with Focus on Gifted Students -- Teaching Process -- Learning Process: Students' Projects -- Project "Parking System" -- Project "Store Robot Logistic" -- Project "Maze Solution" -- Criteria for the Learning Assessment -- Results of Evaluation of the Methodology -- Results on Learning Process -- Results on Teaching Process -- Conclusions -- References -- Content Design for Inclusive Educational Environments -- Introduction -- Educational Game Design Frameworks -- Instructional Design Models -- ADDIE: A Five-Phase Model of Instructional Design -- A Four-Dimensional Framework for Evaluating Games and Simulation-Based Learning -- Game Development Life Cycle -- The WUIM Production Process -- Analyse: The First Phase of ADDIE -- Context of Learning -- Learner Characteristics -- Pedagogical Considerations -- Psychopedagogical Approaches for Teaching Students with SEND in Inclusive Classrooms -- Psychopedagogical Interventions in the Field of Special Education -- Psychopedagogical Affordances of Educational Games -- Mode of Representation -- Design: The Second Phase of ADDIE -- Develop: The Third Phase of ADDIE -- Implement: The Fourth Phase of ADDIE -- Evaluation: A Process for Each Phase of ADDIE -- Conclusions -- References -- Student-Centered Active Digital Technologies for High Abilities and Gifted Students -- Introduction -- Review of Literature -- Research Methods -- Findings and Analysis -- Future Scope -- References -- Inclusive Digital Education of Vulnerable Children During COVID-19 Pandemic: The Role of Social Work -- Vulnerable Children, Digital Gap, and Social Work -- COVID-19 Pandemic as an Accelerator of Digitalization in Social Work with Vulnerable Children as Well as Other Areas.The Role of Social Work in Preventing the Widening of the Digital Gap: Evaluation Research -- Evaluation of Social Innovation -- Results of Social Innovation Impact Evaluation -- Social Work Intervention as a Tool to Improve Digital Skills -- Development of Digital Skills to Support the Stop of Digital Gap Expansion -- Risks of ICT Use for Vulnerable Children -- Recommendations for Preventing the Widening of Vulnerable Children's Digital Gap Through Social Work Interventions -- Conclusion -- References -- Digital Inclusion During the COVID-19 Pandemic: The Case of Austria -- Introduction -- Methodology -- Findings -- Deprivation from Digital Solutions -- Exclusion Through Inclusion -- Lack of Lobbying -- Intersecting Challenges -- Conclusion -- References -- Integrating Digital Pedagogies in the Era of the Inclusive Education: Needs Analysis and Use Cases from the Perspective of the "Visitor" Project -- Introduction -- Literature Review -- The Role of Digital Pedagogies for Virtual Museums -- The New Era of Learning Process Based on Inclusion -- Methodology -- Findings and Discussion -- Theme 1: Teachers Face Specific Obstacles in Applying Inclusive Pedagogical Practices and Planning Procedures -- Theme 2: Teachers Have Available ICT Competencies That Can Be Expanded -- Theme 3: Training Courses on the Efficient Implementation of Virtual Tours as a Pedagogical Tool Provide Valuable Assistance -- Conclusion -- References -- Scales of Inclusion in a Vertically Integrated Program for a Community-Focused Interactive Experience -- Introduction -- Pedagogical Philosophies in a Vertically Integrated Program -- Scales of Inclusion -- The Case Study: Economic Awareness Council's Investing Game -- The Second Effort -- Analyzing Pedagogy Within the Vertically Integrated Program -- Constructivism, Social Constructivism, and Constructionism.Constructivism, Social Constructivism, and Constructionism in the Vertically Integrated Program -- Communities of Practice -- Communities of Practice in the VIP -- Achieving Inclusivity at Different Scales in a VIP Program -- Works Cited -- New Configurations of Inclusive Education: Contributions of Brazilian Edtechs to Accessibility and Inclusion -- Introduction -- Inclusion, Accessibility, and the Use of Technologies -- Inclusion with Assistive Technologies -- Brazilian Edtechs -- Methodology -- Final Considerations -- References -- A Step Further in Digital Divide: Information and Strategic Skills of the Academy -- Introduction -- Background -- Methods -- Results -- Discussion -- Conclusion -- References -- Towards an Inclusive Digital Learning Environment in Higher Education: Opportunities and Limitations Gleaned from Working Students' Remote Learning Experiences During COVID-19 -- Introduction -- Theoretical Background -- Methodology -- Data Collection -- Participants -- Reliability of the Survey -- Data Analysis -- Main Results -- Differences Between Student Groups and in the Digital Online Learning Process During COVID-19 -- Differences in Accessing Digital Learning Environment by Different Groups -- Differences in Overcoming Difficulties During Remote Online Learning -- Discussion -- Conclusion -- References -- Higher Education Students' Training Toward Inclusion -- Virtual Reality Introduces Socially Assistive Robots Technologies for Digital Inclusion -- Introduction -- Socially Assistive Robots and ASD -- VR in Higher Education -- Scenario on SAR and ASD for HE Students -- Scenario -- Students' Experience -- Conclusion -- References -- Reconstruction of the Phenomenon of Social Inclusion Within ICT in Academia - Voices from Europe -- ICT in Academia - Theoretical Framework -- Theoretical and Methodological Frameworks of Our Study.Methodology -- Research Questions -- Methods -- About Questionnaire Study -- Group Interviews -- Results of Questionnaire Study -- Results of Group Interviews -- Experiences of Students with ICT at HEI -- Challenges for IT at HEI -- The Future of IT at HEI in the Field of Educational Studies -- Conclusions and Discussion -- References -- Psychogeography and Digital Technologies: Inclusive Creative Experiences in an Academic Environment -- Introduction -- Space, Place, and Landscape: It Is All About the Experience -- Place Is Specific, Although Psychogeographically Transformed -- Bachelard's Phenomenology and Philosophy of Imagination: Construct Images from Reality That Transcend Reality -- Topo-analysis: An exploration of Students' Relationship to Those Spaces That Are Meaningful to Them -- Widening Students' Participation via Sensing Differently Supports an Inclusive Environment -- Psychogeography Experiment in Audio &amp -- Visual Arts Department in Ionian University -- Conclusion -- Bibliography -- Breaking the Digital Gender Gap with Inclusive Digital Education -- The Gender Gap in STEAM Disciplines -- Breaking Gender Stereotypes for Inclusive Schools -- Exploring Gender Stereotypes -- Procedure -- Results -- Conclusion -- References -- Esports: A New Frontier for Inclusion Through Competitive Game Engagement -- Introduction -- Setting the Scene -- Theoretical Review -- Defining Esports -- Game Traits of Motivation, Personalisation, and Inclusion -- Methodology and Analytical Approach -- The Coordinators Category -- The Competitive Video Game Players Category -- The Nature of the Interviews -- Analysis and Interpretation -- Summarising Results -- Conclusion -- References -- Index.Educational communications and technology.EducationData processingEducational technologyInclusive educationEducació inclusivathubTecnologia educativathubLlibres electrònicsthubEducationData processing.Educational technology.Inclusive education.Educació inclusivaTecnologia educativa371.334Daniela Linda1967-MiAaPQMiAaPQMiAaPQ9910624377203321Inclusive Digital Education2962642UNINA02420nam 2200565 a 450 991077755510332120230617005435.00-8389-9805-4(CKB)1000000000459989(EBL)1029524(SSID)ssj0000159841(PQKBManifestationID)11149025(PQKBTitleCode)TC0000159841(PQKBWorkID)10179489(PQKB)10753424(MiAaPQ)EBC1029524(MiAaPQ)EBC289105(Au-PeEL)EBL1029524(CaPaEBR)ebr10194731(OCoLC)845246428(Au-PeEL)EBL289105(OCoLC)476043797(EXLCZ)99100000000045998920050506d2005 uy 0engur|n|---|||||txtccrFundamentals of children's services[electronic resource] /Michael SullivanChicago American Library Association20051 online resource (268 p.)ALA fundamentals seriesDescription based upon print version of record.0-8389-0907-8 Includes bibliographical references (p. 241-246) and index.Where we fit in -- Principles of children's librarianship -- Whom do children's librarians serve? -- Purposes and components -- Selection and acquisition -- Cataloging and organization -- Evaluation and deselection/weeding -- After-school services -- Reference -- Reader's advisory -- The Internet -- Story hours -- Book discussion groups -- Booktalking -- Entertainment and enrichment programs -- Summer reading programs -- Family programs and family literacy -- Budget and finance -- Planning -- Policy and procedures -- Public relations, promotion, and marketing -- Professional development.Sullivan conducts a friendly tour in this comprehensive reference, covering both innovative and standard practices in children's services.ALA fundamentals series.Children's librariesUnited StatesChildren's libraries027.62/5/0973Sullivan Michael1967 Aug. 30-1535278MiAaPQMiAaPQMiAaPQBOOK9910777555103321Fundamentals of children's services3824308UNINA