Inclusive digital education / / Linda Daniela, editor

• Pubblicazione: Cham, Switzerland : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (313 pages)
• Disciplina: 371.334
• Soggetto topico: Education - Data processing; Educational technology; Inclusive education; Educació inclusiva; Tecnologia educativa
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): DanielaLinda <1967->
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 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 & -- 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.
• Titolo autorizzato: Inclusive Digital Education
• ISBN: 9783031147753; 9783031147746
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910624377203321
• Lo trovi qui: Univ. Federico II
• Serie: Educational communications and technology.