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Atomization or integration? Transborder aspects of multipedagogy / / edited by Alicja Szerląg, Justyna Pilarska and Arkadiusz Urbanek
| Atomization or integration? Transborder aspects of multipedagogy / / edited by Alicja Szerląg, Justyna Pilarska and Arkadiusz Urbanek |
| Pubbl/distr/stampa | Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2016 |
| Descrizione fisica | 1 online resource (490 pages) : illustrations, tables |
| Disciplina | 378.199 |
| Soggetto topico |
Universities and colleges - Curricula
Multiculturalism |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4438-9543-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910466052303321 |
| Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Atomization or integration? Transborder aspects of multipedagogy / / edited by Alicja Szerląg, Justyna Pilarska and Arkadiusz Urbanek
| Atomization or integration? Transborder aspects of multipedagogy / / edited by Alicja Szerląg, Justyna Pilarska and Arkadiusz Urbanek |
| Pubbl/distr/stampa | Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2016 |
| Descrizione fisica | 1 online resource (490 pages) : illustrations, tables |
| Disciplina | 378.199 |
| Soggetto topico |
Universities and colleges - Curricula
Multiculturalism |
| ISBN | 1-4438-9543-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910798689003321 |
| Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Atomization or integration? Transborder aspects of multipedagogy / / edited by Alicja Szerląg, Justyna Pilarska and Arkadiusz Urbanek
| Atomization or integration? Transborder aspects of multipedagogy / / edited by Alicja Szerląg, Justyna Pilarska and Arkadiusz Urbanek |
| Pubbl/distr/stampa | Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2016 |
| Descrizione fisica | 1 online resource (490 pages) : illustrations, tables |
| Disciplina | 378.199 |
| Soggetto topico |
Universities and colleges - Curricula
Multiculturalism |
| ISBN | 1-4438-9543-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910808813703321 |
| Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Co-creating learning and teaching : towards relational pedagogy in higher education / / Catherine Bovill
| Co-creating learning and teaching : towards relational pedagogy in higher education / / Catherine Bovill |
| Autore | Bovill Catherine |
| Pubbl/distr/stampa | St Albans : , : Critical Publishing, , 2020 |
| Descrizione fisica | 1 online resource (92 pages) |
| Disciplina | 378.199 |
| Collana | Critical practice in higher education |
| Soggetto topico |
Education, Higher - Curricula
Student participation in curriculum planning |
| ISBN |
1-913063-83-6
1-913063-84-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794027503321 |
Bovill Catherine
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| St Albans : , : Critical Publishing, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Co-creating learning and teaching : towards relational pedagogy in higher education / / Catherine Bovill
| Co-creating learning and teaching : towards relational pedagogy in higher education / / Catherine Bovill |
| Autore | Bovill Catherine |
| Pubbl/distr/stampa | St Albans : , : Critical Publishing, , 2020 |
| Descrizione fisica | 1 online resource (92 pages) |
| Disciplina | 378.199 |
| Collana | Critical practice in higher education |
| Soggetto topico |
Education, Higher - Curricula
Student participation in curriculum planning |
| ISBN |
1-913063-83-6
1-913063-84-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910819995103321 |
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Bovill Catherine
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| St Albans : , : Critical Publishing, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Le conseiller pédagogique réflexif : un journal de bord / / Michael Power
| Le conseiller pédagogique réflexif : un journal de bord / / Michael Power |
| Autore | Power Michaël |
| Pubbl/distr/stampa | Edmonton [Alta.] : , : Athabasca University Press, , 2008 |
| Descrizione fisica | 1 online resource (196 pages) : digital file(s) |
| Disciplina | 378.199 |
| Soggetto topico |
Enseignement universitaire - Programmes d'études - Planification
Design pédagogique Programmes d'études - Planification Enseignement à distance Universities and colleges - Curricula - Planning Instructional systems - Design Curriculum planning Distance education |
| ISBN |
1-282-81947-X
9786612819476 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Record Nr. | UNINA-9910138887303321 |
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Power Michaël
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| Edmonton [Alta.] : , : Athabasca University Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Le conseiller pédagogique réflexif : un journal de bord / / Michael Power
| Le conseiller pédagogique réflexif : un journal de bord / / Michael Power |
| Autore | Power Michaël |
| Pubbl/distr/stampa | Edmonton [Alta.] : , : Athabasca University Press, , 2008 |
| Descrizione fisica | 1 online resource (196 pages) : digital file(s) |
| Disciplina | 378.199 |
| Soggetto topico |
Enseignement universitaire - Programmes d'études - Planification
Design pédagogique Programmes d'études - Planification Enseignement à distance Universities and colleges - Curricula - Planning Instructional systems - Design Curriculum planning Distance education |
| ISBN |
1-282-81947-X
9786612819476 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Record Nr. | UNISA-996210083203316 |
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Power Michaël
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| Edmonton [Alta.] : , : Athabasca University Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Controversial issues and social problems for an integrated disciplinary teaching / / Delfín Ortega-Sánchez
| Controversial issues and social problems for an integrated disciplinary teaching / / Delfín Ortega-Sánchez |
| Autore | Ortega Sánchez Delfín |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer International Publishing, , [2022] |
| Descrizione fisica | 1 online resource (201 pages) |
| Disciplina | 378.199 |
| Collana | Integrated Science |
| Soggetto topico |
Interdisciplinary approach in education
Interdisciplinarietat en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031086977
9783031086960 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgment -- Contents -- 1 Teaching Controversial Issues and Social Problems from an Integrated Perspective -- Abstract -- Funding -- References -- 2 On Integrating Mathematics Education and Sustainability in Teacher Training: Why, to What End and How? -- Abstract -- Introduction -- Why is It Necessary to Integrate Mathematics Education and Sustainable Development into Teacher Training? What Purpose Does It Serve? -- Sustainable Development: A Key Strategy for Transformation -- Research into the Integration Between Mathematics Education and Sustainable Development in Teacher Training -- How Can Mathematics Education and Sustainable Development Be Integrated into Teacher Training? -- Conclusion -- References -- 3 Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies -- Abstract -- Why Do We Propose an Integrated Curriculum Based on Social Sciences Education? -- Traditions and Tendencies of Working with Social Problems: An Integrative Perspective -- Work Based on Social Problems as a Methodology -- Work Based on Social Problems or Controversial Issues -- Socially Acute Questions: The Francophone Tradition -- Why Teach School Disciplines Based on Social Problems? -- An Example of Work with a Social Problem: The 2020 Pandemic -- Epilogue -- References -- 4 Controversial Heritage, Ecosocial Education and Citizenship. Connections for the Development of Heritage Education in Formal Education -- Abstract -- Background: The EPITEC Project -- Controversial Heritage -- Ecosocial Citizen Education -- Conclusions and Future Prospects -- References -- 5 A New Education for a New Era: Transdisciplinarity, Transversal Competences and an Eclectic Approach to Evaluation -- Abstract -- The Emergence of a New Era -- Winds of Change in Education -- A New Education for a New Era -- Final Remarks -- References.
6 Historical Thinking and Controversial Issues in Social Studies Education -- Abstract -- Introduction. History Teaching for a Critical and Democratic Education -- Historical Thinking Skills -- Thinking and Teaching About Controversial Issues in History and Social Education -- How to Teach Controversial Topics -- Teaching and Learning History and Social Studies Based on the Normalisation of Conflict -- Conclusions: A Different Kind of History and Social Education is Possible -- Acknowledgements -- References -- 7 Education and Controversial Topics in Post-conflict Societies: The Coexistence and Memory Project in Contemporary Teacher Training in the Basque Country -- Abstract -- Controversial Issues in Education -- Controversial Issues in Post-conflict Societies: The Case of the Basque Country -- Public Policies and Treatment of the Conflict in Educational Settings in the Basque Country -- Adi-adian and the Coexistence and Memory Project: The Treatment of Violence During the Initial Teacher Training in the University of the Basque Country -- Conclusion -- References -- 8 History Education and Democratic Memory. An Analysis of the Opinions of Social Sciences Teachers in Initial Training -- Abstract -- Introduction -- Methodology -- Results -- Conclusions -- Implications -- Funding -- References -- 9 The Use of Controversial Issues in Higher Education for Citizenship Learning -- Abstract -- Educating for and in Democracy, also at the University -- Controversial Issues at the University for Citizenship Education -- Method -- Participants -- Research Problems -- Instrument and Analysis Procedures -- Results -- What Do Students Think About the Role of the University in Their Formation as Citizens? -- What Do Students Think About the Role of the Problems and/or Controversial Issues Worked on During CIMA in Their Formation as Citizens?. Discussion and Conclusions -- Acknowledgements -- References -- 10 Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training -- Abstract -- Introduction -- Theoretical Framework -- Co-teaching as a Tool for Disciplinary Integration -- Combining iSTEAM and CLIL -- Methodology -- Design -- Context and Participants -- Teaching Proposal -- Data Collection -- Data Analysis -- Results -- Discussion and Conclusions -- References -- 11 The Contribution of Interdisciplinary Education to the Development of Students Competences with Intellectual Disabilities. An Analysis from the Social and Rights Model -- Abstract -- Introduction -- A New Paradigm for Interpreting Disability: The Social and Rights Model -- Historical Approach to Interdisciplinarity from the Integrated Approach and Theoretical Foundations -- The Concept of Interdisciplinary Teaching -- Conceptualisation of Intellectual Disability and Educational Problems Faced by People with Different Special Educational Needs -- Contributions of Integrated Education to the Learning Difficulties of People with Intellectual Disabilities -- Conclusion -- References -- 12 COPACUL: An Innovative Didactic Project on Heritage Conservation for High School Students -- Abstract -- Introduction. Why a Didactic Project? -- Outstanding Previous Experiences -- The Current Spanish Educational Law as a Framework -- Didactic Sequence in the Classroom -- Practical and Experimental Activities in Workshops and Museums -- Final Activity of Reflection, Evaluation and Conclusions -- Materials -- Acknowledgements -- References -- 13 Problematizing STEM Integration from an Epistemological and Identity Perspective -- Abstract -- Why Do We Need an Epistemic and Identity Perspective in STEM Education? -- An Epistemological Lens Applied to STEM Education. Epistemic Challenges of an Integrated STEM Education -- Developing an Epistemology for STEM -- An Identity Lens Applied to STEM Education -- Controversies Defining STEM Identities -- "STEM Identity" as an Umbrella of Different S/T/E/M Identities -- Deepening into Students' Possible STEM Identity -- How to Include Both an Epistemic and an Identity Lens in STEM Education? -- Acknowledgements -- References -- Index. |
| Record Nr. | UNINA-9910616371803321 |
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Ortega Sánchez Delfín
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| Cham, Switzerland : , : Springer International Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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I crediti didattici nei curricoli universitari : seminario di studio : 21 maggio 1992 / a cura di Matilde Callari Galli
| I crediti didattici nei curricoli universitari : seminario di studio : 21 maggio 1992 / a cura di Matilde Callari Galli |
| Autore | Callari Galli, Matilde |
| Pubbl/distr/stampa | Bologna : CLUEB, [1992] |
| Descrizione fisica | 134 p. ; 24 cm. |
| Disciplina | 378.199 |
| Soggetto topico | Università - Programmi |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ita |
| Record Nr. | UNISALENTO-991003603309707536 |
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Callari Galli, Matilde
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| Bologna : CLUEB, [1992] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. del Salento | ||
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Curriculum challenges for universities : agenda for change / / edited by James Nyland and David Davies
| Curriculum challenges for universities : agenda for change / / edited by James Nyland and David Davies |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (214 pages) |
| Disciplina | 378.199 |
| Soggetto topico |
Education, Higher - Social aspects
Education - Curricula Universities and colleges - Curricula Educació superior Currículums (Ensenyament) Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-8582-7
981-16-8581-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- Editors and Contributors -- Introduction: Setting the Scene -- Part I Critical Thinking and Engagement -- 1 Critical Thinking for an Engaged University -- 1.1 The Problems -- 1.2 A Democratic Education Relevant to the Digital Age? -- 1.3 What Should Drive Our Knowledge in the Digital Era? -- 1.3.1 The Need for a Social Identity -- 1.4 The Need for Critical Dialogue not Alliances of the Silent -- 1.5 Critical Thinking: Content and Process -- 1.6 Concepts and Processes for Critical Thinking: An Outline Sketch -- 1.7 Processes of Learning for Critical Thinking: Indicative Capacities -- 1.8 Outcomes and Actual Critical Thinking Techniques -- 1.9 Personal Commitment and Learning -- 1.10 Reflexive Criticality -- References -- 2 The University's Social and Civic Role: Time for an Appraisal -- 2.1 Aspect 1 -- 2.1.1 The Civic Role and Community Engagement-Achieving Social Justice Through Education -- 2.1.2 Universities for Students or Citizens? -- 2.1.3 Adult Learning and Education -- 2.1.4 Community Engagement -- 2.1.5 The Role of Cultural Knowledge -- 2.2 Aspect 2 -- 2.2.1 The Meaning of Critical Thinking for the Higher Education Curriculum -- 2.2.2 Crisis, Poverty and the Future -- 2.2.3 The Digital World and the Human Mind -- 2.2.4 Young People and an Uncertain Future -- 2.2.5 Knowledge and Skills -- 2.2.6 Community and Curriculum -- 2.2.7 The University and Democratic Citizen-Members? -- 2.2.8 Learning for Engagement -- 2.2.9 Social Knowing and Skill -- 2.2.10 Critical Thinking -- 2.3 In Conclusion -- References -- 3 The University as a Public Educator: Learning and Teaching for Engagement -- 3.1 What of Work Integrated Learning (WIL) in the Universities? -- 3.2 What of Service Learning in the Universities? -- 3.3 The Australian Carnegie Community Engagement Classification Initiative.
3.4 Critical Thinking for Engagement -- 3.5 Pay Attention! A Problem to Be Addressed -- 3.6 Cognitive Concerns: Control Yourself -- 3.7 Focus on What Matters -- 3.8 Attention, Self and Skill -- 3.9 Thinking and Being -- 3.10 Being in the Digital World -- 3.11 Surveillance Capitalism-A New Era -- 3.12 The Problems We Are Addressing: Learning and Teaching -- 3.13 The Need for Renewal -- 3.14 Learning and Teaching Strategies -- 3.15 Learning Entrepreneurially and Personal Viability -- 3.16 A Critical Curriculum for Universities in Practice -- 3.17 Some Practical Steps -- 3.18 In Conclusion -- References -- 4 A Crisis of Knowledge: Themes for an Engaged University Curriculum -- 4.1 Global Change but Local Lives: The Need for a Critical University Curriculum -- 4.2 The Problems We Are Addressing -- 4.3 The Problems Out There -- 4.4 Future Learning and the Digital Age -- 4.5 Community and Engagement -- 4.6 What Makes a Community in the Twenty-First Century? -- 4.7 Who Belongs in a Community or Nation? -- 4.8 An Engaged Curriculum for Critical Thinking: What Do We Need to Know? -- 4.9 Critical Thinking -- References -- 5 Freedom Through Education: A Promise Postponed -- 5.1 Threads Through Time: The Challenges to Higher Education -- 5.2 Where Are We Now? -- 5.3 Future Prospects: Learning for Creativity -- 5.4 A Critical and Dynamic Curriculum for an Uncertain World -- 5.5 The Meaning of Vocational and Academic Education -- 5.6 The Social Purpose of the University: The Promise Denied? -- 5.7 Conclusion: A Promise Postponed -- References -- Part II Engagement, Culture and Democracy -- 6 Academic and Scholarly Freedom: Towards a 'Disputing' University with Critically Engaged Students -- 6.1 An Australian Debate -- 6.2 The Civic Role of the University -- 6.3 A Disputing University? -- 6.4 The Meaning of Critical Thinking and the Curriculum of Universities. 6.4.1 Poverty is Still with Us - Globally and Locally -- 6.4.2 The Marginalisation of Young People -- 6.4.3 The Growth of Digital Technologies and How We Understand What is Happening -- 6.4.4 Knowledge and Learning Relevant to Life and Work -- 6.4.5 Relevance of Community and Identity -- 6.5 An Engaged Curriculum for Critical Thinking -- 6.6 What Do We Need to Know? -- References -- 7 Towards a Twenty-First-Century Approach to Civic Engagement Locally: A Conversation Between Professor James Nyland and Dr. Richard Teare, Co-founder and President, Global University for Lifelong Learning -- 7.1 Wider Engagement: The Role of Self-directed Development -- 7.1.1 About This Chapter -- 7.2 Q: Why Did You Establish GULL? -- 7.3 Q: Why Does GULL Focus on Self-help? -- 7.4 Q: How Does GULL Facilitate Self-help? -- 7.5 Q: Do You Have an Example that Illustrates the Value of Self-help? -- 7.6 Q: Does GULL Work with Academic Institutions? -- 7.7 Q: Has GULL's Self-help Approach Been Used in Australia? -- 7.8 Q: Can You Envision a Wider-Ranging Partnership with Universities in the Future? -- 7.9 Q: Given the Positive Outcomes, Will Gull's Work with South African Universities Expand? -- 7.10 Summary Points -- 7.11 Implications -- 7.12 Q: How Could Universities Become More Inclusive Hubs for Academic and Community-Led Learning? -- Reference -- 8 Indigenous Knowledge in Australia: Imagining a Different Society -- 8.1 Introduction -- 8.2 Identity Questions as the Conjuncture -- 8.3 Frameworks for Understanding -- 8.4 The Original Australians and the Contemporary World -- 8.4.1 First Contact: Worlds Apart -- 8.5 Cultural Conservatism and Change -- 8.6 Questions of Land: The Making and Meaning of the Landscape -- 8.7 Aboriginal Knowledge: How We Think About the Issues -- 8.8 Language and Loss -- 8.9 Knowledge, Nature, Culture and Identity. 8.10 What Kind of Social Knowledge is Needed Now? -- 8.11 Contexts for Knowing: Environment and Human Development -- 8.12 Re-assessing Practical Knowledge -- 8.13 Indigenous People and Learning: Are the Paradigms Beginning to Shift? -- 8.14 Conclusion -- References -- Part III The Future: Slow Burn or Fast Forward -- 9 The Burning World: Transformation and Sustainability or Apocalypse? -- 9.1 Introduction -- 9.2 We Have Made a Burning World -- 9.3 The Environmental Crisis is a Social and Economic Crisis -- 9.4 Averting the Disaster -- 9.5 Can We Seize Back the Debate? -- 9.6 The Importance of Sustainable Development -- References -- 10 Ways of Knowing: Towards an Ecology of Learning and Community -- 10.1 Crises and Paradoxes -- 10.2 Lessons Learned -- 10.3 The Universities as the New 'Rust Belt'? -- 10.4 Points of Departure -- 10.5 Towards an Ecology of Learning and Community -- 10.6 Places Matter -- 10.7 Learning and the Ecology of Community -- 10.8 Imagining and Understanding Our Cosmos -- 10.9 Conclusion -- References -- 11 The New Normal After Coronavirus: Is There Anyone Here from Education? -- 11.1 Understanding and Learning About Ourselves -- 11.2 New Challenges in a Changed World -- 11.3 Living with the Here and Now and Future? -- 11.4 Looking Ahead -- 11.5 What Will Universities Do? -- 11.6 The New Normal? -- 11.7 The Implications for Education -- 11.8 What We Have Learned from the Pandemic -- 11.9 In Conclusion -- References -- Part IV Conclusion -- 12 Learning that Matters -- 12.1 Learning that Matters -- Sources and Origins -- Part I Critical Thinking and Engagement -- Part II Engagement, Culture and Democracy -- Part III The Future: Slow Burn or Fast Forward -- Part IV Conclusion -- Note to the Reader. |
| Record Nr. | UNINA-9910743240703321 |
| Gateway East, Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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