Net@ccessibility: A research and training project regarding the transition from formal to informal learning for university students who are developing lifelong plans

Anna, Lucia de; Canevaro, Andrea; Ghislandi, Patrizia; Striano, Maura; Maragliano, Roberto; Andrich, Renzo

doi:10.1016/j.alter.2014.02.002

Cited by 4 publications

(3 citation statements)

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“…The research aims at creating the conditions to develop inclusive contexts on the Internet, by connecting learning and pedagogical aspects in the learning process together with the Internet technologies [3]- [5]. A specific focus is kept on the structural and cultural accessibility, based on the new concept of accessibility, as established by the Convention on Rights of People with Disabilities from the United Nations in 2006, validated in Italy in 2009, and reiterated in the more recent programs of the European Union [6].…”

Section: Introductionmentioning

confidence: 99%

ICT and Inclusion in Higher Education: A Comparative Approach

Volpe¹

2015

JSS

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The following research describes an attempt to combine ICT and Special Education through an inclusive pedagogical perspective. It examines how an innovative use of Information and Communication Technology can help create inclusive environments on the web. Specifically, the study focuses on the way the University responds to diversity and to e-inclusion through some development phases of an experimental research project, which is most far-reaching called "Network@ccessible: teaching/learning together and for everyone in a life project" carried out by six Italian universities and research institutions, from 2009 to 2014, and involved 1174 students (1.6% disabled students). This study is split into two main parts: 1) description and analysis of the data collected following the administration of an inquiry tool, developed to detect the climate experienced by the students involved in the online working groups; 2) investigation and detection of the elements of change that can encourage the process of inclusion in online learning environments to acquire credits allocated to the university courses. This study proposes further research to take place in the area of inclusive online university courses.

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Section: Introductionmentioning

confidence: 99%

ICT and Inclusion in Higher Education: A Comparative Approach

Volpe¹

2015

JSS

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“…Estas colaboraciones han llevado a la realización de varios proyectos financiados, entre otros por el Ministerio y la Comunidad Europea, para realizar actividades formativas y de investigación. Entre ellos, el proyecto FIRB (Fondo para las Inversiones en la Investigación de Base) "Ret@ccessibile: insegnamento-apprendimento insieme e per tutti in un progetto di vita", financiado por el MIUR para experimentar soluciones educativas universitarias inclusivas, uniendo aspectos formativos y tecnológicos para una accesibilidad estructural y cultural, valorizando los aprendizajes informales y creando ambientes inclusivos utilizando las TIC y auxilios informáticos (de Anna et al, 2014;de Anna y Della Volpe, 2013;Pagliara, 2016).…”

Section: La Colaboración De Los Laboratorios De Didáctica Y Pedagogíaunclassified

Inclusión en la universidad italiana: el caso de la Universidad de Roma “Foro Italico”

Anna

Utgé

2019

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A través de un itinerario histórico-legislativo se evidencian las iniciativas para crear en las universidades italianas la CNUDD (Conferencia Nacional Universitaria de Delegados para la Discapacidad). Organismo que se confronta con las distintas praxis y con los problemas de los estudiantes universitarios con discapacidad y con TEA (trastornos específicos de aprendizaje). La experiencia de la Università di Roma “Foro Italico” se presenta como ejemplo por sus características específicas para conjugar las Ciencias de la Actividad Fisica y del Deporte con la inclusividad. Esto ha sido posible gracias a numerosas iniciativas y a transformaciones organizativas y pedagógico-didácticas para crear un contexto educativo inclusivo que favorezca a todos los estudiantes, sin pasar por alto las especificidades individuales, a través de la colaboración y el acuerdo con la comunidad universitaria.

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“…Special (interactive and communicative) technologies such as project method (Koch et al, 2017;Adams, Simon Vena, & Ruiz-UIloa, 2002), life events game simulation (Panthalookaran, 2018), interactive methods using computer technologies (De Anna et al, 2014) are applied during the educational process taking into account the necessity of soft skills development and nowadays students' peculiarities. First of all these technologies are dynamic, effective (from the point of view of the students being involved into the process of learning) and motivational (generate students-engineers' interests in communicative processes, interaction, uptaking humanitarian subjects information).…”

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confidence: 99%