Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 9 No. 1 (2018): ESS - Technologies and inclusion

Inclusive University didactics and technological devices: a case study

  • Catia Giaconi
  • Arianna Taddei
  • Noemi Del Bianco
  • Simone Aparecida Capellini
Submitted
maggio 21, 2018
Published
2018-06-08

Abstract

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching-learning processes and inclusion practices among all students.  

 

References

  1. Andò B., Siciliano P., Marletta V., Monteriù A., (2014), Ambient Assisted Living Italian Forum, Springer, Berlin.
  2. Ally, M., (2004), Foundations of educational theory for online learning. In T. Anderson, & F.
  3. Aune, B. (1996). Successful strategies for accommodating students with disabilities. Disability Compliance for Higher Education, 1(3),
  4. Elloumi (Eds.), Theory and practice of online learning. Athabasca University.
  5. Bates, A. W., Poole, G., (2003), Course development and maintenance. Effective teaching with technology in higher education, Jossey-Bass, San Francisco.
  6. Berry, G., & Mellard, D. (2002). Current status on accommodating students with disabilities in selected community and technical colleges: Fall 1999-Spring 2001. Lawrence, KS: University of Kansas.
  7. Besio S., (2006), Tecnologie assistive per la disabilità, Pensa MultiMedia Editore, Lecce.
  9. Biggs, J., (2003), Teaching for quality learning at university: What the student does, SRHE and Open University Press, Buckingham.
  10. Boud, D., Prosser, M., (2002), Appraising new technologies for learning: A framework for development. Educational Media International, 39(3), 237–245.
  11. Buzza, D., Richards, L., (2005), LearningMapR: A prototype tool for creating IMS-LD compliant units of learning. Journal of Interactive Media in Education, 17, 1–14.
  12. Cabral, L. (2013). L’orientamento accademico e professionale degli studenti universitari con disabilità. PhD thesis, Università degli Studi di Roma “Foro Italico”, Rome, Italia.
  13. Cafiero J. M., (2009), Comunicazione aumentativa e alternativa, Erickson, Gardolo.
  15. Cameron, L., (2010), Could pedagogical planners be a useful learning design tool for university lecturers?, The University of the Fraser Valley Research Review volume 3: issue 2.
  17. Cavallo F., Marletta V., Monteriù A., Siciliano P., (2017), Ambient Assisted Living Italian Forum 2016, Springer, Berlin.
  18. CE, Comunità Europea – Helios II (1996). Enseignement Supérieur e t Etudiants Handicapés, Groupe Thématique 13 du Programme européen Helios II. Bruxelles: Commission Européenne.
  19. Censis (giugno 2017). Accompagnare le Università verso una piu ampia integrazione degli studenti con disabilità e DSA”. Survey presented at the Convention: “Presente e futuro dei servizi per l’inclusione: Atenei a confronto”. Catania: Università degli Studi di Catania. CNUDD (2014), Linee Guida, Bergamo, www.cnudd.it (ultima consultazione 21 aprile 2018).
  20. CompendiumLD learning design software, http://compendiumld.open.ac.uk/, last access 2018.
  21. Conole, G., & Weller, M., (2007), The Open University Learning Design Project, Proceedings of the European LAMS Conference 2007: Designing the Future of Learning, Greenwich, UK.
  22. Cook A. M. Hussey S. M., (2002), Assistive Technologies Principles and Practice, Mosby St. Luois.
  24. Cook, J., (2006), Symposium — Design in the disciplines. JISC Innovating e-Learning 2006: Transforming Learning Experiences Online Conference.
  25. Cottini L., (2007), Didattica speciale e integrazione scolastica, Carocci, Rome.
  27. Ciaschini M., De Angelis M., Monteriù A., Pretaroli R., Severini F., Socci C., (2015), Investments and Sustainability of Public Expenditure in the Health Sector. In Andò B., Siciliano P., Marletta V., Monteriù A. (eds) Ambient Assisted Living. Biosystems & Biorobotics, vol. 11. Springer, Cham.
  29. Ciaschini M., De Angelis M., Monteriù A., Pretaroli R., Severini F., Socci C. (2016), The Role of ICT in the Italian Health Care System. In: Conti M., Martínez Madrid N., Seepold R., Orcioni S. (eds) Mobile Networks for Biometric Data Analysis. Lecture Notes in Electrical Engineering, vol. 392. Springer, Cham.
  31. de Anna L. (2016). Le esperienze di integrazione e inclusionnelle università tra passato e presente. Milan: FrancoAngeli.
  32. de Anna L., Covelli A.(2018), La Didattica inclusiva nell’Università: innovazione e successo formativo degli studenti con Special Educational Needs. In Form@re – Open Journal per la formazione in rete, Vol.18, n.1, pp.333-345, DOI: http://dx.doi.org/10.13128/formare-22505.
  33. DialogPlus Toolkit, http://edutechwiki.unige.ch/en/DialogPlus_Toolkit, last update 2014.
  34. Dongming Xu, Wayne W. Huang, Huaiqing Wang, Jon Heales, Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation, Information & Management, Volume 51, Issue 4, 2014, Pages 430-440, ISSN 0378-7206, https://doi.org/10.1016/j.im.2014.02.009.
  36. Eradze M., Laanpere M. (2014) Interrelation between Pedagogical Design and Learning Interaction Patterns in different Virtual Learning Environments. In Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Technology-Rich Environments for Learning and Collaboration. LCT 2014. Lecture Notes in Computer Science, vol 8524, Springer, Cham.
  38. Faggioli M. Tecnologie per la didattic, Apogeo, Milan.
  40. Falconer, I. et al., (2007), Mod4L final report: Representing learning designs, London.
  42. Fogarolo F., (2007), Il computer di sostegno. Ausili Informatici a scuola, Gardolo, Erickson.
  43. Fouzia K. A., (2015), Use of Assistive Technologies in inclusive Education making room for diverse learning needs Transcience Vol. 6, Issue 2.
  45. Giaconi C., (2013), Elementos de didática inclusiva em classes com alunos com Dislexia, in Aparecida S., Dislexia, WAK EDITORA, Brazil.
  46. Giaconi C., (2015), Qualità della vita e adulti con disabilità, Franco Angeli, Milan.
  48. Goodyear, P., (2005), Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology 21(1), 82–101.
  50. Grainne C., (2012), Designing for learning in an open world, Springer Science & Business Media.
  52. Hannafin, M., & Land, S., (1997), The foundations and assumption of technology- enhanced student-centered learning environments. Instructional Science, 25, 167– 202.
  54. Heathcote, E., (2006), Learning design templates — A pedagogical just-in time support tool, JISC Innovating e-Learning 2006: Transforming Learning Experiences Online Conference.
  55. Hurst, A. (1993). Steps towards graduation: access to higher education for people with disabilities. Aldershot: Ashgate Publishing Group.
  57. JISC (2007) “Briefing Paper 1: MLEs and VLEs Explained”, JISC.
  59. Knight, S., (2004), Effective practice with e-learning: A good practice guide in designing for learning. http://www.jisc.ac.uk/media/documents/publications/effective practiceelearning.pdf Retrieved June 6, 2008.
  61. Kurilovas E., Kubilinskiene S, Dagiene V, Web 3.0 – Based personalisation of learning objects in virtual learning environments, Computers in Human Behavior, Volume 30, 2014, Pages 654-662, ISSN 0747-5632, https://doi.org/10.1016/j.chb.2013.07.039
  63. Laurillard, D., (2008), London Pedagogy Planner website, Retrieved February 10, 2008, from http://www.wle.org.uk/d4l/.
  65. Laurillard, D., (2002), Rethinking university teaching: A conversational framework for the effective use of learning technologies, London: RoutledgeFalmer.
  67. Longhi S., Siciliano P., Germani M., Monteriù A., (2014), Ambient Assisted Living Italian Forum 2013, Springer, Berlin.
  69. Longhi S., Monteriù A., (2015), Riflessi etici della formazione tecnico-scientifica. In Etica e senso di responsabilità nella professione. Istituto Grafologico Internazionale Girolamo Moretti a cura di Olivia Fagnani, Vol. 169, pp. 127-131.
  71. Longhi S., Ciabattoni L., Ferracuti F., Freddi A., Monteriù A., Ortenzi D., Romeo L., (2016), Tecnologie assistive per la vita indipendente, in La bioingegneria per il benessere e l’invecchiamento attivo, Patron Editore (Italy), Sep. 2016, pp. 415–428.
  73. Longhi S., Monteriù A., Freddi A., (2017), Human Monitoring, Smart Health and Assisted Living: Techniques and Technologies, The Institution of Engineering and Technology, IET.
  75. Longhi S., Monteriù A., (2018), Quegli artisti che chiamiamo insegnanti. Innovatio Educativa, Vol. 1, pp. 30-3.
  77. Mayes, T., de Freitas, S., (2001), Stage 2: Review of e-learning theories, frameworks and models,http://www.jisc.ac.uk/uploaded_documents/Stage_Learning_Models_Version%201).pdf
  79. Manton, M., Masterman, L., (2007), Getting started with Phoebe. Retrieved April 23, 2007, from http://phoebe-app.conted.ox.ac.uk/cgi-bin/trac.cgi/wiki/ PhoebeGettingStarted.
  81. Marcellini, F., Giuli, C., Gagliardi, C., Papa, R., (2007), Ageing in Italy: urban–rural differences, Archives of Gerontology and Geriatrics, 44, 243–260.
  83. McCreadie, C., Tinker, A., (2005), The acceptability of assistive technology to older people. Ageing & Society, 25, 91–110.
  85. McAlpine, I., Allen, B., (2007), Designing for active learning online with learning design templates. In ASCILITE Singapore 2007: Providing choices for learners and learning. Singapore. http://www.ascilite.org.au/conferences/singapore07/ procs/mcalpine.pdf
  87. NAACE, (2004), Leadership and coordination. Implementing ICT: A guide to implementing ICT in schools of the UK. http://www.naace.org/impict/leadership.html
  89. Oliver, R., Harper, B., et al., (2002), Formalising the description of learning designs. 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA): Quality Conversations, Perth, Australia.
  91. Phoebe Pedagogic Planner, http://www.phoebe.ox.ac.uk/, last update 2009.
  92. Pinnelli S., (2011), I servizi socio-educativi per fare integrazione, Pensamultimedia, Lecce.
  94. Pinnelli S., (2010), I ferri del mestiere. Le Tic nella riduzione del deficit visivo. In L. Piccolo (a cura di), La complessità dell’invisibile, Milan, FrancoAngeli, pp. 124-137.
  95. Quesenbery, W., Theofanos, M., (2005), Towards the Design of Effective Formative Test Reports, Journal of Usability Studies, Issue 1, Vol. 1, November 2005, pp. 28-46.
  96. http://www.upassoc.org/upa_publications/jus/2005_november/formative.html
  98. Ridolfi P., (2001), Normative italiane sull’accessibilità al web (Presidenza del Consiglio dei ministri. Dipartimento della funzione pubblica: Circolare 13 marzo 2001, n. 3/2001 (G.U. Serie generale n. 065 del 19 marzo 2001).
  100. Ramsden, P., (2003), Learning to teach in higher education, New York, Routledge Falmer.
  102. Stark, J. S., (2000), Planning introductory college courses: Content, context and form. Instructional Science, 28, 413–438.
  104. Sanchez Utgé, M., Mazzer, M., Pagliara, S., & de Anna, L. (2017). La formazione degli insegnanti di sostegno sulle TIC. Analisi dei prodotti multimediali del corso di specializzazione per le attività di sostegno. Italian Journal of Special Education for Inclusion, 5(1), 133–146.

Metrics

Metrics Loading ...

Most read articles by the same author(s)

<< < 1 2 3 4 > >>