Corsi e Seminari sulla migliore Piattaforma Web,Innovativo e completo gestionale per l’organizzazione della formazione aziendale Gestione e preparazione delle aule virtuali, dei corsisti e dei formatori, report sui costi, ricavi, stampa attestato di partecipazione e registro presenze. Per le aziende, centri di formazione, studi di consulenza, enti un’offerta formativa che consente di soddifare i propri fabbisogni Browser supportati Internet Explorer 8 - 9 - 10 - 11 Mozilla Firefox - Google Chrome.
E-learning partecipativo a supporto dell’innovazione della formazioneTeleskill Italia
Intervento di Emanuele Pucci, Amministratore Delegato Teleskill, al SIREF Summer School 2014. Un’occasione privilegiata per condividere elementi di e-learning partecipativo, l’approccio Teleskill a supporto dell’innovazione della formazione
The DESIRE project consulted science teachers, project managers, communicators and policymakers from 2011-2013 to identify how to more efficiently disseminate results from STEM education projects to teachers and schools. It analyzed stakeholders' experiences to determine the main obstacles and facilitators. The DESIRE survival kit provides recommendations for project managers and policymakers on how to plan and carry out dissemination of funded science education projects based on lessons learned. It identifies targets, obstacles to reaching them, and offers tools to create multiplier effects and mainstream results into policies.
The document discusses peer education in the Italian school system from the perspective of ANSAS, Italy's national research institute for education. It provides an overview of ANSAS and its role in teacher training, managing educational platforms, and documenting best practices. The document also describes two main settings for peer education in schools: classroom activities and teacher training activities. In classroom activities, students take on peer tutoring and teaching roles, while in teacher training, educators participate in online cooperative learning and peer education through ANSAS' e-learning environments.
Corsi e Seminari sulla migliore Piattaforma Web,Innovativo e completo gestionale per l’organizzazione della formazione aziendale Gestione e preparazione delle aule virtuali, dei corsisti e dei formatori, report sui costi, ricavi, stampa attestato di partecipazione e registro presenze. Per le aziende, centri di formazione, studi di consulenza, enti un’offerta formativa che consente di soddifare i propri fabbisogni Browser supportati Internet Explorer 8 - 9 - 10 - 11 Mozilla Firefox - Google Chrome.
E-learning partecipativo a supporto dell’innovazione della formazioneTeleskill Italia
Intervento di Emanuele Pucci, Amministratore Delegato Teleskill, al SIREF Summer School 2014. Un’occasione privilegiata per condividere elementi di e-learning partecipativo, l’approccio Teleskill a supporto dell’innovazione della formazione
The DESIRE project consulted science teachers, project managers, communicators and policymakers from 2011-2013 to identify how to more efficiently disseminate results from STEM education projects to teachers and schools. It analyzed stakeholders' experiences to determine the main obstacles and facilitators. The DESIRE survival kit provides recommendations for project managers and policymakers on how to plan and carry out dissemination of funded science education projects based on lessons learned. It identifies targets, obstacles to reaching them, and offers tools to create multiplier effects and mainstream results into policies.
The document discusses peer education in the Italian school system from the perspective of ANSAS, Italy's national research institute for education. It provides an overview of ANSAS and its role in teacher training, managing educational platforms, and documenting best practices. The document also describes two main settings for peer education in schools: classroom activities and teacher training activities. In classroom activities, students take on peer tutoring and teaching roles, while in teacher training, educators participate in online cooperative learning and peer education through ANSAS' e-learning environments.
The document discusses best practices for documenting multimedia projects in schools. It recommends documenting the context, processes, methodologies, technologies used, social aspects, obstacles encountered, strengths, and evaluation of the project. It provides examples of how to document projects using a website, journalistic approach, docufiction movie created by students, slideshow, or social media. It also covers issues like using creative commons licensed media, privacy regulations, and free online tools for creating documentation.
The document discusses best practices for documenting multimedia projects in schools. It recommends documenting the context, processes, methodologies, technologies used, social aspects, obstacles encountered, strengths, and evaluation of the project. It provides examples of how to document projects using a website, journalistic approach, docufiction movie created by students, slideshow, or social media. It also covers issues like using creative commons licensed media, privacy regulations, and free online tools for creating documentation.
The document discusses best practices for documenting multimedia projects in schools. It recommends documenting the context, processes, methodologies, technologies used, social aspects, obstacles encountered, strengths, and evaluation of the project. It provides examples of how to document projects using a website, journalistic approach, docufiction movie created by students, slideshow, or social media. It also covers issues like using creative commons licensed media, privacy regulations, and free online tools for creating documentation.
The document discusses multimedia documentation in schools. It defines documentation as a process that transforms implicit knowledge into explicit knowledge, allows for self-evaluation and assessment, and helps with planning and decision making. Documentation also facilitates knowledge sharing, community building, and professional development. Multimedia documentation makes the process more social and participatory. It introduces teachers to ICT while engaging students cognitively, emotionally, and relationally. Multimedia documentation is also described as a more fun approach. The document provides contact information for Silvia Panzavolta, the author and senior documentalist who works to promote educational documentation.
3. DOCUMENTARE PER RICORDARE DOCUMENTARE PER COMUNICARE DOCUMENTARE PER INFORMARE DOCUMENTARE PER FORMARE DOCUMENTARE PER PRENDERE DECISIONI DOCUMENTARE PER PROGETTARE MEGLIO DOCUMENTARE PER VALORIZZARE QUANTO FATTO
19. OCCHIO ALLA PRIVACY!!! UTILIZZARE SEMPRE LA LIBERATORIA FAC-SIMILE: http://www.indire.it/lucabas/lookmyweb/templates/up_files/gold//Documentazione%20multimediale%20e%20privacy.pdf
21. Nell’ambiente di cl@ssi 2.0, dopo aver effettuato il login, l’utente avrà a disposizione un apposito ambiente di deposito della documentazione con alcuni strumenti a disposizione GOLDVIDEO MYGOLD DOCTIME
31. Abitare la scuola: documentazione di setting educativo http://www.indire.it/ aesse / index.php
32. C R E D I T S SLIDE # 2: IMMAGINE DI ALDOALDOZ SLIDE #4: IMMAGINE DI MNEMOMAZ SLIDE # 10: IMMAGINE DI FABYA9 SLIDE # 13: IMMAGINE DI TRINAMITA SLIDE # 15: IMMAGINE DI GUALTIERO SLIDE # 19: IMMAGINE DI FAZEN SLIDE # 20: IMMAGINE DI OLGA E ZANNI SLIDE #22: IMMAGINE DI SUNNYSTE QUESTO LAVORO È SOTTOPOSTO A LICENZA CREATIVE COMMONS BY-NC-SA, http://creativecommons.org/licenses/by-nc-sa/2.0/deed.it