cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Enhancing a blended module in General Didactics: new contents, materials, forms of assessment and feedback
Creators: name: Teruggi, Lilia
name: Zuccoli, Franca
name: Bassi, Francesca
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: In this paper, we examine developments in the blended version of the module in General Didactics within Milano-Bicocca University’s Master’s Degree in Primary Education program, focusing on the learning activities offered to students and the use of feedback to support their learning processes. Over the three years since the introduction of the blended format, the number of students enrolled has quadrupled. The interactions between teachers and students on the e-learning platform offer a set of valuable insights concerning amongst other aspects cooperation among students during on-campus activities as a form of peer education, new forms of assessment, and the provision of feedback on individual learning activities. We discuss the overall experience of the past three years and how the blended module may be further enhanced in the future by increasing the level of interaction between lecturers/tutors and students, as well as among students. Il corso di Didattica Generale, l’evoluzione del corso blended. La proposta di nuovi contenuti, materiali, prove e uso del feedback. Il presente contributo vuole presentare una riflessione sull’evoluzione del corso di Didattica Generale, del Corso di Laurea in Scienze della Formazione Primaria, Università di Milano-Bicocca, erogato in modalità blended. Nello specifico l’attenzione si è concentrata sulle attività proposte ai corsisti, unite all’uso del feedback come modalità di sostegno nel percorso di formazione. Durante i tre anni che hanno visto la creazione di un nuovo progetto legato a questo corso, il numero degli studenti iscritti è più che raddoppiato. Dalle interazioni dei docenti e da alcune risposte raccolte risultano particolarmente significativi alcuni elementi, ma qui si vuole fin da subito sottolineare l’importanza sia del lavoro tra studenti in presenza, nell’ottica di una proposta di peer-education, come pure dell’individuazione di nuove prove richieste ai frequentanti di questo corso, unite alla modalità di risposta legate alle singole attività. Il contributo racconta di una prima esperienza che vuole svilupparsi nell’ottica di un maggior incremento delle interazioni di docenti e tutor con gli studenti, e degli studenti tra loro.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Promoting historical memory recovery through the feedback given by educational museums and laboratories
Creators: name: Bosna, Vittoria
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: In the current educational context, everybody is paying greater attention to cultural heritage. Scholars are committed to continuously preserving this cultural heritage by raising awareness across students and citizens through a pedagogy of heritage oriented towards the recovery of historical memory. This article is a review over the utility of the functions of museums – considered as organizations aimed at the conservation and protection of cultural goods as well as the enhancement and conservation of educational heritage – in order to provide a feedback that can be useful across past and present times. To this end, this research recommends the implementation of educational Museums of School History as an innovative methodological model that can be useful to create knowledge, and therefore to narrate the origins of learning places: namely schools. Understandably, the final aim is the common good deployed to achieve a conscious use. Promuovere il recupero della memoria storica attraverso il feedback proposto dai musei didattici e dai laboratori educativi. Nell’attuale contesto formativo l’attenzione al patrimonio culturale sta crescendo sempre di più. Gli studiosi si impegnano costantemente a preservarlo sensibilizzando studenti e cittadini comuni attraverso una pedagogia del patrimonio orientata al recupero della memoria storica. Nell’articolo vengono esaminati l’utilità della funzione dei musei, come organizzazioni rivolte alla conservazione e alla tutela dei beni culturali, alla valorizzazione e conservazione del patrimonio scolastico ed educativo, quindi per creare un feedback utile tra passato e presente. Per un tale scopo in questa ricerca si propone, come modello metodologico innovativo la realizzazione di Musei didattici e di Storia della scuola, utili per poter realizzare conoscenze, quindi poter raccontare le origini dei luoghi di apprendimento: le scuole. Considerando tutto questo per un bene comune e per farne un uso consapevole.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Experiential training with Lego® for students of Primary Educational Sciences
Creators: name: Salmaso, Luisa
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: This paper presents the assumptions and the outcomes of perceived efficacy of a workshop experience carried out with LEGO®. It involved 25 university students of Primary Education, during their internship training course. Workshop formativo esperienziale con il Lego® per studenti e studentesse di Scienze della Formazione Primaria. Questo articolo presenta gli assunti e gli esiti di efficacia formativa percepita riguardanti un’esperienza di workshop con i LEGO® svolta con 25 studenti di Scienze della Formazione Primaria, durante il loro percorso di tirocinio indiretto.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Re-orientate in prison. A training for a new life project
Creators: name: Benelli, Caterina
name: Paleani, Roberta
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: The article has a twofold focus: on the one hand, it tackles the issue of the end of imprisonment term which represents one of the most critical and problematic phases of detention and, on the other hand, it addresses the matter of how inmates need to be supported in planning their new life project. The question Where are we and where are we going to? is the core of the psycho-pedagogical training course promoted in a correctional facility and experimented with a group of inmates who are close to the end of their imprisonment term and are in need of support and guidance. Accompaniment and support of this transition also respond to a need of the territory to set in motion orientation projects in prison: a place – by its very nature – dis-orienting. Ri-orientarsi in carcere. Un percorso formativo per un nuovo progetto di vita. Il presente articolo intende mettere in luce la questione del fine pena in carcere che rappresenta una delle fasi più delicate e difficili della detenzione e, allo stesso tempo, di come accompagnare i reclusi alla progettazione del nuovo progetto di vita. La domanda Dove siamo e dove stiamo andando? è il punto di partenza del percorso formativo di tipo psico-pedagogico promosso in un Istituto penitenziario per avviare una sperimentazione con un gruppo di persone in condizione di detenzione, prossimi alla conclusione della pena e con un urgente bisogno di supporto e di orientamento. Accompagnare e sostenere tale attraversamento, rispondono anche ad una necessità del territorio di attivare progetti di orientamento in carcere: luogo – per propria natura – dis-orientante.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
USO E APLICAÇÃO DE FERRAMENTAS DA WEB E SOFTWARES EDUCACIONAIS EM SALA DE AULA.
Creators: name: NASCIMENTO, ROMULO SALES DO
Publisher: name: figshare
Year: 2016
Subjects: Education

description: Resumo Historicamente a tecnologia do giz e da lousa juntamente com o auxiliar dos livros didáticos ainda faz parte de muitas instituições de ensino e da vida acadêmica dos doutores e discípulos e os diversos tipos de TICs (Tecnologias da Informação e Comunicação) Através da Web juntamente com uso dos softwares educacionais e de produtividade como práticas docentes. O avanço da tecnologia é um grande aliado do educador não processo de aprendizagem com potencial para formar os pensadores e questionadores. Sobretudo não desejo de estender tal afirmação para uma prática docente este artigo nortear como ações documentais para os recursos tecnológicos sustentados nessa discussão, servindo ao propósito em questão.
USO E APLICAÇÃO DE FERRAMENTAS DA WEB E SOFTWARES EDUCACIONAIS EM SALA DE AULA
Creators: name: NASCIMENTO, ROMULO SALES DO
Publisher: name: figshare
Year: 2016
Subjects: Education

description: Abstract

Historically the technology of chalk and the blackboard with the help of textbooks are still part of many educational institutions and academic lives of teachers and students and gradually the various types of ICT (Information and Communication Technologies) are being inserted through the Web along with use of educational software and productivity teaching practices. The advancement of technology is a great ally of the teacher in the learning process with the potential to form thinking and questioning individuals. Especially the desire to extend such a claim for teaching this article will guide the teachers' actions for sustained technological resources in this discussion, serving the purpose in question.

Resumo Historicamente a tecnologia do giz e da lousa juntamente com o auxilio dos livros didáticos ainda fazem parte de muitas instituições de ensino e da vida acadêmica dos docentes e discentes e aos poucos os diversos tipos de TICs (Tecnologias da Informação e Comunicação), estão sendo inseridas através da Web juntamente com uso dos softwares educacionais e de produtividade as práticas docentes. O avanço da tecnologia é um grande aliado do educador no processo de aprendizagem com potencial para formar indivíduos pensantes e questionadores. Sobretudo no desejo de estender tal afirmação para a prática docente esse artigo norteará as ações docentes para os recursos tecnológicos sustentados nessa discussão, servindo ao propósito em questão.
title: Henné
Creators: name: Naïm, Samia
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2024
Subjects: subject: Yemeni Arabic (Sanaa dialect)
subject: ayn
subject: Arabe Yéménite (dialecte de Sanaa)

description: Conforms to: doi:10.34847/cocoon.49aefa90-8c1f-3ba8-a099-0ebefc6a2aa7
description: L'enregistrement porte sur des modes de préparation du henné. L'informatrice est une jeune yéménite de Sanaa âgée de 16 ans (en 1989). Le henné est très apprécié partout au Yémen en tant que produit cosmétique. Il relève également de la pharmacopée traditionnelle.
title: 01_1276
Creators: name: Wesley Baldwin, John
name: Baldwin, John W.
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2018
Subjects: subject: LaMOP
subject: Laboratoire de Médiévistique Occidentale de Paris

description: L'ensemble de ces notes ont été crée par John Baldwin lors d'une de ses premières périodes de résidence à Paris. Ces documents comprennent tous les magistri qu’il avait pu rencontrer dans ses sources. Aux XIIème et XIIIème siècles, les universités n'existant pas encore, le titre de magister s'il évoque certainement une compétence n'est pas rattaché de façon systématique au passage par les écoles. De surcroît, les magistris sont le plus souvent désignés par leur seul prénom. La lecture de ces données est donc difficile et suppose un long travail pour tenter d'identifier un individu auquel on pourrait rattacher plusieurs mentions. John Baldwin avait donc renoncé à utiliser ces données pour donner un prolongement à sa magnifique étude sur les gradués d'université et leur emploi par les Capétiens et les Plantagenêts. Néanmoins, il a conservé ces données et elles sont potentiellement très utile dans le cadre de Studium, comme le sont toutes les mentions dans les volumes des Fasti Ecclesiae Gallicanae de chanoines portant ce titre de magister sans autres précisions. L'ampleur des dépouillements rend ces données très utiles et nous devons une grande reconnaissance à John Baldwin pour avoir pris la peine de faire photocopier ses fiches et de nous les avoir transmises amicalement.
Les données ainsi que les images des fiches sont accessibles sur le site Internet à l'adresse suivante : http://studium-baldwin.lamop.fr/.
Les transcriptions des fiches ont été effectuées par des étudiants de Paris 1 Panthéon - Sorbonne mais elles n'ont pas été corrigées par la suite.
description: Relation: https://lamop.hypotheses.org/
Advisor’s feedback as assessment practices in Doctoral Programs: a scoping review of empirical research
Creators: name: Silva, Liliana
name: Marcuccio, Massimo
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: A theoretical framework based on the balanced assessment system proposes a definition of formative feedback within an interactionist context and supports the autonomy and active learning of the students involved. The scoping review aims at mapping characteristics of feedback provided by tutors with doctoral students, defining the level, degree, and method of delivery and the ability to promote active learning processes. For the identification and synthesis of the research 11.829 contributions were extracted from a query of different aggregators and databases (ProQuest, Scopus, Web of Science, EBSCO). From these, 24 contributions were included in the analysis by a text mining process following a selection of inclusion/exclusion and critical appraisal carried out by two researchers (K Cohen=0.70). From the analysis it is possible to highlight the prevalence of reinforcement feedback distributed during the development of the doctoral process. A need of training also emerges about assessment practices, such as feedback, to support self-assessment and autonomy of the student and to adopt computerized feedback models. I feedback dei supervisori come pratiche di valutazione nei dottorati: una scoping review delle ricerche empiriche. Alla luce del quadro teorico basato sul sistema di valutazione bilanciata, è fornita una definizione delle caratteristiche del feedback formativo all’interno di un contesto interazionista e di sostegno all’autonomia e all’apprendimento attivo dei dottorandi coinvolti. La scoping review ha lo scopo di mappare le caratteristiche dei feedback forniti dai tutor ai dottorandi di ricerca, definendone il livello, il grado e le modalità di erogazione e la capacità di attivare processi di apprendimento attivo. Per l‘identificazione e la sintesi della ricerca, 11.829 contributi sono stati estratti dalla query di diversi aggregatori e database (ProQuest, Scopus, Web of Science, EBSCO). 24 contributi sono stati inclusi nell‘analisi per mezzo di un processo di text mining e a seguito di una selezione di criteri di inclusione/esclusione e valutazione critica svolta da due ricercatori (K Cohen=0.70). Dall‘analisi, si evince la prevalenza di feedback di rinforzo durante lo sviluppo del processo di dottorato. Emerge l’esigenza di una formazione all’uso del feedback, per favorire un supporto ai processi di autovalutazione e all’uso di sistemi informatici.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Developing a web App to provide personalized feedback for museum visitors: a pilot research project
Creators: name: Poce, Antonella
name: Re, Maria Rosaria
name: Amenduni, Francesca
name: De Medio, Carlo
name: Valente, Mara
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: There is a growing attention toward the designing of personalized learning experience in the context of museum education. Personalized learning paths could be crucial to enhance museum accessibility and social inclusion. In the context of the Inclusive Memory project a Web App was developed to detect museum visitors’ profiles and to provide them inclusive learning paths. In the present work we will present the results of a pilot experience carried out within the Tito Rossini university painting collection at the Department of Education of the Roma Tre University, by involving 15 post-graduate students (F = 13; M = 2; Average age = 36). At the beginning of the lesson, participants were required to fill in the first questionnaire through the web-app. Then, they visited the Tito Rossini exhibition and eventually filled in the second questionnaires about their preference. Generally, participants reported a general interest for the exhibition and appreciated multimodality. Some association among users’ preferences, personal traits and fruition styles within the exhibition were detected. Sviluppare una web App per fornire feedback personalizzati ai visitatori di un museo: una ricerca pilota. Si registra una crescente attenzione verso la progettazione di esperienze di apprendimento personalizzate nel contesto dell’educazione museale. I percorsi di apprendimento personalizzati risultano cruciali per favorire l’accessibilità e l’inclusione sociale nei musei. Nel contesto del progetto Inclusive Memory una web-app è stata sviluppata per rilevare i profili dei visitatori del museo e per fornir loro percorsi di apprendimento inclusivi. Nel presente lavoro verranno descritti i risultati di un’esperienza pilota svolta all’interno della collezione di opere di Tito Rossini presso il Dipartimento di Scienze della Formazione dell’Università degli Studi di Roma Tre, coinvolgendo 15 studenti post-laurea (F = 13; M = 2; età media = 36). All’inizio della lezione, i partecipanti dovevano compilare il primo questionario tramite la web-app. Successivamente, i partecipanti hanno visitato la mostra di Tito Rossini e alla fine hanno compilato il secondo questionario in merito alle loro preferenze. In generale, i partecipanti hanno segnalato un interesse per la mostra e apprezzato la multimodalità. Sono state rilevate alcune correlazioni tra le preferenze degli utenti, i tratti personali e gli stili di fruizione all’interno della mostra.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
STUDY PROTOCOL: Examining the short term risk of sickness absence following shift work in a cohort study with register-based payroll data.
Creators: name: Larsen, Ann Dyreborg
name: Pedersen, Jacob
name: Bonde, Jens Peter
name: Hansen, Johnni
name: Hansen, Åse Marie
name: Hjarsbech, Pernille U.
name: Kolstad, Henrik A.
name: Rugulies, Reiner
name: Specht, Ina O.
name: Garde, Anne Helene
Publisher: name: figshare
Year: 2016
Subjects: subject: 111706 Epidemiology
subject: FOS: Health sciences

description: Working in shifts or having irregular working hours is frequent. Shift work and in particular night shifts may increase the risk of disease. Further, studies suggest that shift workers have a higher level of sickness absence than day workers. However, research on the impact of shift work on the risk of sickness absence is sparse, and there is a need for high-quality research including detailed and precise information on shift work. The present study protocol describes the methods of two studies with the aims to study: a) if exposure to night shift prospectively predicts sickness absence of different durations and b) if working hour characteristics e.g. time of day and time between shifts predict sickness absence. The study population is a subpopulation of the Danish Working Hour Database (DWHD); which is created from administrative payroll data of employees from the public sector within the five Danish administrative regions from the period 2007-2013.
Road to Critical Thinking automatic assessment: a pilot study
Creators: name: Poce, Antonella
name: Amenduni, Francesca
name: De Medio, Carlo
name: Re, Maria Rosaria
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: The growing attention on Critical Thinking as an essential driver for progress and knowledge growth has brought to the development of different kinds of assessment tools. Essays and open-ended questions are recognized to be pivotal in critical thinking assessment. However, they present problems related to inter-rater reliability and high-cost of scoring. Automated scoring could be a viable solution to the above concerns. In this paper, we introduce a prototype for critical thinking automatic assessment based on Natural Language Process techniques and preliminary accuracy evidence regarding its use. Data were collected from 48 university teachers after two workshops carried out both in the United States and in Italy aimed at developing critical thinking Skills in participants. Verso la valutazione automatica del pensiero critico: uno studio pilota. La crescente attenzione nei confronti del Pensiero Critico come competenza cruciale per l’innovazione e lo sviluppo di conoscenze hanno portato allo sviluppo di un notevole numero di strumenti di valutazione. Sebbene gli strumenti a stimolo aperto, come il saggio breve e le domande aperte, siano ritenuti essenziali per la valutazione del pensiero critico, essi presentano problemi relativi all’attendibilità inter-giudice e all’alto costo di valutazione. L’assegnazione automatica di punteggi potrebbe rappresentare una possibile soluzione a tali problemi. Un prototipo per la valutazione automatica del pensiero critico, basato su tecniche di elaborazione del linguaggio naturale ed evidenze preliminari sull’accuratezza dello strumento verranno presentati all’interno del presente articolo. In seguito a due workshop condotti rispettivamente negli Stati Uniti e in Italia, che miravano alla promozione del pensiero critico, i dati sono stati raccolti all’interno di un gruppo composto da 48 professori universitari.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
title: Devinette n°1
Creators: name: Naïm, Samia
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2024
Subjects: subject: Yemeni Arabic (Sanaa dialect)
subject: ayn
subject: Arabe Yéménite (dialecte de Sanaa)

description: Conforms to: doi:10.34847/cocoon.49aefa90-8c1f-3ba8-a099-0ebefc6a2aa7
description: Devinette n°1
The utility of written corrective feedback in L2 learning: analysis of an experience with Erasmus incoming students
Creators: name: Gasparini, Silvia
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: Leaving aside the problem of positive reinforcement, the only problem of the choice and use of corrective feedback is a subject of critical importance for L2 (second language) learning in a constructivist/interactionist perspective. The problem interfaces with the increasingly widespread use of information technology applied to language learning (Intelligent Tutoring System and Computer Assisted Language Learning technologies). Against the background of this complex scenario, the article aims to evaluate the effectiveness of peer-delivered corrective feedback in an intervention carried out with Erasmus students who learn the Italian language. Three different ways of providing written feedback are compared: (i) the direct substitution mode; (ii) the indirect feedback mode using metalinguistic codes; (iii) the indirect feedback mode using codes plus concrete examples. In line with the literature, the experiment results demonstrate that the forms of indirect feedback (conditions ii) and iii)) guarantee better long-term learning than direct feedback (condition i)). However, the advantage of integrating examples into indirect feedback is not clear. L’utilità del feedback correttivo scritto nell’apprendimento di L2: analisi di un’esperienza con studenti Erasmus. Lasciando da parte il problema del rinforzo positivo, il solo problema della scelta e dell’uso del feedback correttivo è un argomento di fondamentale importanza per l’apprendimento L2 in una prospettiva costruttivistica/interazionista. Il problema si interfaccia con l’uso sempre più diffuso della tecnologia informatica applicata all’apprendimento delle lingue (tecnologie Intelligent Tutoring System e Computer Assisted Language Learning). Sullo sfondo di questo scenario complesso, l’articolo mira a valutare l’efficacia del feedback correttivo in un intervento condotto con studenti Erasmus che apprendono la lingua italiana. Vengono confrontati tre diversi tipi di peer feedback applicati a una composizione scritta: (i) feedback diretto; (ii) feedback indiretto, utilizzando informazioni metalinguistiche; (iii) feedback indiretto, utilizzando informazioni metalinguistiche più esempi concreti. In linea con la letteratura, i risultati dimostrano che le forme di feedback indiretto (condizioni ii) e iii)) offrono un migliore apprendimento a lungo termine rispetto al feedback diretto condizione i)). Non risulta tuttavia chiaro il vantaggio apportato dall’integrazione nel feedback indiretto di esempi.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Standardised Metrics and Methods for Synthetic Tabular Data Evaluation
Creators: name: Mikel Hernandez
name: Gorka Epelde
name: Ane Alberdi
name: Rodrigo Cilla
name: Debbie Rankin
Publisher: name: Zenodo
Year: 2021
Subjects: synthetic tabular data generation
synthetic tabular data evaluation
resemblance evaluation
utility evaluation
privacy evaluation

description: Synthetic Tabular Data Generation (STDG) is a potentially valuable technology with great promise to (1) augment real data to balance datasets and (2) preserve privacy to enable secure and private data sharing. However, prior to adoption, an empirical assessment of synthetic tabular data (STD) is required across the three dimensions of resemblance, utility and privacy, trying to find a trade-off between them. A lack of standardised and objective metrics and methods has been found for this evaluation in the literature and an organised pipeline or process is required for this evaluation. Therefore, in this work we propose a collection of metrics and methods to evaluate STD in the previously defined dimensions, presenting a meaningful orchestration of them and a pipeline unifying all of them. Additionally, we present a methodology to categorise STDG approaches performance as `\textit{Poor}'', `\textit{Good}'' and `\textit{Excellent}'' for each dimension. Finally, we conducted an extensive analysis and evaluation to verify the usability of the proposed pipeline across six healthcare-related datasets, using four STDG approaches. The results of these analyses showed that the proposed pipeline can effectively be used to evaluate and benchmark the STD generated with one or more different STDG approaches, helping the scientific community to select the most suitable approaches for their data and application of interest.
IMPROVe: Six research-based principles to realise peer assessment in educational contexts
Creators: name: Serbati, Anna
name: Grion, Valentina
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: Peer assessment is an internationally recognised educational practice used as a means to support active and meaningful learning. Following numerous studies, the authors carried out peer assessment activities both with students in university and in school. Comparing the results of the studies implemented in Italy with the literature, the authors developed a user-friendly six-principle model to facilitate the implementation of peer assessment activities in educational contexts. This article represents a call for researchers and practitioners to try out this model and thus contribute to the dissemination of peer assessment in Italy. IMPROVe: sei principi research-based per realizzare attività di valutazione fra pari nei contesti formativi. A livello internazionale, la valutazione fra pari rappresenta una pratica ampiamente utilizzata e riconosciuta quale dispositivo di apprendimento attivo e significativo. Facendo riferimento ai molti studi presenti in letteratura, le autrici hanno realizzato attività di valutazione fra pari sia con studenti universitari che nella scuola. La comparazione dei risultati delle ricerche empiriche così condotte e quelli proposti dalla letteratura hanno permesso di elaborare un modello costituito da sei principi di pratica, utili per realizzare attività di valutazione fra pari nei contesti formativi. Il presente contributo rappresenta un invito a ricercatori e practitioner a sperimentare il modello, partecipando alla diffusione della valutazione fra pari in Italia.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Using Domain Specific Languages to Support the Provision of Product Information in E-Commerce Supply Chains
Creators: name: Pates, Chris
name: John Edwards (Loughborough University)
Publisher: name: figshare
Year: 2016
Subjects: subject: Distributed Computing
subject: FOS: Computer and information sciences
subject: 80704 Information Retrieval and Web Search
subject: FOS: Media and communications
subject: 80611 Information Systems Theory
subject: 80612 Interorganisational Information Systems and Web Services

description: Using the Internet to source goods often involves browsing many different sites from product retailers to product manufacturers, while chasing product information in sufficient detail to make a purchase decision. This lack of rich, accurate product information, at the point of customer contact, is primarily a problem of information exchange within the supply chain. This paper considers contemporary solutions and compares them to a solution, based on work undertaken by the RED group, in building evolutionary software systems created to handle changing system requirements.Change is endemic on the Internet, and any information exchange system must be capable of efficiently handling change. Our work focuses on the use of domain-specific languages built on constant entities that are semantically aligned with the building blocks of the domain. Our paper describes proposals for, and the benefits of, an embedded domain-specific language based on XML.
Approaches to Curriculum Design: Strategies for Active Learning in Nursing Education
Creators: name: Abdullah Bae, Lalaine
name: Yumul, Mohini Dasi
name: Atendido, Jessica Chris
name: Pablo, Rouselle Anne
name: Lumauig, Maricel
name: Leonardo, Virgie Aiza
name: Villaroman, John Jason
name: Balinao, Arnelle
Publisher: name: Zenodo
Year: 2024
Subjects: Nursing Curriculum, Healthcare Trends, Patient-Centered Care, Technological Advancements, Evidence-Based Practice, Interprofessional Education

description: The dynamic landscape of healthcare necessitates continuous evolution in nursing education to prepare future nurses effectively. This research paper explores the integration of current healthcare trends into the foundation of the nursing curriculum, aiming to enhance the relevance and efficacy of nursing education in the face of contemporary healthcare challenges. The purpose of this study is to propose a comprehensive approach that aligns the nursing curriculum with emerging healthcare trends, including technological advancements, patient-centered care, evidence-based practice, and the increasing complexity of healthcare needs. Methodologically, the study employed literature review approach. The sampling strategy for the literature review component involved systematic searches of internet databases such as PubMed, CINAHL, Education Resources Information Center (ERIC), and Google Scholar. The study employed content analysis as a methodological approach to examine qualitative data, a process that involves systematically coding textual material, grouping these codes into meaningful themes, refining these themes for clarity and coherence, and exploring the connections between them to gain a comprehensive understanding of the data. The results indicate a significant gap between existing nursing curricula and the rapid advancements in healthcare. However, the study also identifies innovative teaching strategies and curriculum adjustments that have shown promise in bridging this gap. The discussion emphasizes the importance of a flexible, forward-thinking curriculum that incorporates technology, interprofessional education, and ethical considerations. Implications for nursing education are profound, suggesting that curriculum developers and educators must prioritize adaptability and continuous improvement.
Male teachers in primary school
Creators: name: Zanniello, Giuseppe
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: In OECD member countries, primary school teachers form a minority of the teaching staff due to the low remuneration, the low social prestige and also due to the fact that it has been considered as a profession for women. As, for pedagogical reasons primary school students need to relate both with female and male teachers, measures have been taken in several countries to improve the image of the teaching profession among men. It was assumed that four training initiatives for university students enrolled in the primary education course (interviews with students, interviews with teachers, film club on the teacher, meetings with teachers) would have helped increasing students’ task awareness; strengthening their motivation for course attendance; providing arguments to dismantle the social prejudices and stereotypes about teaching profession. In this paper, the training activities and the data collection methods are being described. The results confirm the validity of the activities carried out which are to be integrated with new activities that could start even before the university studies. Maestri maschi nella scuola primaria. Nei Paesi membri dell’OECD i maestri di scuola primaria costituiscono una minoranza del corpo docente, per la scarsa remunerazione, lo scarso prestigio sociale e lo stereotipo di una professione ritenuta femminile. Siccome, per motivi pedagogici, i bambini e le bambine di scuola primaria hanno bisogno di relazionarsi sia con i maestri sia con le maestre, in diversi Paesi sono state prese delle misure per migliorare l’immagine della professione presso gli uomini. Si è ipotizzato che quattro iniziative formative per i giovani iscritti al corso universitario per l’insegnamento primario (interviste a studenti, interviste a maestri, cineforum sul maestro, incontri con maestri), avrebbero accresciuto negli studenti la consapevolezza dei compiti che si preparavano a svolgere; rafforzato la loro motivazione alla frequenza del corso universitario; fornito argomenti per smontare i pregiudizi e gli stereotipi sociali circa la professione di maestro. Sono descritte le attività formative svolte e le modalità di rilevazione dei dati. Al termine della discussione dei risultati è confermata la validità delle attività svolte, da integrare con nuove attività, che potrebbero iniziare anche prima degli studi universitari.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Keeping TRACK(s) of inclusive interactions in ECEC services: the affordances of video-analysis for professional development
Creators: name: Balduzzi, Lucia
name: Migliarini, Valentina
name: Lazzari, Arianna
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: Recent research shows the growing need of using video-analysis in qualitative educational research. Video-analysis offers possibilities for representing Early Childhood Education and Care (ECEC) professionals’ practices, and for becoming a mediational and epistemological tool of their on-going knowledge construction about inclusion and equity. This paper presents initial findings from a case study conducted in Bologna, Italy, using video-analysis as a tool for ECEC practitioners’ active learning and professional development. Results from the study show how video (recording and analysis) help practitioners (re)thinking their interactions with children and stimulate reflections on their conceptualization of inclusive practices. Drawing on a European trans-national project funded by the Erasmus Plus Program, this paper argues the relevance of video-elicited discussions and focus groups to help providing significant feedback to educators, as well as creating a digital repository of inclusive practices. Registrare interazioni inclusive nei servizi per l’infanzia: video-analisi e formazione degli insegnanti. Ricerche recenti dimostrano l’importanza dell’uso della video-analisi nella ricerca educativa qualitativa. L’analisi dei video offre la possibilità di rappresentare le pratiche di educatori e professionisti che operano nei servizi per la prima infanzia. La video-analisi può diventare uno strumento epistemologico e di mediazione per l’acquisizione di conoscenze sull’inclusione e l’equità. Il contributo presenta i primi risultati di un caso studio condotto in Italia (Bologna) utilizzando l’analisi video come strumento per l’apprendimento attivo e lo sviluppo professionale degli educatori nei servizi per l’infanzia. I risultati dello studio mostrano come la registrazione e l’analisi dei video aiuta gli educatori a (ri)pensare le loro interazioni con i bambini, stimolando rinnovate riflessioni sulla loro concettualizzazione di pratiche inclusive. Basandosi su un progetto di ricerca Europeo finanziato dal programma Erasmus Plus, questo articolo sostiene la rilevanza dei focus group stimolati da video per fornire feedback agli educatori in formazione in servizio, nonché a creare un archivio digitale di pratiche inclusive.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
title: СОЗДАНИЕ «ЗЕРКАЛЬНЫХ» ЛАБОРАТОРИЙ КАК ПРАКТИКА КОЛЛАБОРАЦИЙ УЧЕНЫХ РАЗНЫХ УНИВЕРСИТЕТОВ
Creators: name: Трифонов, В.
Publisher: name: Новгородский государственный университет имени Ярослава Мудрого (НовГУ)
Year: 2022

description: Во все времена для ученых важно сотрудничество и обмен мнениями, результатами своих исследований, рождение новых научных коллективов, даже временных, синергия от объединения идей, потенциала, взглядов, методологий.
Важным для учредителя научного периодического сетевого издания «BENEFICIUM» – Новгородского государственного университета имени Ярослава Мудрого (НовГУ) – является развитие внутрироссийских научных коллабораций для роста эффективности образовательной сферах.
Integrating digital technologies in tertiary education to prepare students for the job market
Creators: name: Griva, Anastasia
name: Thanopoulos, Charalampos
name: Armakolas, Stefanos
Publisher: name: Form@re - Open Journal per la formazione in rete
Year: 2019

description: Due to the continuous development of technology and the introduction of Information and Communication Technologies (ICT) in modern life, it becomes necessary to introduce new tools in the educational process. The integration of new ICTs depends on the objectives and the teaching approach adopted by the teachers. This research project aims to study the new role of ICTs in educational practice that has been developed by the teachers of the University of Patras. Based on a quantitative study, this research tries to identify the role of ICT, educating students through new technologies to acquire skills they will require when they want to enter the labor market. The results of the survey show that for most surveyed teachers, ICT is a research tool as well as an important pedagogical tool for explaining basic concepts and promoting the learning environment. L’Integrazione delle tecnologie digitali nell’istruzione terziaria per preparare gli studenti al mercato del lavoro. Oggi, a causa del continuo sviluppo delle tecnologie e dell’introduzione delle Nuove Tecnologie dell’Informazione e della Comunicazione (TIC) nella vita moderna, è diventato necessario introdurre nuovi strumenti nel processo educativo. L’integrazione di nuove TIC dipende dagli obiettivi e dagli approcci didattici adottati dagli insegnanti. Il progetto di ricerca che si presenta nel contributo mira a studiare il nuovo ruolo sviluppato dagli insegnanti dell’Università di Patrasso, nell’uso delle TIC nella pratica educativa. Sulla base di uno studio quantitativo, questa ricerca si propone di identificare il ruolo delle TIC, educando gli studenti, attraverso l’implementazione di nuove tecnologie, al fine di acquisire nuove competenze utili per l’inserimento professionale. Dai risultati dello studio condotto si evince che per la maggior parte degli insegnanti che hanno partecipato a questo progetto le TIC sono uno strumento di ricerca e un importante strumento pedagogico per spiegare concetti di base e promuovere l’ambiente di apprendimento.
description: Form@re - Open Journal per la formazione in rete, Vol. 19 No. 3 (2019): Interaction, Feedback and Active Learning: where we are and where we want to go
Kopack et al. ARD GE Scripts
Creators: name: Christopher Kopack
name: Rachel L. Moran
name: E. Dale Broder
name: Coby McDonlad
name: Eric Fetherman
name: Kim Hoke
name: Lisa Angeloni
Publisher: name: Zenodo
Year: 2024

description: This script is associated with a study that explored gene expression of whole brains from hatchery and wild Arkansas darter (Etheostoma cragini) populations in response to biotic (predator training) and abiotic enrichment.
corrected reference list.pdf
Creators: name: Guthrie, Dawn
Publisher: name: figshare
Year: 2016
Subjects: subject: 111702 Aged Health Care
subject: FOS: Health sciences
subject: 110308 Geriatrics and Gerontology
subject: FOS: Clinical medicine

description: The original reference list had some errors and this is the corrected version.
Caveats and Nuances of Model-Based and Model-Free Representational Connectivity Analysis.
Creators: name: Karimi-Rouzbahani, Hamid
name: Woolgar, Alexandra
name: Henson, Rik
name: Nili, Hamed
Publisher: name: Apollo - University of Cambridge Repository
Year: 2022
Subjects: Neuroscience
representational connectivity analysis
multi-dimensional connectivity
functional connectivity
multivariate pattern analysis
representational similarity analysis

description: Brain connectivity analyses have conventionally relied on statistical relationship between one-dimensional summaries of activation in different brain areas. However, summarizing activation patterns within each area to a single dimension ignores the potential statistical dependencies between their multi-dimensional activity patterns. Representational Connectivity Analyses (RCA) is a method that quantifies the relationship between multi-dimensional patterns of activity without reducing the dimensionality of the data. We consider two variants of RCA. In model-free RCA, the goal is to quantify the shared information for two brain regions. In model-based RCA, one tests whether two regions have shared information about a specific aspect of the stimuli/task, as defined by a model. However, this is a new approach and the potential caveats of model-free and model-based RCA are still understudied. We first explain how model-based RCA detects connectivity through the lens of models, and then present three scenarios where model-based and model-free RCA give discrepant results. These conflicting results complicate the interpretation of functional connectivity. We highlight the challenges in three scenarios: complex intermediate models, common patterns across regions, and transformation of representational structure across brain regions. The article is accompanied by scripts (https://osf.io/3nxfa/) that reproduce the results. In each case, we suggest potential ways to mitigate the difficulties caused by inconsistent results. The results of this study shed light on some understudied aspects of RCA, and allow researchers to use the method more effectively.
title: Devinette n°2
Creators: name: Naïm, Samia
Publisher: name: COCOON - https://cocoon.huma-num.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2024
Subjects: subject: Yemeni Arabic (Sanaa dialect)
subject: ayn
subject: Arabe Yéménite (dialecte de Sanaa)

description: Conforms to: doi:10.34847/cocoon.49aefa90-8c1f-3ba8-a099-0ebefc6a2aa7
description: Devinette n°2
Supplementary document for Ultra-high extinction ratio and ultra-low insertion loss silicon TE polarizer covering 1260-1675 nm bandwidth - 5754544.pdf
Creators: name: He, Sailing
name: Li, Xiao
name: Lin, Zongxing
Publisher: name: Optica Publishing Group
Year: 2022
Subjects: Uncategorized

description: This supplement includes the design process of key parameters of SWG and the optimization method of the proposed cascaded polarizer
An analysis of QTc prolongation with atypical antipsychotic medications and selective serotonin reuptake inhibitors using a large ECG record database
Creators: name: Sang-In Park
name: Hyungmi An
name: Anhye Kim
name: In-Jin Jang
name: Kyung-Sang Yu
name: Jae-Yong Chung
Publisher: name: Taylor & Francis
Year: 2016
Subjects: subject: Biochemistry
subject: Medicine
subject: Genetics
subject: FOS: Biological sciences
subject: Pharmacology
subject: Biotechnology
subject: Cancer
subject: 111714 Mental Health
subject: FOS: Health sciences
subject: Computational Biology

description: Background: This study evaluated the effects of atypical antipsychotic drugs and selective serotonin reuptake inhibitors (SSRIs) on the corrected QT (QTc) interval using a large database obtained from clinical settings. Additionally, the effects of factors including age on QTc intervals were estimated. Methods: Using an open-access QT database (ECG-ViEW), QTc-lengthening effects of 14 selected atypical antipsychotics and SSRIs were compared to those of a positive control drug, cilostazol, and a negative control drug, diazepam. We also evaluated effects of age, sexgender, and select electrolyte levels on observed QTc intervals. Results: The frequency of QTc prolongation with the pooled data of the 14 study drugs was lower than that with cilostazol (age-adjusted odds ratio (OR) = 0.43, 95% confidence interval (CI) = 0.27-0.69), but no significant difference was found relative to when compared with that with diazepam (age-adjusted OR = 0.89, 95% CI = 0.55-1.47). Furthermore, administration of the 14 study drugs significantly increased the QTc interval by 2.89 ms after each 10-year age increment (p-value < 0.0001). Conclusions: This study suggests that atypical antipsychotic drugs and SSRIs are less likely to be associated with QTc prolongation in clinical settings. In addition, age showed a significant association with the QTc interval. Further studies with well-characterized cohorts are warranted.
Bonnes pratiques de publication : les recommandations de l'Université de Lorraine
Creators: name: Bassinet, Aricia
name: Bouchet-Moneret, Florence
name: Delacour, Hélène
name: Dreyer, Erwin
name: Hahusseau, Rudy
name: Lentretien, Celia
name: Lutz, Jean-François
name: Maire, Laure-Hélène
name: Ramdani, Karim
name: Sadowska, Jozefina
Publisher: name: Zenodo
Year: 2022
Subjects: Science ouverte
Publications scientifiques
Edition scientifique
Open access
Bibliodiversité

description: Ces recommandations émanent du Comité opérationnel publications ouvertes (COPO) de l’Université de Lorraine (UL) et ont été validées par le Comité de pilotage de la Science Ouverte.
 Elles viennent renforcer la stratégie Science Ouverte de l’établissement.