Llibres / Capítols de llibre (Pedagogia)

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    Open Access
    The Case of Spain
    (EdTech Books, 2022) Marín, Victoria I.
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    Open Access
    Open Educational Resources within the Digital Transformation of German Higher Education
    (EdTech Books, 2022) Bedenlier, Svenja; Marín, Victoria I.
    This chapter is sourced from three separate reports revolving around the macro, meso and micro level of Open Educational Resources (OER) as they are presently addressed in the larger context of digital transformation within German higher education. The three reports were collated during a period of three years, mirroring the state at the respective points in time. Whereas the macro and meso level are organized in the form of a desk research, the section on the micro level is constituted by a small-scale survey on instructors’ OER practices within their teaching. As the topic OER is - in practice - still rather located at the margins than in the mainstream of higher education, it is embedded within the larger discussion of digital transformation. Furthermore, and in comparison to other countries, the German higher education system is characterized through its federal structure, leading to the differentiation of the macro level to be understood as the national level, the meso level to encompass the 16 different federal states and the mirco level to revolve around the individual institutional and instructor practices.
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    Open Access
    (Open) Educational Resources around the World: An International Comparison
    (EdTech Books, 2022) Marín, Victoria I.; Bond, Melissa; Conrad, Dianne; Veletsianos, George; Xiao, Junhong; Zhang, Jingjing; Bedenlier, Svenja; Jung, Insung; Prinsloo, Paul; Roberts, Jennifer; Bozkurt, Aras; Kondakci, Yasar; Aydin, Cengiz Hakan
    This book is a collection of the full country reports and working papers created by the COER members from the countries that were included in the study within of the research project EduArc on distributed learning infrastructures for OER and digital learning content in higher education. The issues that were explored relate to questions about national policies and frameworks for the design of a cross-university (national) infrastructure for the dissemination of OER (macro-level), issues related to the provision of OER in higher education institutions, e.g. technical and support infrastructure, professional development, and quality assurance (meso level), and questions about the creation and use of OER in higher education teaching and learning, and their sharing between faculty members (micro-level).
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    Open Access
    Casa ye-yé
    (2020) Soldevila Benet, Anna; Castro, Andrea de
    A Casa ye-yé, la Lily, la Margot i la Mary són tres amigues que tenen més de setanta anys i decideixen com volen viure la seva darrera etapa vital, i aposten per compartir habitatge. Són dones a qui acabaràs estimant perquè t’hi podràs sentir identificada, amb les seves pors, amb els seus neguits, anhels, ganes de tenir companyia, d’enamorar-se i de gaudir de la vida. En aquest sentit, la novel·la descriu un model d‘espai de convivència compartida per a sèniors, vist amb tocs humor, humanitat i, també, algun punt dramàtic, ja que no s’esquiven certes veritats incòmodes del fet d’envellir. La temàtica és contemporània i l’enfocament innovador perquè ens apropa a la vellesa de manera positiva, constructiva i satisfactòria. La novel·la també pot emprar-se com a recurs educatiu, car permet obrir debat i diàleg al voltant dels diversos assumptes que amoïnen a mesura que anem complint anys. Recomanable en espais formatius per a professionals en geriatria i gerontologia, del camp social o de l’ajuda, per treballar amb àvies i avis en residències, casals o centres cívics, col·loquis en aules de la gent gran, instituts de secundària, clubs de lectura, etcètera.
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    Open Access
    Learning to Live Together : Happy Video Games
    (Universitat de Lleida, 2022) Filella Guiu, Gemma
    This paper explains the emotional education gamified program Happy 8-12, which has been designed and evaluated based on current scientific research. The Happy 8-12 gamified program is a videogame that aims to improve emotional skills to resolve conflicts in an assertive way and through emotional management. The emotional management process that is trained in Happy 8-12 consists of the following steps: 1. Emotional awareness 2. Stop 3. Regulation strategies 4. Assertive response Happy 8-12 presents a total of 25 conflicts. From these conflict situations, 15 of take place in the school context and the other 10 are among siblings, always in the family context.