Publications

Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Author: search.filters.author.Seoane Pardo, Antonio M.Subject: search.filters.subject.ICT

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    Una revisión actualizada del concepto de eLearning. Décimo Aniversario.
    (Education in the Knowledge Society, 16(1), 119-144., 2015-04) García Peñalvo, Francisco J.; Seoane Pardo, Antonio M.
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    TRAILER project overview: Tagging, recognition and acknowledgment of informal learning experiences
    (2013-01-15) García-Peñalvo, Francisco J.; Zangrando, Valentina; García-Holgado, Alicia; Conde-González, M. Á.; Seoane Pardo, Antonio M.; Alier Forment, Marc; Janssen, Jose; Griffiths, Dai; Mykowska, Aleksandra; Alves, Gustavo R.; Minovic, Miroslav
    The evolution of new technology and its increasing use, have for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved. TRAILER project aims to address this problem by developing a tool for the management of competences and skills acquired through informal learning experiences, both from the perspective of the user and the institution or company. This paper describes the research and development main lines of this project.
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    Multicultural Interdisciplinary Handbook (MIH): Tools for Learning History and Geography in a Multicultural and ICT Perspective. In Technology Enhanced Learning: Quality of Teaching and Educational Reform. 1st International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010.
    (2010-06-21) Zangrando, Valentina; García Peñalvo, Francisco J.; Seoane Pardo, Antonio M.
    Despite official educational guidelines, improved linguistic skills have been limited in all partner countries due to cuts in their national budgets. As a consequence CLIL experiences have been lessened, to the sole benefit of those involving English. Another reason for this project resides in the difficulty in modifying the guidelines of national programmes, which are often shortsighted as far as other cultures are concerned. Finally, all European reports point out the shortage of materials and ICTbased contests suitable for interdisciplinary and multicultural education in school. The MIH (Multicultural Interdisciplinary Handbook) project meets these needs by providing new tools that will help teachers and pupils to plunge deeper into the culture and the language of another nation via its memorials, its history and its landscape/geography. Moreover, it intends to promote the common European identity, as it introduces a European perspective in the schools’ History and Geography programmes, which are usually confined to national borders.