This book was elaborated within the DiGiSEL project, Digitally Improving Social and Emotional Skills of Primary School Teachers, funded under the ERASMUS+ call (N. 2020-1-TR01-KA226-SCH-098576). The objective of DiGiSEL is to enhance the skills of primary school teachers in the area of social and emotional development in a digitally mediated context. The needs analysis revealed the teacher mindframes; in this way, the themes of the courses to be developed within the project have been defined. For this reason, the volume is divided into specific chapters relating to the following thematic areas: the representation of cognitive processes and of the types of knowledge underlying learning; the recognized role of assessment and knowledge of its application procedures; information management and cognitive overload; how to provide reinforcers and their relational implications in the context of the classroom; the importance attributed to the group work in the face of individual learning; the importance attributed to autonomous learning in the face of the instructional guidance exercised by the teacher; what image do we have of inclusion, which ingenuity or disregard of scientific evidence remain the most relevant?
Sergio Miranda is a researcher of Experimental Pedagogy at the Department of Humanities, Philosophy and Education, University of Salerno, Italy. He has been scientific responsible of many international research projects and Expert of the Italian Ministry of Education, University and Research of Italy. Since the 1998 he teaches “Foundations of Computer Science”, “e-Learning technologies”, “Artificial Intelligence”, “Media Education”. His research activity deals with methodologies and technologies for e-learning, applications of artificial intelligence, design and implementation of solutions for distance learning. He is the author of about 120 papers on these topics.
Rosa Vegliante is a researcher of Experimental Pedagogy at the Department of Humanities, Philosophy and Education, University of Salerno, Italy. In this department, she coordinates the activities of the Research Lab in Evidence-based education and sustainable professional development (LEARNER-Lab). Since the 2014 she teaches “Methodologies for educational research”, “Methods and techniques for educational research”. Her main research interests are focused on methodologies and strategies used in formative processes, assessment and design in formal and non-formal education. She is the author of about 80 publications on these topics.
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