http://hdl.handle.net/10366/153436 2026-05-02T21:03:50Z 2026-05-02T21:03:50Z García Peñalvo, Francisco J. Zangrando, Valentina Seoane Pardo, Antonio Miguel Rodríguez Conde, María José García Holgado, Alicia Bechter, M. Schober, Paul S. Maier, Martin Popp, Susanne Simmet, Oliver Fenske, Uta Kuhn, Bärbel Gasparri, Stefano Bianchi, Silvana Consonni, Anna Crivellari, Cinzia Riegler, Frank Krimbacker, Andrea Baldner, Jean-Marie Mendibil, Didier Mesnard, Eric Szczecińska, Joanna Hadrysiak, Sylwia http://hdl.handle.net/10366/122593 2025-04-30T19:22:24Z 2013-11-01T00:00:00Z

[ES] MIH project (Multicultural Interdisciplinary Handbook: tools for learning History and Geography in a multicultural perspective) is a Comenius Multilateral Project funded with support from the European Commission that has been developed from 2009 to 2011.Conceived from the idea of educating lower and upper Secondary School pupils in a process of construction of a European identity by involving them in the culture of other countries, MIH project meets this need by providing new methodological and ICT tools that could help teachers and pupils to plunge deeper into both cultures and languages of another nations via their History and Geography, and opens the way to introduce a European perspective in History and Geography school curricula and classroom activities.

2013-11-01T00:00:00Z Carboni, Elisa Paoletti, Marco García Peñalvo, Francisco J. Zangrando, Valentina Rodríguez Conde, María José García Holgado, Alicia Szczecińska, Joanna Krawiec, Marek Rajmer, Zuzanna Mauro, Anna Casamenti, Caterina Favaro, Graziella Luatti, Lorenzo Alacqua, Stefano Cozzi, Micaela Vrasidas, Charalambos Zembylas, Michalinos Theodoridou, Katerina Aravi, Christiana Themistokleous, Sotiris Messiou, Kiki Azaola, Cristina Schulz, John http://hdl.handle.net/10366/122592 2025-04-30T19:22:25Z 2013-11-01T00:00:00Z

[ES] Within the scope of European policies and to combat educational disadvantages for migrant children, numerous actions have been taken to improve the position of migrant children in education. In secondary education the emphasis lies on diversification of the offered teaching methods and extra guidance of the pupils. Some schools in Europe have set up measures to increase the continuity of the educational support in terms of migrant pupil inclusion and orientation. Despite these measures, dropout rates are still high among migrant youth and compared to their native peers a disproportionately large number attend the lowest levels of secondary school after completing primary school. The disappointing results of regular guidance are partly the reason for the development of more innovative forms of guidance. The project aims to promote strategies and methods that help students with a migrant background at risk of ESL to maintain their motivation through the development, testing and validation of an Intercultural Mentoring Programme based on the empowered peer education methodology.The Intercultural mentor profile will be adapted to different European contexts, developed in collaboration with at least 100 school staff members (headmaster and secondary school teachers from 5 different European countries) and tested with at least 50 students with a migrant background trained as Intercultural Mentors. The impact of the project will be sustained thanks to its outcomes: (i) Didactic Kit: conceived as self-teaching materials will contain the training framework to directly implement the model of intervention in secondary schools system; (ii) Guideline Handbook: support the future implementation of training courses – by other education organizations and secondary school, (iii) Project website: it will include not only the results and materials of the project (handbooks, e-learning platform, reports, etc.) but will also include updated information on young migrants.

2013-11-01T00:00:00Z Raveri, Massimo Crivellari, Cinzia Lapis, Giovanni Bombardieri, Maria Nardini, Giulia Nuti, Beatrice Consonni, Anna García Peñalvo, Francisco J. Zangrando, Valentina Seoane Pardo, Antonio Miguel Rodríguez Conde, María José García Holgado, Alicia Jensen, Tim Hvithamar, Annika Istoft, Britt Saint-Martin, Isabelle Mesnard, Eric Falaize, Benoît Van den Kerchove, Anna Gaudin, Philippe Vandoolaeghe, Ludovic Heron, Natalie Popp, Susanne Schumann, Jutta Simmet, Oliver Mauro, Anna Luatti, Lorenzo Carboni, Elisa Alacqua, Stefano Cozzi, Micaela http://hdl.handle.net/10366/122591 2025-04-30T19:22:26Z 2013-11-01T00:00:00Z

[EN] Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration. According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes. The Project aims to support the development of social, civic and intercultural transversal key competences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue. The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be: 1. A baseline study which analyzes the actual situation of teaching about religions throughout Europe; 2. New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers. 3. Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom).

2013-11-01T00:00:00Z Rodríguez-Conde, María José Martín Izard, Juan Francisco Martínez Abad, Fernando Hernández Marcos, Juan Pablo Nieto Isidro, Susana Herrera García, María Esperanza Olmos Migueláñez, Susana Torrecilla Sánchez, Eva María González Rogado, Ana Belén Torrijos Fincias, Patricia http://hdl.handle.net/10366/122590 2025-04-30T19:22:25Z 2013-11-01T00:00:00Z

[EN] The ATI-LINCO is an interdisciplinary national research project leaded by the Research Group “Evaluación Educativa y Orientación” (“Educational Assessment and Guidance”) at the University Institute of Educational Sciences (IUCE, University of Salamanca, Spain). Its focus calls the attention on key skills assessment, training of Secondary school teachers in Basic competences and the implementation of innovation processes. In the first project (SEJ2006-10700) the research interest aimed at the assessment of Basic Competencies in high school students, obtaining enough evidence as to move on a second project (EDU2009-08753). In this second attempt, the research questions about the assessment and training of secondary school teachers were divided into two basic skills:information literacy and conflict resolution competences. Finally with the ATI-LINCO project, the interest is to reverse the results of the evaluation and training on innovation processes in the secondary school setting. The Project themes are: skills assessment, teacher training, Innovation in secondary education, information literacy, conflict resolution and Information and Communication Technologies (ICT) as integrate tools supporting the entire project. The research methodology is different and adapted to each of the objectives proposed. On the one hand, our goal is to continue with the diagnosis of student key skills, that support learning. On the other hand, we propose an experimental design to test the ICT effectiveness in a training program for skill development in teacher training schools. On the other hand, we intend to frame an educational innovation project based on Basic Competencies through an interactive process of action-research. The ultimate goal, therefore, is contributing to improve the quality of the Spanish Educational System in Secondary Education.

2013-11-01T00:00:00Z Popp, Susanne Schumann, Jutta Simmet, Oliver Szczecińska, Joanna Hadrysiak, Sylwia Haydn, Terry Lane, Kathleen Belton, Teresa Yarker, Patrick García Peñalvo, Francisco J. Zangrando, Valentina Seoane Pardo, Antonio Miguel Rodríguez Conde, María José García Holgado, Alicia Vinterek, Monika Persson, Anders Morawski, Jan Nygren, Thomas Friz, Susanne http://hdl.handle.net/10366/122589 2025-04-30T19:22:27Z 2013-11-01T00:00:00Z

[EN] EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

2013-11-01T00:00:00Z García Peñalvo, Francisco J. Álvarez Navia, Iván García Bermejo Giner, José Rafael Conde González, Miguel Ángel García Holgado, Alicia Zangrando, Valentina Seoane Pardo, Antonio Miguel Cruz-Benito, Juan Lee, Steve Elferink, Raymond Veenendaal, Edwin Zondergeld, Sara Griffiths, David Sharples, Paul Sherlock, David De Toni, Alberto F. Battistella, Cinzia Tonizza, Giulia De Zan, Giovanni Papadopoulos, George A. Kapitsaki, Georgia M. Achilleos, Achilleas Mettouris, Christos Cheung, Saul Guerrero, Zaira He, Elena Alier Forment, Marc Mayol, Enric Casany, María José Wilson, Scott Wilson, Rowan Johnson, Mark http://hdl.handle.net/10366/122492 2025-04-30T19:22:27Z 2013-11-01T00:00:00Z

[EN] VALS has the aims of establishing sustainable methods and processes to build knowledge partnerships between Higher Education and companies to collaborate on resolving authentic business problems through open innovation mediated by the use of Open Source Software. Open Source solutions provide the means whereby educational institutions, students, businesses and foundations can all collaborate to resolve authentic business problems. Not only Open Software provides the necessary shared infrastructure and collaborative practice, the foundations that manage the software are also hubs, which channel the operational challenges of their users through to the people who can solve them. This has great potential for enabling students and supervisors to collaborate in resolving the problems of businesses, but is constrained by the lack of support for managing and promoting collaboration across the two sectors. VALS should 1) provide the methods, practice, documentation and infrastructure to unlock this potential through virtual placements in businesses and other public and private bodies; and 2) pilot and promote these as the “Semester of Code”. To achieve its goals the project develops guidance for educational institutions, and for businesses and foundations, detailing the opportunities and the benefits to be gained from the Semester of Code, and the changes to organisation and practice required. A Virtual Placement System is going to be developed, adapting Apache Melange, and extending it where necessary. In piloting, the necessary adaptations to practice will be carried out, particularly in universities, and commitments will be established between problem owners and applicants for virtual placements.

2013-11-01T00:00:00Z García Peñalvo, Francisco J. Conde González, Miguel Ángel Zangrando, Valentina García Holgado, Alicia Seoane Pardo, Antonio Miguel Alier Forment, Marc Galanis, Nikolas López, Jordi Griffiths, David Johnson, Mark Marques, María A. Viegas, Clara Alves, Gustavo R. Waszkiewicz, Elwira Mykowska, Aleksandra Minovic, Miroslav Milovanovic, Milos http://hdl.handle.net/10366/122491 2025-04-30T19:22:28Z 2013-11-01T00:00:00Z

[EN] Learners do not only learn in the institutions, they learn during their live in different contexts, with different resources and from the interaction with different persons. This kind of learning that is not always intentionally carried out is known as informal learning. The application of Information and Communication Technologies to learning and teaching processes facilitates making visible such kind of learning for the institutions. However the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these informal processes satisfactorily. The project aims to facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. To do so a methodology and a technological framework to support it have been implemented and tested.

2013-11-01T00:00:00Z García Peñalvo, Francisco J. García Holgado, Alicia Cruz-Benito, Juan http://hdl.handle.net/10366/122484 2025-04-30T19:22:28Z 2013-11-01T00:00:00Z

TEEM (Technological Ecosystems for Enhancing Multiculturality) Conference is born within the new PhD Programme on Education in Knowledge Society at the University of Salamanca, Spain. This conference is addressing both the Social Sciences studies and the new technological advances but within a synergic and symbiotic approach. According to this perspective, a not closed set of different research lines, always with a collaborative orientation, is established, including Education Assessment and Orientation, Human-Computer Interaction, eLearning, Computers in Education, Communication Media and Education, Medicine and Education, Robotics in Education, Engineering and Education and Information Society and Education.

2013-11-01T00:00:00Z