Enhancing design competence in education: reflections on the model of an experience in the field Giuseppe Carmelo Pillera 268-275 2020-07-31 DOI: https://doi.org/10.13128/form-8451
Train academics to design and assess using learning outcomes: new challenges in Higher Education Federica Emanuel 78-90 2022-06-30 DOI: https://doi.org/10.36253/form-13103
University teaching innovation and ICT Barbara Bruschi, Emanuela Torre 165-178 2018-04-04 DOI: https://doi.org/10.13128/formare-22509
Education in nature and educational evaluation: for a common design Michela Schenetti, Rossella D'Ugo 236-247 2020-07-31 DOI: https://doi.org/10.13128/form-8452
Distance education based on learning outcomes: designing a course in higher education Giovanna Del Gobbo, Marta Pellegrini, Francesco De Maria 176-195 2020-12-31 DOI: https://doi.org/10.13128/form-10104
A game for everyone: learning with digital teaching and student skills Laura Ceccacci 367-376 2022-04-30 DOI: https://doi.org/10.36253/form-12540
Agile Project Design: a systematic literature review on Agile Education applied to design Marialaura Moschella 86-102 2020-07-31 DOI: https://doi.org/10.13128/form-8453
Design of teaching/learning sequences for the chemistry curriculum according to an inquiry-based approach Cecilia Giordano 238-248 2016-04-30 DOI: https://doi.org/10.13128/formare-17906
Reflecting through the designing: a brief analysis of the teacher’s planning process Francesca Anello 134-147 2016-12-31 DOI: https://doi.org/10.13128/formare-20082
The authentic assessment of educational actions: backward design and promotion of life skills Vincenzo Nunzio Scalcione 66-80 2022-12-31 DOI: https://doi.org/10.36253/form-13584
Educators at university. A blended and problem based teaching model for the training course of “socio-pedagogical educator” Maria Ranieri, Mario Giampaolo 108-125 2018-12-31 DOI: https://doi.org/10.13128/formare-24223
Realizzare un laboratorio di scrittura all’università Maria Emanuela Piemontese, Patrizia Sposetti 279-285 2015-12-26 DOI: https://doi.org/10.13128/formare-17213
Learning Analytics and MOOCs Learning Design Manuela Fabbri, Giada Trisolini 103-118 2020-12-31 DOI: https://doi.org/10.13128/form-9965
Gioco e disabilità: l’ICF-CY nella progettazione didattica inclusiva nel nido e nella scuola dell’infanzia Lucia Chiappetta Cajola, Amalia Lavinia Rizzo 25-42 2014-09-30 DOI: https://doi.org/10.13128/formare-15271
Training of specialized teachers and individualized educational planning: a research on perceptions Gianluca Amatori, Noemi Del Bianco, Simone Aparecida Capellini, Catia Giaconi 24-37 2021-04-30 DOI: https://doi.org/10.13128/form-10435
From system evaluation to teaching. A case study Silvia Martini, Emilia Restiglian 339-353 2019-04-30 DOI: https://doi.org/10.13128/formare-24604
Rethinking the didactic-educational space: suggestions for promoting school inclusion Michela Galdieri, Diana Carmela Di Gennaro 308-321 2022-04-30 DOI: https://doi.org/10.36253/form-12609
The project No one is left behind: teaching educational research Alessandra La Marca, Leonarda Longo 120-137 2022-04-30 DOI: https://doi.org/10.36253/form-12700
How to imagine an inclusive post-Covid university education Antonella Valenti, Lorena Montesano, Alessandra M. Straniero 133-149 2021-12-31 DOI: https://doi.org/10.13128/form-10656
From the physical learning spaces to the virtual classroom: the role of the teacher in the digitization era Rosanna Tammaro, Deborah Gragnaniello, Roberta Scarano 340-348 2022-04-30 DOI: https://doi.org/10.36253/form-12635
Rubric to improve teachers’ self-assessment Francesca Pedone 88-99 2016-07-31 DOI: https://doi.org/10.13128/formare-18216
L’ICF-CY per la progettazione inclusiva per gli alunni con DSA Marina Chiaro 80-89 2013-11-30 DOI: https://doi.org/10.13128/formare-13627
Contents and learning outcomes: a proposal for the subjects of the Specialization course on Support Francesca Pedone, Gabriella Ferrara 220-235 2020-07-31 DOI: https://doi.org/10.13128/form-8495
Digital practices in primary school: is the pupil protagonist? Francesco Fabbro, Alberto Agosti, Elaine Correa 68-81 2017-04-30 DOI: https://doi.org/10.13128/formare-20195
The Flipped Learning approach: quantitative research on the perception of Italian teachers Alessia Bevilacqua, Raúl Santiago Campión 405-422 2019-07-31 DOI: https://doi.org/10.13128/formare-25174
