A Jewelry-Tech Experience: Teaching and Learning Model for Academic Training

[EN] The paper aims to describe an innovative teaching and learning process in jewelry-tech design. First of all, the paper analyzes the contemporary and multidisciplinary context, underlining the growing presence of a close connection between digital technologies and the world of accessory design, particularly jewelry. The need to define learning models that aim to integrate different skills to train new professional figures successfully is outlined in this context. Secondly, the paper presents and examines the case study "name of the workshop" held at the "name of the university," an international workshop conducted in academic training in collaboration with an Italian jewelry company. The results obtained during this experience are presented and underline effective methodologies and critical issues in conducting the workshop.Tenuta, L.; Cappellieri, A.; Testa, S.; Rossato, B. (2022). A Jewelry-Tech Experience: Teaching and Learning Model for Academic Training. En 8th International Conference on Higher Education Advances (HEAd'22). Editorial Universitat Politècnica de València. 609-618. https://doi.org/10.4995/HEAd22.2022.1461760961

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Gamification in Proprietary Innovation: Identifying a Technical Framework Based on Patent Data.

This paper reveals dominant patterns of gamification in proprietary innovation and develops a technical framework. In recent years, a rash increase in securitizing gamification-related inventions has taken place. By analyzing the content of 134 unique patents from USPTO and EPO with an in-depth raw data text analysis, the technical background is explored holistically. To discover meaningful patterns and thus to derive implications from the patent data they are visually summarized. Especially predominant are the topics of device, data, user and game. Based on the nature of the data, being evidence-based and future directed, our technical framework integrates these patterns and sets it into relation. An additional analysis provides further insights into fundamental game elements. As patents serve as a decisive indicator of future product introductions, the information gathered in this paper represents essential strategic information to guide practitioners and researchers in the area of gamification

Perceptions of pre-service teachers about a Science Lab developed in OpenSim

With the integration of technology in the educational area, use of virtual learning environments has allowed the adoption of new practices and forms of learning. Areas like Science has an interesting field of research involving the use of Virtual worlds, being possible to integrate virtual tasks with the practical work carried out in the real world, providing features such as immersion, interactivity, virtual reality, collaboration and visualization of phenomena through animated 3D objects. This article presents a virtual world composed of three laboratories for teaching Science in elementary education, whose objective is to demonstrate how it can assist educators in the process of teaching, mixing activities of the real and virtual world. OpenSim was used for the development of the virtual world, which has several types of educational content in the format of videos, slides, texts, questions and 3D simulations of practical experiments. These prototype were tested and validated by pre-service teachers of Science in a federal institution, with the objective of evaluate the benefits and difficulty involving this approach and the resources available in this environment. The results demonstrated a wide acceptance and satisfaction in using this virtual world, showing that the users felt motivated to use in their pedagogical practice and believe that it can assist students in their learning process

Imagination + Imagery: A Model for Design Pedagogy

abstract: The Imagination + Imagery model for design pedagogy is presented. Two studies were conducted to develop the model: (a) the visual imagery assessment of design students; and (b) a historical research on the concept of imagination. Results suggest the following implications as the components of strong imagination for design thinkers: (a) the ability to shape vivid images of objects in mind; (b) the ability to mentally transform the spatial representations of images; (c) to consider the ethical consequences of imagined situation; (d) to use imagination for resolving design wicked problems; and (e) to actively imagine for mental and emotional health.Dissertation/ThesisMasters Thesis Design 201