Inclusive Digital Education

Looking Forward to Inclusive Digital Education
Organization of the Book
Contents
Inclusive Technology-Enhanced Education
References
A Third Space: Infusing Open Educational Resources (OER) with Universal Design for Learning (UDL)
Introduction
Open Education Resources (OER)
Students as Co-Creators of OERs
User Generated Content: Its Role in Education and OER Development
Open Education Practices (OEP)
Supporting Students as Co-Creators and Consumers and Users of OERs
UDL Underpinning Inclusive Equitable Design
A Third Space Infusing Open Educational Resources (OER) with Universal Design for Learning (UDL)
Conclusion
References
Open Educational Resources for Inclusive Education: A Tangible Response for Italian School
The ICF and the Use of Technologies
Open Educational Resources (OER)
Types of OERs and Where to Find Them
Available Licences for the Creation of Open Multimedia Resources
The Advantages of OERs
OERs for Inclusive Education
The Contribution of Research for the Italian School
The So.Di.Linux Characteristics
So.Di.Linux for the Inclusion of Specific Disabilities
Essediquadro
The Database
Insights
Essediquadro Training
Target Users
Contents and Methods of Use
Conclusions
References
Digital Education to Approach the Affective Domain in Mathematics Learning
Introduction
Affective Domain in Mathematics
Mathematics, Technology, and Affect
Methodology
Mobile Apps
Robotics
Learning to Drive
Polygonal Routes
Arithmetic at a Line
GeoGebra
3D Design and Printing
Analysis of Results
Conclusion
References
Inquiry-Based Learning Focused on Inclusive Education in Programming of Robots: Challenges, Experience, and Feedback of First Cycle Students
Introduction
State of the Art in Student-Oriented IBL
Application of Methodology to the Course with Focus on Gifted Students
Teaching Process
Learning Process: Students’ Projects
Project “Parking System”
Project “Store Robot Logistic”
Project “Maze Solution”
Criteria for the Learning Assessment
Results of Evaluation of the Methodology
Results on Learning Process
Results on Teaching Process
Conclusions
References
Content Design for Inclusive Educational Environments
Introduction
Educational Game Design Frameworks
Instructional Design Models
ADDIE: A Five-Phase Model of Instructional Design
A Four-Dimensional Framework for Evaluating Games and Simulation-Based Learning
Game Development Life Cycle
The WUIM Production Process
Analyse: The First Phase of ADDIE
Context of Learning
Learner Characteristics
Pedagogical Considerations
Psychopedagogical Approaches for Teaching Students with SEND in Inclusive Classrooms
Psychopedagogical Interventions in the Field of Special Education
Psychopedagogical Affordances of Educational Games
Mode of Representation
Design: The Second Phase of ADDIE
Develop: The Third Phase of ADDIE
Implement: The Fourth Phase of ADDIE
Evaluation: A Process for Each Phase of ADDIE
Conclusions
References
Student-Centered Active Digital Technologies for High Abilities and Gifted Students
Introduction
Review of Literature
Research Methods
Findings and Analysis
Future Scope
References
Inclusive Digital Education of Vulnerable Children During COVID-19 Pandemic: The Role of Social Work
Vulnerable Children, Digital Gap, and Social Work
COVID-19 Pandemic as an Accelerator of Digitalization in Social Work with Vulnerable Children as Well as Other Areas
The Role of Social Work in Preventing the Widening of the Digital Gap: Evaluation Research
Evaluation of Social Innovation
Results of Social Innovation Impact Evaluation
Social Work Intervention as a Tool to Improve Digital Skills
Development of Digital Skills to Support the Stop of Digital Gap Expansion
Risks of ICT Use for Vulnerable Children
Recommendations for Preventing the Widening of Vulnerable Children’s Digital Gap Through Social Work Interventions
Conclusion
References
Digital Inclusion During the COVID-19 Pandemic: The Case of Austria
Introduction
Methodology
Findings
Deprivation from Digital Solutions
Exclusion Through Inclusion
Lack of Lobbying
Intersecting Challenges
Conclusion
References
Integrating Digital Pedagogies in the Era of the Inclusive Education: Needs Analysis and Use Cases from the Perspective of the “Visitor” Project
Introduction
Literature Review
The Role of Digital Pedagogies for Virtual Museums
The New Era of Learning Process Based on Inclusion
Methodology
Findings and Discussion
Theme 1: Teachers Face Specific Obstacles in Applying Inclusive Pedagogical Practices and Planning Procedures
Theme 2: Teachers Have Available ICT Competencies That Can Be Expanded
Theme 3: Training Courses on the Efficient Implementation of Virtual Tours as a Pedagogical Tool Provide Valuable Assistance
Conclusion
References
Scales of Inclusion in a Vertically Integrated Program for a Community-Focused Interactive Experience
Introduction
Pedagogical Philosophies in a Vertically Integrated Program
Scales of Inclusion
The Case Study: Economic Awareness Council’s Investing Game
The Second Effort
Analyzing Pedagogy Within the Vertically Integrated Program
Constructivism, Social Constructivism, and Constructionism
Constructivism, Social Constructivism, and Constructionism in the Vertically Integrated Program
Communities of Practice
Communities of Practice in the VIP
Achieving Inclusivity at Different Scales in a VIP Program
Works Cited
New Configurations of Inclusive Education: Contributions of Brazilian Edtechs to Accessibility and Inclusion
Introduction
Inclusion, Accessibility, and the Use of Technologies
Inclusion with Assistive Technologies
Brazilian Edtechs
Methodology
Final Considerations
References
A Step Further in Digital Divide: Information and Strategic Skills of the Academy
Introduction
Background
Methods
Results
Discussion
Conclusion
References
Towards an Inclusive Digital Learning Environment in Higher Education: Opportunities and Limitations Gleaned from Working Students’ Remote Learning Experiences During COVID-19
Introduction
Theoretical Background
Methodology
Data Collection
Participants
Reliability of the Survey
Data Analysis
Main Results
Differences Between Student Groups and in the Digital Online Learning Process During COVID-19
Differences in Accessing Digital Learning Environment by Different Groups
Differences in Overcoming Difficulties During Remote Online Learning
Discussion
Conclusion
References
Higher Education Students’ Training Toward Inclusion; Virtual Reality Introduces Socially Assistive Robots Technologies for Digital Inclusion
Introduction
Socially Assistive Robots and ASD
VR in Higher Education
Scenario on SAR and ASD for HE Students
Scenario
Students’ Experience
Conclusion
References
Reconstruction of the Phenomenon of Social Inclusion Within ICT in Academia – Voices from Europe
ICT in Academia – Theoretical Framework
Theoretical and Methodological Frameworks of Our Study
Methodology
Research Questions
Methods
About Questionnaire Study
Group Interviews
Results of Questionnaire Study
Results of Group Interviews
Experiences of Students with ICT at HEI
Challenges for IT at HEI
The Future of IT at HEI in the Field of Educational Studies
Conclusions and Discussion
References
Psychogeography and Digital Technologies: Inclusive Creative Experiences in an Academic Environment
Introduction
Space, Place, and Landscape: It Is All About the Experience
Place Is Specific, Although Psychogeographically Transformed
Bachelard’s Phenomenology and Philosophy of Imagination: Construct Images from Reality That Transcend Reality
Topo-analysis: An exploration of Students’ Relationship to Those Spaces That Are Meaningful to Them
Widening Students’ Participation via Sensing Differently Supports an Inclusive Environment
Psychogeography Experiment in Audio & Visual Arts Department in Ionian University
Conclusion
Bibliography
Breaking the Digital Gender Gap with Inclusive Digital Education
The Gender Gap in STEAM Disciplines
Breaking Gender Stereotypes for Inclusive Schools
Exploring Gender Stereotypes
Procedure
Results
Conclusion
References
Esports: A New Frontier for Inclusion Through Competitive Game Engagement
Introduction
Setting the Scene
Theoretical Review
Defining Esports
Game Traits of Motivation, Personalisation, and Inclusion
Methodology and Analytical Approach
The Coordinators Category
The Competitive Video Game Players Category
The Nature of the Interviews
Analysis and Interpretation
Summarising Results
Conclusion
References
Index