Italian Journal of Educational Technology <h2>Since 1993, a four-monthly journal on educational technology</h2> <p>The<strong> Italian Journal of Educational Technology (IJET) </strong>(formerly <strong>TD Tecnologie Didattiche</strong>) is a refereed, open access journal that publishes theoretical perspectives, review articles, methodological developments, empirical research and best practice in the field of education and technology. The journal targets scholars and practitioners and welcomes contributions on any aspect of technology-enhanced learning in formal, non-formal and informal learning contexts, from early years through to technical, vocational and higher education, professional development and corporate training, in any subject domain.</p> <p><a href="" target="_blank" rel="license noopener"><img style="border-width: 0;" title="Creative Commons Attribution-NonCommercial 4.0 International License" src="" alt="" align="right"></a>All contents of the Italian Journal of Educational Technology (IJET) are licensed under a <a href="" target="_blank" rel="license noopener">Creative Commons Attribution-NonCommercial 4.0 International License</a>.<br>Readers have free online access to the contents of all issues of the journal.</p> <p>A print edition of IJET is also available for purchase, either on a subscription or single issue basis. Please go to "<a href="/index.php/td/about#subeng" target="_blank" rel="noopener">Subscriptions</a>" to read more.</p> <p>TD Tecnologie Didattiche (now Italian Journal of Educational Technology) has been recognised as Classe A journal in assessment carried out by&nbsp;<a href="" target="_blank" rel="noopener">ANVUR</a>, the agengy designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output.&nbsp; <a href="/about" target="_blank" rel="noopener">Keep reading in About</a> .</p> Edizioni Menabò - Menabò srl en-US Italian Journal of Educational Technology 2532-4632 <p><span>Authors who publish with this journal agree to the following terms:</span></p><ol><li><span>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under </span>a <a href="" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_blank">The Effect of Open Access</a>)</li></ol> Editorial. Educational technology and Tangible-Intangible Cultural Heritage This issue of IJET includes a special dossier on Educational Technology and Tangible-Intangible Cultural Heritage. Francesca Pozzi Francesca Dagnino ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 3 4 10.17471/2499-4324/1070 3D Virtual environments as effective learning contexts for cultural heritage <p class="IJETCAbstractKeywordsText">3D technology can be a valid support to cultural heritage not only for visual presentation and documentation, but also for communication and educational purposes. In this paper, we will discuss the potential of 3D virtual environments as effective learning contexts for Cultural Heritage. This encompasses various disciplines such as history, art, and languages, and includes both tangible and intangible content like myths, beliefs and social values. We will analyse virtual and augmented reality and innovative interfaces, highlighting their affordances for successfully triggering learning experiences. A number of digital environments and serious games will be also analysed with respect to their potential for supporting immersion, presence and motivation. In the literature, these factors are considered key in raising learner interest, making 3D worlds a direct and engaging setting for informal learning in Cultural Heritage.</p> Michela Mortara Chiara Eva Catalano ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 5 21 10.17471/2499-4324/1026 Information and Communication Technologies and Intangible Cultural Heritage education: opportunities and challenges <p class="TDCAbstractKeywordsText">The safeguarding of the Intangible Cultural Heritage (ICH) has acquired a growing relevance in the last decades and in particular after the promulgation of the “Convention for the Safeguarding of the Intangible Cultural Heritage” (UNESCO, 2003). The convention itself highlights the importance of education to this scope and, for this reason, some projects have been proposed at national and international level. Nevertheless, ICH education remains a scarcely explored topic and poses several challenges, due to the intrinsic characteristics of the cultural expressions and the traditional transmission methods. Considering these challenges, we developed our research question related to which technologies and methods could be effectively adopted in the field of Cultural Heritage, to open up new opportunities for teaching and learning. In this paper, we discuss both the main challenges to be faced in the specific field and the results of our research carried out in the framework of the i-Treasures project. In the project, grounding on the opportunities offered by technologies, were developed innovative solutions in terms of methods and tools for ICH education.</p> Francesca Maria Dagnino Francesca Pozzi Andrea Ceregini Anastasios Katos Nikos Grammalidis ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 22 37 10.17471/2499-4324/1042 Rare and contemporary dance as cultural mediators within a b-learning mode: the fuzzy logic perspective <p>The concept of cultural mediation via undergraduate courses in rare and contemporary dance within a blended learning (b-learning) mode is approached here through a fuzzy logic (FL)-based.modelling perspective. Students’ online interaction on the Moodle Learning Management System (LMS).during such b-learning courses was logged over an entire academic year, and the resulting data were.analysed using FL, in order to estimate users’ LMS Quality of Interaction (QoI). Using documental.analysis, the pedagogical design strategies per semester were transformed into concept maps and related.with the dynamically (per week) estimated QoIs. The latter were used by the teachers at the end of the.first semester to reflect upon and update their pedagogical planning, so as to enhance QoI in the second.semester. The results show the beneficial role of QoI in supporting more dynamic design of educational.scenarios, yet considering the inherent tendencies/attitudes of users’ interaction within different cultural.expressions.</p> Sofia B. Dias Sofia J. Hadjileontiadou José A. Diniz Stelios Hadjidimitriou Vasileios Charisis Leontios J. Hadjileontiadis ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 38 53 10.17471/2499-4324/1033 A research agenda on MOOCS: the perspective of social sciences <p class="IJETCAbstractKeywordsText">Originated to help academic institutions innovate pedagogical models, MOOCs are taking different routes, some of them marked by public policies, others by market strategies. Questioning the MOOC phenomenon according only to pedagogies and learning theories means, however, underestimating their impact on the evolution of educational systems. This article intends to define a research agenda into the social impact of MOOCs, in order to reflect on changes in educational policies, on academic culture, and on learning measurement. For this reason we suggest focusing attention on three features of MOOC phenomenology: MOOCs as a social movement - an active policy initiative to promote greater democratization of education; MOOCs as a medium and a cultural artifact (mediated texts, videos, interface, platform functionalities) able to convey learning to distant learners; and, lastly, MOOCs as a measurement - in other words as instrumentation (i.e. learning statements, analytics, algorithms, visualizion tools, dashboards etc.) that allow you to monitor, analyze and optimize the effectiveness of online teaching and learning. We also highlight their limits in these regards.</p> Rosanna De Rosa ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 54 67 10.17471/2499-4324/993 New neogeographers grow with the “conoscere per conoscerci” work experience project <p class="IJETCAbstractKeywordsText">The widespread adoption of new geographical information tools, bringing different techniques and new forms of production and sharing of contents, is transforming traditional geography and changing the way to produce cartography. 'User-created' cartography, also referred to as collaborative mapping, is a growing phenomenon, thanks to the easy construction of GPS-based itineraries in smartphones. "Conoscere per conoscerci " is a work experience project run by CNR-ITABC that involved three schools in the Rome area. Students using innovative tools and on-line applications (neo-geographic practices) took part in GISDay 2016, an event organized by ESRI. They visited three key locations in their area (Villa Borghese in Rome, the historical town-center of Monterotondo, and Villa Adriana in Tivoli) to build a web map and to promote digital storytelling as an innovative learning method.</p> Cinzia Bacigalupo Anna De Meo Andrea Di Somma ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 68 76 10.17471/2499-4324/982 Digital storytelling in early childhood education and care: teacher training in the STORIES project The key themes addressed by the Erasmus Plus STORIES project (2015-2018) are the promotion of media literacy practices in early childhood education and teachers’ professional development in media education. One of the main outcomes already achieved is a training course on digital storytelling in early childhood education. Dedicated to in-service preschool teachers, the course was provided in the four countries involved in the project: Italy, Finland, Germany and Turkey. The course was designed to address all the components foreseen in the TPACK model. The paper explores the training course structure, the key contents and the activities implemented. Andrea Zini Chiara Bertolini Lorenzo Manera Annamaria Contini ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 77 84 10.17471/2499-4324/963 Le tecnologie educative Review of the book A. Calvani, G. Bonaiuti, L. Menichetti, &amp; G. Vivanet (2017). Le tecnologie educative. Roma, IT: Carocci Juliana Elisa Raffaghelli ##submission.copyrightStatement## 2018-07-30 2018-07-30 26 2 85 88 10.17471/2499-4324/1018