• Mi Re-Unir
    Búsqueda Avanzada
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    Ver ítem 
    •   Inicio
    • RESULTADOS DE INVESTIGACIÓN
    • Artículos Científicos WOS y SCOPUS
    • Ver ítem
    •   Inicio
    • RESULTADOS DE INVESTIGACIÓN
    • Artículos Científicos WOS y SCOPUS
    • Ver ítem

    Digital Education, Information and Communication Technology, and Education for Sustainable Development

    Autor: 
    Ricard, Michel
    ;
    Zachariou, Aravella
    ;
    Burgos, Daniel (1)
    Fecha: 
    2020
    Palabra clave: 
    education for sustainability; higher education institutions; sustainability science and engineering; Scopus(2)
    Tipo de Ítem: 
    bookPart
    URI: 
    https://reunir.unir.net/handle/123456789/10279
    DOI: 
    https://doi.org/10.1007/978-981-15-4952-6_2
    Dirección web: 
    https://link.springer.com/chapter/10.1007/978-981-15-4952-6_2
    Resumen:
    With reference to the various United Nations programmes, especially the United Nations Sustainable Development Goals and, in particular, Goal 4, which aims to ensure inclusive and quality education for all and to promote lifelong learning for life, “Education for Sustainable Development (ESD)” aims to meet the present and future challenges of our societies. This challenge can only be met through a renewed education in response to profound pedagogical and organizational changes based on a transformation of approaches and methods thanks to the contribution of digital technology. These transformations are particularly important when it comes to sustainable development education in which digital technology, in its various forms, represents both a powerful, but also complex, lever action. Indeed, the theme “digital education, information and communication technology (ICT), and Education for Sustainable Development (ESD)” is part of a three-pronged approach because it involves both teaching sustainable development, mobilizing digital technologies, including ICT, and changing teacher and learner behaviours based on an innovative and interactive pedagogy. Changes in behaviour or mentality specific to ESD must be adapted to progress the implementation of digital resources to develop a structuring and integrative framework to address issues of education, communication, and learning to bring the policy institutions of knowledge and its diffusion to the use of technologies at all levels. This book chapter presents these concepts and provides a few recommendations for their effective implementation.
    Mostrar el registro completo del ítem
    Este ítem aparece en la(s) siguiente(s) colección(es)
    • Artículos Científicos WOS y SCOPUS

    Estadísticas de uso

    Año
    2012
    2013
    2014
    2015
    2016
    2017
    2018
    2019
    2020
    2021
    2022
    Vistas
    0
    0
    0
    0
    0
    0
    0
    0
    51
    83
    27
    Descargas
    0
    0
    0
    0
    0
    0
    0
    0
    0
    0
    0

    Ítems relacionados

    Mostrando ítems relacionados por Título, autor o materia.

    • The relationship of symptom dimensions with premorbid adjustment and cognitive characteristics at first episode psychosis: Findings from the EU-GEI study 

      Ferraro, Laura; La Cascia, Caterina; La Barbera, Daniele; Sánchez-Gutiérrez, Teresa (1); Tripoli, Giada; Seminerio, Fabio; Sartorio, Crocettarachele; Sideli, Lucia; Arango, Celso; Arrojo, Manuel; Bernardo, Miguel; Bobes, Julio; Del-Ben, Cristina Marta; Gayer-Anderson, Charlotte; Jongsma, Hannah E.; Kirkbride, James B.; Lasalvia, Antonio; Tosato, Sarah; Llorca, Pierre-Michel; Menezes, Paulo Rossi; Rutten, Bart P.; Santos, Jose Luis; Sanjuán, Julio; Selten, Jean-Paul; Szöke, Andrei; Tarricone, Ilaria; Muratori, Roberto; Tortelli, Andrea; Velthorst, Eva; Rodriguez, Victoria; Quattrone, Andrea; Jones, Peter B.; Van Os, Jim; Vassos, Evangelos; Morgan, Craig; de Haan, Lieuwe; Reininghaus, Ulrich; Cardno, Alastair G.; Di Forti, Marta; Murray, Robin M.; Quattrone, Diego (Elsevier B.V., 2021)
      Premorbid functioning and cognitive measures may reflect gradients of developmental impairment across diagnostic categories in psychosis. In this study, we sought to examine the associations of current cognition and premorbid ...
    • Promoting Open Education through Gamification in Higher Education: The OpenGame project 

      García-Holgado, Alicia; García-Peñalvo, Francisco José; de la Higuera, Colin; Teixeira, Antonio; Ehlers, Ulf-Daniel; Brunton, James; Nascimbeni, Fabio (1); Padilla-Zea, Natalia (1); Burgos, Daniel (1) (ACM International Conference Proceeding Series, 2020)
      Open education enables the transformation of higher education institutions to increase access to and quality of education, which is directly connected with the fourth sustainable development goal defined by UNESCO. Despite ...
    • Supporting innovation in technology-enhanced learning: a stakeholder-based open approach 

      Nascimbeni, Fabio (1); Burgos, Daniel (1); Aceto, Stefania (1); Kamtsiou, Vana (International Journal of Innovation and Learning, 2017)
      This paper explores the concept of innovation in technology-enhanced learning (TEL) and proposes a model to support innovation in the area of TEL. This model has emerged from the HoTEL project, a support action funded by ...

    Mi cuenta

    AccederRegistrar

    ¿necesitas ayuda?

    Manual de UsuarioAutorización TFG-M

    Listar

    todo Re-UnirComunidades y coleccionesPor fecha de publicaciónAutoresTítulosPalabras claveTipo documentoTipo de accesoEsta colecciónPor fecha de publicaciónAutoresTítulosPalabras claveTipo documentoTipo de acceso






    Aviso Legal Política de Privacidad Política de Cookies Cláusulas legales RGPD
    © UNIR - Universidad Internacional de La Rioja
     
    Aviso Legal Política de Privacidad Política de Cookies Cláusulas legales RGPD
    © UNIR - Universidad Internacional de La Rioja