Conference Presentations by Cristina Stefanelli
Abstract— This paper presents and reflects upon the training course organized by the OpenMed proj... more Abstract— This paper presents and reflects upon the training course organized by the OpenMed project, aimed at building capacity in Open Educational Resources (OER) and Open Education approaches across universities from the South Mediterranean, namely in Egypt, Jordan, Lebanon, Morocco and Palestine. The course, which is currently being piloted among 10 universities, represents an example of an intercultural and multilingual learning experience, both from the way in which it was conceived and developed, to the way it is actually being delivered. In this paper, we reflect on the challenges and benefits of adopting such an open approach towards intercultural learning.
Papers by Cristina Stefanelli
Zenodo (CERN European Organization for Nuclear Research), Mar 29, 2023
Zenodo (CERN European Organization for Nuclear Research), Apr 25, 2023
BRILL: SENSE, Leiden: Boston, Feb 20, 2020
Journal of International Students
This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (... more This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (https://frames-project.eu/) which collected and analysed Virtual Exchange (VE) case studies building upon desk research and through an open survey, so as to identify and describe various scenarios of accredited VEs. By using a qualitative methodology based on pattern matching analysis, collected cases were aggregated into four scenarios to be potentially used by a variety of European Higher Education Institutions (HEIs): VE as a preparatory or follow-up activity to physical mobility (blended mobility); VE as an intertwined component of physical mobility (blended mobility); VE as a stand-alone learning activity; VE as a component of a course. The main conclusions and recommendations revolve around the need to expand the number of potential scenarios across all disciplines and contexts and the urge to train academic as well as administrative staff to facilitate the integration of VE in HEIs.
IxD&A, 2009
This paper is referred to the experiences run at Iuav since 2004 in the framework of the EU-FSE f... more This paper is referred to the experiences run at Iuav since 2004 in the framework of the EU-FSE founded Courses of Collaborative Composition. In these courses we built up some work/game thought as meaning of a distance collaborative game. Rally around these games, we delivered specific knowledge and portions of technical knowledge referred to the issue of formal structure, shape grammar, and codify of “behaviours role” for a networked distance collaboration. The subject of this didactic experience is the composition and of a collective figurative opera (an image) processed by the whole group of students. The themes of the image have been different in each Course: a figurative opera, a facade of an urban street or a small square. The students shared a repertory of figures coming from the break down of paintings or pictures of palaces and used the repertory as a source in order to compose the final collective opera. On the other side we worked on the shape grammar roles, experimented ...
2018 IEEE Global Engineering Education Conference (EDUCON), 2018
This paper presents and reflects upon the training course organized by the OpenMed project, aimed... more This paper presents and reflects upon the training course organized by the OpenMed project, aimed at building capacity in Open Educational Resources (OER) and Open Education approaches across universities from the South Mediterranean, namely in Egypt, Jordan, Lebanon, Morocco and Palestine. The course, which is currently being piloted among 10 universities, represents an example of an intercultural and multilingual learning experience, both from the way in which it was conceived and developed, to the way it is actually being delivered. In this paper, we reflect on the challenges and benefits of adopting such an open approach towards intercultural learning.
2011 14th International Conference on Interactive Collaborative Learning, 2011
This paper gives an overview of the educational potential of virtual worlds and draws on the resu... more This paper gives an overview of the educational potential of virtual worlds and draws on the results of the AVATAR project-Added value of teaching in a virtual worldand the ST.ART project-Street Artists in a virtual space-both funded with support by the European Commission under the Lifelong Learning Programme Comenius. The paper describes the educational, pedagogical, cultural and motivational benefits of using virtual worlds in educational settings.
... Gianni Panconesi1, Cristina Stefanelli1 1 FOR.COM, Formazione per la Comunicazione Via Virgin... more ... Gianni Panconesi1, Cristina Stefanelli1 1 FOR.COM, Formazione per la Comunicazione Via Virginio Orsini, 17/a, 00192 Roma [email protected] ... compiti (tasks) e processi piuttosto che su learning object, in cui i partecipanti possono eseguire i tasks, come ad esempio aprire e ...
article présente et reflète l'expérience de la création du cours de renforcement des capacités « ... more article présente et reflète l'expérience de la création du cours de renforcement des capacités « Education ouverte: fondamentaux et approches », produit dans le cadre du projet OpenMed avec le soutien du programme Erasmus + de l'Union européenne. Le cours vise à renforcer les capacités en Education ouverte et en ressources éducatives libres (REL) dans les universités de la région sud-méditerranéenne. Le cours engage 70 enseignants de quinze universités d'Egypte, de Jordanie, du Liban, du Maroc et de Palestine, et est mené par une approche d'apprentissage active, dans laquelle les activités d'apprentissage sont
This report "Journalism in Libya: a Cross-Media Perspective" is the result of a collabo... more This report "Journalism in Libya: a Cross-Media Perspective" is the result of a collaborative work conducted by the PAgES project partners. The report is composed of four main sections: Annotated Bibliography, Baseline survey findings, Case Studies of relevant initiatives, Summary of interviews with experts, and a conclusive summary Forward looking: the training framework where research results have been translated in training proposals for the capacity building process of Libyan professors in the view of setting up a new Master Course in Cross-Media Journalism.
These guidelines aim to support institutions and governments in the development of open education... more These guidelines aim to support institutions and governments in the development of open education policies promoting the adoption of open educational practices and resources, and the fostering of collaborations amongst social-educational actors which favour the democratisation of knowledge access and production. The purpose of this guide is to support policymakers, understood in a broad sense here to include a range of stakeholders, to design appropriate policies for their contexts and communities. Rather than the detail of policy, the focus of this guide is on the process of policymaking, through which the detail should emerge. Although policy might be often thought of as the work of managers, governments or experts that is then adopted, disseminated to the masses and implemented, we consider that, as 'openness policies' need to create public value, a transversal and democratic approach to policymaking is necessary. Furthermore, co-creation can be a factor in policy effecti...
The Immersive Internet, 2013
Value of teAching in a virTuAl world (AVATAR) perteneciente al Programa Comenius, del Lifelong Le... more Value of teAching in a virTuAl world (AVATAR) perteneciente al Programa Comenius, del Lifelong Learning Programme (Programa de Aprendizaje a lo largo de la vida), es un proyecto financiado por la Comisión Europea, en la que participan siete socios europeos: Consorzio FOR.COM
From 2000-2004 the activity of the research group working at the Faculty of Architecture of Venic... more From 2000-2004 the activity of the research group working at the Faculty of Architecture of Venice and its associates focused on the construction and the experimentation of an elearning system based on the idea of a “virtual atelier” intended to be used both as a didactic environment (virtual class) and as a teacher-student dialogue tool able to check the designs developed by the students in the virtual laboratory. Since 2001 the “TDraw” system, installed on a IUAV (University of Venice, Faculty of Architecture) server, has been used by about 300 students from a number of training Courses of different academic fields. From this experience it is possible to affirm that in a didactic system (like this proposed) formed by one or more virtual laboratories, the practice of the teaching can provide a universe of notions which grows quickly during the progressive utilization of the system. It is a precious whole of information, dense and heterogeneous, potentially separable into individual...
This paper draws on the OportUnidad project co-funded with support by the European Commission und... more This paper draws on the OportUnidad project co-funded with support by the European Commission under the EuropeAidALFA III Programme. OportUnidad multi-actors include twelve Universities from Europe and Latin America
IxD&A, 2010
This paper discusses the learning and educational potentialities of the Venice Unfolding prototyp... more This paper discusses the learning and educational potentialities of the Venice Unfolding prototype, an experimental tabletop application designed to explore and investigate urban and territorial contents and knowledge. The prototype supports and transforms ways of approaching various strategies involved in urban and territorial planning processes. It creates new ways of viewing, understanding and learning about urban and territorial environments and leads to a more efficient examination of their underlying characteristics. In doing so, it fosters greater knowledge generation about their use, evolution and growth. In this paper, the authors describe the prototype's development, its fundamental concepts and its considerable instructional capabilities that have been piloted with educators and students.
Open Education Policies, 2021
These guidelines aim to support institutions and governments in the development of open education... more These guidelines aim to support institutions and governments in the development of open education policies promoting the adoption of open educational practices and resources, and the fostering of collaborations amongst social-educational actors which favour the democratisation of knowledge access and production. Note: Participation as part of the scientific committee Please cite as: Atenas, J. Havemann, L., Neumann, J. & Stefanelli, C. (2020). Open education policies: Guidelines for co-creation. Open Education Policy Lab & Hub Publications, Köln - London. https://doi.org/10.5281/zenodo.4032994
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Conference Presentations by Cristina Stefanelli
Papers by Cristina Stefanelli