Guglielmo Marconi University has achieved a great result appearing among the top 25 performers into three research categories, namely interdisciplinary publications, international joint publications and regional joint publications.
The third edition of the Workshop Eurasia, which aims to analyze the leading drivers of the economic development in Asia and the opportunities for Italian companies in that region, has been held in Rome 9-10 June 2016. The event has been organized by Unindustria and AGI under the patronage of the Italian Ministry of Foreign Affairs.
Within this event, Guglielmo Marconi University was called to organize a thematic seminar on the opportunities given by Horizon 2020 targeting China, especially in the light of the co-funding mechanism agreed by the EU and the Chinese Government to support joint projects between European and Chinese universities, research institutions and companies.
The Italian Institute of Nuclear Physics, INFN, and Università degli Studi Guglielmo Marconi continue their strong and fruitful collaboration in scientific research and learning programs. In this context, after fifteen successfully edition and starting from 2016, the two institutions propose together a new version of the “Incontri di Fisica”, now named “Incontri di Fisica 2.0”.
Crowdsourcing is a process of obtaining needed services, ideas, or content by soliciting contributions from a large group of people, and especially from an online community, rather than from traditional employees or suppliers. Challenge Academy applies the concept of crowdsourcing by offering an online platform for practicing skills and knowledge of the collective students population to solve business-related challenges.
Mobile learning has been one of the reflections of the widespread adoption of wireless technology and Internet access from any place and anytime if requested. Technology and pedagogy are two main elements in mobile learning platform to identify in terms of educational process. Technology defines the platform and pedagogy defines the learning approach.
This article discusses the importance of guidance within university education and proposes a good-practice model for helping students to transition from university to employment. The analysis arises from educational approach to guidance, that over the last few years is providing an alternative to mainly psycho-technical and diagnostic approach, and conceives guidance practice as a process that is cross-functional concerning students’ educational path.
The IX International GUIDE Conference, held in Buenos Aires from 6th to 8th May 2015, has seen the participation of outstanding universities coming from numerous countries of Latin America (Colombia, Costa Rica, El Salvador, Brazil, Argentina, Uruguay, Venezuela) as well as from USA, Saudi Arabia, Germany, Turkey, Spain, Italy and UK.
The Conference focused on different topics, ranging from the comparison between traditional and distance education to relevant social themes, such as digital inclusion, e-citizenship and online education accessibility. (…)
Nowadays teachers and trainers pay attention to the research and the experimentation of innovative pedagogical tools and approaches, such as simulation and 3D virtual world in order to improve the learning capacity of their students. Sometimes they invest time and financial resources to manage their updating courses, especially about how new technological potentialities can be exploited and integrated into their mainstream teaching methods. Also the use of different learning environments apart from the traditional class can stimulate the learning processes creating more educational opportunities and favoring the development of other approaches, such as collaborative learning.
This type of learning approach is represented by a situation where two or more individuals learn or try to learn something together aimed to the building of a common knowledge. Unlike the individual learning, people engage themselves in a collaborative learning process in order to capitalize on each other’s resources and competences. More specifically, the collaborative learning model is based on knowledge that can be constructed within a community in which members interact actively through sharing experiences and assuming asymmetric roles. In other terms, the collaborative learning refers to methodologies and specific environments where the students engage in a common task in which each individual depends on each other and is responsible for the others.
This article intends to describe two different practical experiences derived from TALETE and AVATAR projects on the use of 3D virtual worlds as learning environments to facilitate the collaborative learning among students.
Received: 6 May 2015
Revised: 15 May 2015
On November 18, 2014, the University Guglielmo Marconi held a half-day symposium marking the first five years of collaboration with the ENEA’s Laboratory of Radiation Biology and Biomedicine. The title of the event was: “The Collaboration between Unimarconi and ENEA: Multidisciplinary aspects”. This paper gives a summary of the scientific presentations.
Review of OECD (2013), Education at a Glance 2013: OECD Indicators, OECD Publishing.
ISBN 978-92-64-20104-0 (print) ISBN 978-92-64-20105-7 (PDF)
Received: 15 May 2014
Revised: 06 June 2014
The Marconi University experience in applying a technological and didactic model to make learning processes and training practices in complex organizations fun.
Received: 10 April 2014
Revised: 7 May 2014
tuBEMATES project is a transnational venture started in 2012 and focused on the promotion of European Higher Education (EHEs) and intercultural exchange with Third, in particular, Asian countries. It is aimed at enhancing the attractiveness of international studies as well as the visibility of European brand characterized by an innovative and competitive identity.
Received: 30 April 2014
Revised: 5 May 2014
Problem-Based Learning (PBL) is perhaps the most innovative instructional method conceived in the history of education. The PBL is a student-cantered pedagogy where learners are actively engaged in real world problems to solve or challenges to meet. Students develop problem-solving, self-directed learning and team skills.
Received: 20 May 2014
Revised: 29 May 2014
Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skilful execution; it represents the wise choice of many alternatives.
[W. A. Foster (1915-1945), American Hero during the WWII]
Received: 5 April 2014
Revised: 19 May 2014
Digital Universities: International Best Practices and Applications
The Call for papers is open!
The VII International GUIDE Conference Cultural Identity in the Midst of Global Modernization: The Role of Distance Education, was held in the Central Campus in Guatemala City of the Universidad Panamericana (UPANA) the April 10-11 2014.
The VIII International GUIDE Conference Science and Technology, Management and Quality: the future of higher education in Brazil and around the world, will be held on November 19-21, 2014 at the Universidade Tiradentes (Aracaju, Brazil), leader University in Brazil for traditional and on-line education.
Conference La Recherche-Creation: Territoire d’innovation méthodologique
19-21 March 2014, UQAM, Université du Québec à Montréal, Canada
Received: 20 May 2014
Revised: 27 May 2014
At no time in history has it been more important to invest in Higher Education as a major force in building an inclusive and diverse knowledge society and to advance research, innovation and creativity.
(UNESCO World Conference on Higher Education, July 2009)
The VI International GUIDE Conference, organized under the patronage of the Ministry of Education, Culture and Sport of Greece, will be held this year on October 3-4 in Athens, a much premeditated locale for the discussion of the poignant topic, The Global Economic Crisis and its consequences on national educational systems: Can online education contribute to overcome the crisis?
Internet and the telecommunication technologies are precious tools in the field of Education. They allow students benefiting and sharing from thousands of source of information in real time and almost freely. Unfortunately, students have not a critic approach towards content or author; the rank in the search engines is often considered a synonymous for accuracy and reliability. GENIUS project aimed at fighting against the phenomenon of Plagiarism providing distance learning pathways focused on supporting creativity and students transversal skills. Over 357 teachers and 381 students gained understanding of different types of plagiarism, copyright, methodologies to enhance creativity, and a new phenomenon, the cyber-bullism.
Received 3 March 2013
Revised 2 May 2013
While globalization has led to what can, with reference to Karl Polanyi, be referred to as a disembedding of the labour market from its nationally segmented settings, recent decades bring about a development identifiable as a countermovement. As the text shows, drawing on the example of European Works Councils and International Framework Agreements, this process of re-embedding takes place through a network of different measures of labour regulation. It is for this reason that establishing a relational perspective on crossborder phenomena in the field of labour relations can count as a central future aim in this strand of research.
Article first published in Global Labour Journal, Vol. 4, n. 1, 2013, p. 26-47. Reprinted with permission.
Is there a significant correlation between the impact of the economic crisis, that, from 2008 continues to rage worldwide, and the level of education and training of the individuals?
In other words, in the tough competition of the global knowledge economy, can great levels of education and training make up an effective defence for workers within a liquid and uncertain job market?
In this thick publication Education Indicators in Focus series, dated January 2012, the OECD, based on the revelation and continuous elaboration of much data and education and training indicators on a worldwide perspective, answers affirmatively.
In these years, in fact, the weight of the crisis has greatly hit those social groups with low levels of education, who are until now, the most exposed to unemployment and to extreme instabilities; university education, however, seems to guarantee, in a constant way and in all countries, more stable employment and relatively higher incomes.
Copyright OECD 2012. First published online at http://dx.doi.org/10.1787/eag-2012-sum-en Reprinted with permission
ERI-Net, the network of research institutions in the education field comprising of eight countries in Asia and the Pacific and established by UNESCO in 2009, has carried out a detailed investigation regarding the impact of the global financial crisis on Higher Education in the area.
The results of the study showed that many countries of the region didn´t reduce the public finances to the sector. On the contrary, in the medium-long term, they have adopted, as a common strategy to overcome the crisis, a massive investment policy in Higher Education, also through incentive systems and firm support to public-private partnerships.
First published as Introduction of the volume The Impact of Economic Crisis on Higher Education, published by UNESCO Bangkok, Thailand. Reprinted with permission.
The Association GUIDE – Global Universities in Distance Learning continues to be at the forefront of higher education modernization by implementing new initiatives for supporting innovation in all of its aspects. Thanks to its huge network made up of more than 120 members coming from all over the world, GUIDE stays up to date on international issues, new ideas and potential problems especially related to the future of open and distance learning.
Which manual distribution model would you choose among, the purchase of printed books, the renting of printed books, the renting of texts in electronic format and the renting of texts in electronic format with their respective reading devices?
The question is crucial for every university that today must decide whether to move to e-books, keep paper books or prefer intermediary and gradual solutions. Daytona State College’s pilot project which investigated it for two years (2009-2011) tried to answer it through the different experiences, reactions and opinions of students and university staff in relation to the four proposed models.
Article first published in “EDUCAUSE review online”, December 2011, as open access article, published under the terms of the Creative Commons Attribution License.
EU TUNE project is a transnational contest for secondary school students that will produce their digital stories through the Digital Storytelling language. EU TUNE aims at creating a community of secondary schools students from EU Member States, candidate and potential candidate partner countries in the Adriatic area. The aim of the project is to make young people “talk” about themselves through the digital storytelling language, in order to prevent the growing up of preconceptions and stereotypes. Moreover EU TUNE aims at fostering an inter-institutional dialogue among academics and representatives of Regional, Governmental and European institutions related to enlargement towards candidate and potential candidate partner countries.
Distance learning is not a widely diffused learning methodology within the Medical Field, in particular for refreshment of competencies among Medical Professionals. e-EDUMED e-Learning educational center in medicine is a two year project funded by the European Commission started in January 2011 now at the conclusion which has developed and implemented a Virtual Learning Centre focused on Vocational Training for Medical Doctors and Nursing Professionals in Ultrasound Techniques and patient care providing basic and advanced knowledge. Being an experienced target group, Virtual Classes have been developed to integrate the Learning Pathway. Based on The Problem Based Learning (PBL) Methodology, the learners have been able to learn from videos of real case studies, share feedbacks and experiences among peers.
For learning mediated by new technologies, the response to the likelihood of technological overexposure, with consequent cognitive overload, is inherent in the good practice of design thinking and storytelling applied to instructional design, or in the complex techniques and methods of narratives that provoke knowledge transfer.