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SMARTPHONE'S ACADEMIC USES IN EUROPEAN HIGHER EDUCATION AREA. A CASE STUDY IN SPANISH UNIVERSITIES Esteban Vázquez-Cano, M.ª Luisa Sevillano García Abstract Smartphones can be surprisingly useful didactic resources for developing academic tasks and competencies according to European Higher Education Area in both distance and face-to-face university studies. Through a quantitative analysis and factor analysis techniques, we have established the main smartphones' academic and general uses for improving learning processes in university subjects. To this end, a scale has been developed and validated to identify academic uses based on the participation of 419 Spanish college students from six Universities. The conclusions indicate that the use of smartphones in University studies is highly valued by students as a new format which both supports and enhances learning practices and can also foster collaborative work among students and professors. Therefore, it is recommended that universities continue developing new didactic strategies to connect both formal-informal and face-to-face ubiquitous learning settings. A FORMULA FOR AN OBJECTIVE MEASUREMENT OF STUDENTS’ UNDERSTANDING DIFFICULTIES OF A MATHEMATICAL TEXT. EVALUATIVE AND EDUCATIONAL USE Abstract This article provides an objective formula for the empirical evaluation of the understanding of a mathematical text by students of any level of education. Of this formula we suggest an evaluative and educational use. DEVELOPING AN E-LEARNING COURSE IN MOODLE FOR SOFTWARE TRAINING Abstract In this paper we present the implementation in MOODLE of an e-learning course for software training intended for advanced users of commercial software developed by a SME. The aim of this work has been to enhance the software training experience through e-Learning and to shorten the knowledge transfer path as compared to the classic software training approaches. To improve the e-course effectiveness we use e.g. video instructions, and add gamification elements to the course modules. The research presented in this paper was carried out in cooperation with, and with financial support of the European Thematic Network FETCH (Future Education and Training in Computing: How to Support Learning Anytime Anywhere, project number 539461-LLP-1-2013-1-BG-ERASMUS-ENW, http://fetch.ecs.uni-ruse.bg/). ANALYSE DES REPRÉSENTATIONS SOCIALES AU MOYEN D’UNE DÉMARCHE PLURI-MÉTHODOLOGIQUE Abstract This article aims to present a unique multi-methodological approach to collecting and analysing social representations by means of a questionnaire survey on the forms of education conducted with a total of 668 students of secondary education in Francophone Belgium. Four methods of analysis are used: the prototypical analysis, comparative analysis, control of the centrality and thematic analysis of open questions. The different methods, their practical implementation and the treatment support tools are presented and discussed. EARLY INTERCULTURAL EDUCATION – WROCLAW`S CONTEXTS AND PRACTICES Abstract The text provides an introduction to an innovative intercultural project implemented from 2013 in one of the preschools in Wroclaw, Poland. World War II with its massive expulsions and relocations increased the intercultural homogeneity of the city. However, in the last 20 years this trend has reversed, especially thanks to a growing community of foreign professionals working for the approx. 150 multinational corporations which have invested in the city. Moreover, public awareness for interculturality has been rising since Wroclaw was awarded the title of the European Capital of Culture 2016. The increasingly intercultural composition of the city’s population and the rising awareness for issues of interculturality also changes the image of childhood in a big city. The project presented in this article (project "Multicultural Wroclaw?") is an attempt to increase intercultural awareness among the children and equip them with skills for productive and tolerant ways of dealing with intercultural challenges in their city.
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