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  • 1. Braghin, Caterina
    et al.
    Cotroneo, Emanuela
    Giglio, Alessandra
    Le tecnologie didattiche nella classe di lingua italiana per stranieri. Il caso degli apprendenti cinesi del Progetto Marco Polo.2008In: TD Tecnologie Didattiche, Vol. 2, no TD44, p. 62-70Article in journal (Refereed)
    Abstract [en]

    Reflection on how educational technologies foster communication between teachers and learners of languages and cultures. Describes a project aimed at promoting mobility 'between China and Italy of Chinese students and researchers, reflecting on its possible uses of technology to facilitate communication between teacher and student belonging to language groups and cultures.

  • 2. Braghin, Caterina
    et al.
    Cotroneo, Emanuela
    Giglio, Alessandra
    Le tecnologie per la didattica nei corsi di lingua italiana per studenti cinesi: il Progetto Marco Polo a Genova.2011In: La didattica dell’italiano a studenti cinesi e il progetto Marco Polo, Pavia University Press , 2011Chapter in book (Refereed)
  • 3. Caprile, Maria Teresa
    et al.
    Cotroneo, Emanuela
    Giglio, Alessandra
    Lezioni di italiano. Apprendere e insegnare l’italiano L2 nella scuola dalla teoria alla pratica.2012Book (Refereed)
  • 4. Cotroneo, Emanuela
    et al.
    Giglio, Alessandra
    Racconto L2.0 e LIPS: due strumenti “2.0” per l’italiano per stranieri.2016In: Dispositivi formativi e modalità ibride per l'apprendimento linguistico, CLUEB , 2016Chapter in book (Refereed)
  • 5.
    Giglio, Alessandra
    Dalarna University, School of Humanities and Media Studies, Italian.
    “883, Sei un mito”, “Gianna Nannini, Meravigliosa creatura” e “Zucchero ‘Sugar’ Fornaciari, Diamante” analisi e redazione dei brani antologici2012In: Italia linguistica: gli ultimi 150 anni, Le lettere , 2012Chapter in book (Refereed)
  • 6. Giglio, Alessandra
    Cantanti, cuochi e fotografi per un giorno: il Project Work nella didattica dell'italiano a stranieri2009In: Rivista ILSA / [ed] Le Monnier, Le Monnier , 2009Chapter in book (Refereed)
  • 7.
    Giglio, Alessandra
    Dalarna University, School of Humanities and Media Studies, Italian.
    Da Genova: due domande e sei pareri2012In: Fuori l’italiano dall’università? Inglese, internazionalizzazione, politica linguistica, Laterza , 2012Chapter in book (Refereed)
  • 8. Giglio, Alessandra
    Didattica delle lingue straniere e tecnologie: matrimonio felice?2015Conference paper (Other (popular science, discussion, etc.))
  • 9. Giglio, Alessandra
    Didattica dell’italiano per stranieri e TIC: un’indagine sullo stato dell’arte nelle università italiane.2011In: Didattica e linguistica dell'italiano come lingua straniera, Guerra Edizioni , 2011Chapter in book (Refereed)
  • 10. Giglio, Alessandra
    Exploring Researchers’ Discourses About Producing, Disseminating and Evaluating Scientific Information on the Web. The Case of Biomedical Sciences.2014Conference proceedings (editor) (Refereed)
  • 11.
    Giglio, Alessandra
    Dalarna University, School of Humanities and Media Studies, Italian.
    Flipping Classroom: Some Experiments with University and K-12 Classes.2014Conference proceedings (editor) (Refereed)
    Abstract [en]

    The Net, Web 2.0 and the new technologies and tools allow us to be constantly online, suggesting new paradigms that involve aspect of sociology and communication; in fact, learning methodology, as well, is affected by this wind of change. Flipped classroom methodology (Bergmann, Sams, 2012) is currently riding the wave of success in Higher Education and Distance Learning: it consists in a sort of an “upside down” way of teaching, comparing to the “traditional” one, where the student is personally involved into the learning process by giving him/her the responsibility of researching, comparing, contrasting concepts and ideas. The student takes an active role during the lesson in class and at home, when s/he prepares some material that can be useful for the lesson time (Maglioni, Biscaro, 2012). Moreover, the method promotes an extreme individualization of the learning process since the student is able to choose his/her personal rhythm of learning and his/her style of knowledge acquisition, pointing the accent on the well-known (and sometimes abused) Gardner’s Multiple Intelligences Theory (Gardner, 1983). In this contribution, an experimental session of language lessons will be presented. Since the “flipped classroom” method seems to fit the way of teaching and learning a second language, we will present the structure, methodology, technical tools and initial results of two different educational contexts: a university, online context of Italian for foreigner courses at beginner and false beginner levels, and a K12, absolute beginner, Italian for foreigner course. Such results will endorse a deeper reflection on how the method can be applied in K12 and Higher Education and will suggest some future developments.

  • 12. Giglio, Alessandra
    Italian B for the IB Diploma2013Manuscript (preprint) (Other (popular science, discussion, etc.))
  • 13. Giglio, Alessandra
    La classe capovolta. Recensione.2016In: TD Tecnologie Didattiche, ISSN 2499-4324, Vol. 24, no 1, p. 65-66Article, book review (Other academic)
  • 14. Giglio, Alessandra
    La Flipped Classroom: caratteristiche ed esperienze.2016In: Orientarsi in rete. Didattica delle lingue e tecnologie digitali., Becarelli , 2016Chapter in book (Refereed)
    Abstract [en]

    Il volume raccoglie contributi di esperti nel campo della didattica della lingua e della cultura italiana, in particolare mediante l’uso delle tecnologie digitali. I contributi della sezione Coordinate inquadrano dal punto di vista teorico le questioni, tra loro interrelate, su cui si focalizza il volume: didattica della lingua; formazione dei docenti; uso delle tecnologie digitali nella didattica; intercultura. I contributi della sezione Esperienze sono invece maggiormente legati ad esperienze realizzate “sul campo” in ambienti virtuali di apprendimento, con approcci e metodologie diversi e con differenti profili di apprendenti. Gli autori trattano i vari temi mettendo in luce le potenzialità nell’uso delle tecnologie digitali e al contempo evidenziando come il loro efficace utilizzo richieda adattamenti metodologici, anche rilevanti, da parte dei docenti. Il volume si rivolge principalmente a un pubblico di utenti che possiede già una formazione glottodidattica di base (studenti di Master; Scuole di Specializzazione; Corsi professionalizzanti; Lauree Magistrali) e a quanti, più in generale, sono interessati alle questioni relative alla didattica della lingua e della cultura non materne, soprattutto con l’uso delle tecnologie digitali.

  • 15. Giglio, Alessandra
    La Flipped Classroom: è una metodologia vincente nell’insegnamento delle lingue straniere?2015Conference paper (Refereed)
  • 16. Giglio, Alessandra
    La formazione a distanza per i docenti di lingua italiana per stranieri. Il caso del Master in Didattica dell’italiano per stranieri dell’Università di Genova2008Conference proceedings (editor) (Refereed)
  • 17. Giglio, Alessandra
    La formazione blended del Master in Didattica dell’italiano per stranieri di Genova: il feedback di docenti e studenti.2009Conference proceedings (editor) (Refereed)
  • 18. Giglio, Alessandra
    Le tecnologie per la didattica per l'apprendimento dell'italiano L2: strumenti e attività pratiche.2014In: Italiano a stranieri, ISSN 1790-5672, no 17, p. 15-20Article in journal (Refereed)
  • 19. Giglio, Alessandra
    L’edutainment nella didattica dell’italiano per stranieri.2011In: Didattica universitaria online. Teorie, esperienze e strumenti, ScriptaWeb , 2011Chapter in book (Refereed)
  • 20. Giglio, Alessandra
    L’inglese come disciplina e come lingua veicolare nella didattica. Quali punti di forza, criticità, strategie?2016Conference proceedings (editor) (Refereed)
  • 21. Giglio, Alessandra
    Lingue in rete – italiano per stranieri: un corso on-line per insegnare l’italiano L22010Conference proceedings (editor) (Refereed)
  • 22. Giglio, Alessandra
    L’italiano al computer: analisi dei corsi di lingua italiana per stranieri2010Conference proceedings (editor) (Refereed)
  • 23. Giglio, Alessandra
    Orientare al mondo del lavoro: dal seminario presenziale al formato blended.2009Conference proceedings (editor) (Refereed)
  • 24.
    Giglio, Alessandra
    Dalarna University, School of Humanities and Media Studies, Italian.
    Practicing the oral production skills in e-learning contexts: Is it still an achilles’ heel?2018In: Teaching Language and Teaching Literature in Virtual Environments, Singapore: Springer Singapore , 2018, p. 21-37Chapter in book (Refereed)
  • 25. Giglio, Alessandra
    “Racconto L2. 0”: come esercitare l’italiano per stranieri in Rete.2013In: Bricks, ISSN 2239-6187, Vol. 4Article in journal (Refereed)
  • 26. Giglio, Alessandra
    Racconto L2.0 (Italiano 2.0)2012In: Teaching with social media in classroom settings: Top ten practices from teachers around Europe / [ed] Dora Bereti, Jun Song, eLearning Europa , 2012Chapter in book (Refereed)
  • 27. Giglio, Alessandra
    “Racconto L2.0”, un mezzo per esercitare la produzione scritta in Rete: i primi risultati2011Conference paper (Refereed)
  • 28. Giglio, Alessandra
    'Racconto L2.0′: esercitare la produzione scritta in Rete.2012In: Translation, Technology & Autonomy in Language Learning and Teaching, Peter Lang , 2012Chapter in book (Refereed)
    Abstract [en]

    This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view. The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into ‘minor’ languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.

  • 29. Giglio, Alessandra
    Racconto L2.0: esercitare la produzione scritta in Rete2010Conference paper (Refereed)
  • 30. Giglio, Alessandra
    Racconto L2.0: esiti e risultati di uno strumento per narrare in Rete.2015In: The Future of Italian Teaching Media, New Technologies and Multi-Disciplinary Perspectives, Cambridge Scholars Publishing , 2015Chapter in book (Refereed)
  • 31. Giglio, Alessandra
    Racconto L2.0: uno strumento per lo sviluppo della capacità narrativa di studenti di italiano L2/LS2013In: Quaderni di Palazzo Serra, ISSN 1970-0571, Vol. 22Article in journal (Refereed)
  • 32. Giglio, Alessandra
    Scrittori, cuochi e fotografi per un giorno: il project work nella didattica dell’italiano a stranieri.2009In: Didattica e linguistica dell'italiano come lingua straniera, Guerra Edizioni , 2009Chapter in book (Refereed)
  • 33. Giglio, Alessandra
    Supporting Self-regulated Learning Through Digital Badges: A Case Study.2014Conference proceedings (editor) (Refereed)
    Abstract [en]

    Self-regulated learning (SRL) takes place when individuals plan, monitor and evaluate their own learning experiences. Learning assessment plays a crucial role in this process because it provides an excellent basis for the above three phases of SRL; however, the identification, design and implementation of meaningful assessment activities is not easy and some technological affordances for an SRL-sensitive assessment design still need to be explored. Although Digital Badges are already considered an instrument that could provide good answers to the complex problem of assessment for learning, their potential for SRL support is rather under-explored. This paper puts forward a proposal on the role that Digital Badges can play in supporting SRL. The proposal consists in a “badge ecosystem”, developed for a course on “Scientific Information for Biomedical Research”, aimed at differentiating among different levels of competence to facilitate learners in making better informed decisions on how to go about in their learning process. The conclusions discuss the expected advantages and shortcomings of the proposed ecosystem.

  • 34. Giglio, Alessandra
    Wordpress: uno strumento online per la gestione della didattica?2014In: TD Tecnologie Didattiche, ISSN 2499-4324, Vol. 22, no 2, p. 114-118Article in journal (Refereed)
  • 35. Giglio, Alessandra
    Writing and Speaking Media2011Conference paper (Refereed)
  • 36. Giglio, Alessandra
    et al.
    Cotroneo, Emanuela
    La formazione a distanza per docenti di lingua italiana per stranieri: strumenti e attività.2011In: E-learning con Moodle in Italia: una sfida tra passato, presente e futuro, Seneca editore , 2011Chapter in book (Refereed)
  • 37. Giglio, Alessandra
    et al.
    Cotroneo, Emanuela
    Speaking and writing media: How to use them in an Italian B class.2013In: IB Journal of Teaching Practice, Vol. 1Article in journal (Refereed)
  • 38. Giglio, Alessandra
    et al.
    Messina, Ilaria
    L'edutainment nella didattica delle lingue: nemico o alleato?2012In: Linguaggi 21.0, ISSN 2240-7677, Vol. 1Article in journal (Refereed)
  • 39. Giglio, Alessandra
    et al.
    Morano, Laura
    Via dei verbi 12015Book (Refereed)
  • 40.
    Giglio, Alessandra
    et al.
    Università degli Studi di Modena e Reggio Emilia, Modena.
    Valla, Sara
    Università degli Studi di Parma, Parma.
    In viaggio verso Orientenglish e Didatech: i corsi introduttivi di due MOOC Eduopen dell’Università di Parma2017In: Design the Future! - Proceedings della Multiconferenza EM&M ITALIA 2016, Genova, 2017, p. 736-743Conference paper (Refereed)
  • 41. Giglio, Alessandra
    et al.
    Valla, Sara
    Listening to Students' Voice: ENGpower Project at the University of Parma2015Conference proceedings (editor) (Refereed)
1 - 41 of 41
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