Titlebook: Learning Inclusion in a Digital Age; Belonging and Findin Stephen Dobson,Brit Svoen,Pip Hardy Book‘‘‘‘‘‘‘‘ 2024 The Editor(s) (if applicabl

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书目名称Learning Inclusion in a Digital Age影响因子(影响力)




书目名称Learning Inclusion in a Digital Age影响因子(影响力)学科排名




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书目名称Learning Inclusion in a Digital Age网络公开度学科排名




书目名称Learning Inclusion in a Digital Age被引频次




书目名称Learning Inclusion in a Digital Age被引频次学科排名




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书目名称Learning Inclusion in a Digital Age年度引用学科排名




书目名称Learning Inclusion in a Digital Age读者反馈




书目名称Learning Inclusion in a Digital Age读者反馈学科排名

Euphonious

Promoting Social Inclusion and Mutual Understanding: Intertwined Efforts at Local, National and Inteas success stories and a possible path for further developments. Finally, the point of view of local administrators and educators on the possible impact of the policy and resulting project initiatives is presented, proposing a snapshot of lessons learned in the eyes of stakeholders.

BUMP

We Belong and Connect When We Have a Voice: Towards a Learning Design for Inclusive Learninges, through digital literacy. The design is based on the participation of a community encompassing students, teachers and technologists. Developing online learning resources entails being culturally and gender sensitive, through stories in every step of the learning journey, focusing on the learners needs and sense of connectedness.

脆弱吧

modest

The Critique of Learning Inclusion in a Digital World: A Conversationk neglecting how it might colonise our minds, creating new forms of exclusion—despite the importance of digital story telling? What of those who prioritise the digital before other basic human needs, such as food, water and housing? How does this book’s focus upon SDG 3, 4 and 11 relate to other SDG’s?

Adrenal-Glands

Towards Wellbeing-Ness as an Experience of Inclusion, Belonging and Voice in a Digital (Post-Covid) llbeing-ness in a more digitally informed COVID world, such as through digital storytelling and, secondly, how to assess and put a value on it and, in so doing, show how a taxonomy of the emotions might support an understanding of inclusion.

indigenous

Fostering Social Inclusion of People in Situations of Vulnerability: Experiences from the Italian an to present best practices with a focus on digital technologies. The last section explores teachers’ and professionals’ training needs and the supporting actions for their continuing professional development at a local and national level.

窃喜

Joining Voices for Social Inclusion: Activism and Resilience of Professionals Working with People inession, but also on its outcomes in terms of learning inclusion, resilience and the process of overcoming the challenges evident in (re)building of professional identities. This involves considering processes that can be decisive in the way people in situations of vulnerability are perceived, heard, supported, empowered, and included.

时间等

牵连

Multilingual Stories for Immigrants and Refugees: A Language-as-Resource Approachning in courses, and LIDA Stories (.), a collection of country-specific websites with multilingual stories for youth and adult immigrants and refugees who are learning the language of the host country. The chapter concludes by highlighting the key role of stories for the acquisition of the host country language by migrants and refugees.