The new cycle of Erasmus+ has a significant role in supporting research and re-designing academic teaching; actually, it produces relevant impacts; at least, 1) by the framework of its Calls: they meet new cultural needs and approaches to research and academic teaching; 2) by its contents: research has now a significant presence even within traditional Actions; 3) by the methodologies asked to applications and projects: they are asked to be logically and organizationally consistent, systematically propaedeutic, intentional; 4) by the projects expected results: logical and instrumental consistency, usability, flexibility, dynamism, synchronicity. Though Calls seem not to ask for valorisation as dissemination and exploitation anymore, research styles, learning styles, thinking styles, lifestyles are their true objectives, namely supporting analytical, synthetic, reflexive, re-elaborative, metacognitive, orientative, programmatic, projectual, perspective, narrative thinking.
|Titolo:||Erasmus+, il suo ruolo nel sostenere la ricerca e nel ri-progettare l’insegnamento accademico|
|Data di pubblicazione:||2015|
|Citazione:||Paweł Prüfer, V.A.P. (2015). Erasmus+, il suo ruolo nel sostenere la ricerca e nel ri-progettare l’insegnamento accademico. In Erasmus – relacja – internacjonalizacja / Erasmus - relazioni - internazionalizzazione (pp.31-59). Gorzów Wielkopolski : Wydawnictwo Naukowe Państwowej Wyższej Szkoły Zawodowej.|
|Appare nelle tipologie:||4.1 Contributo in Atti di convegno|