The article explores the contribution of adaptive teaching principles to foster inclusive practices in HEIs. It deals with three main research questions: 1) What does it mean to teach adaptively? 2) How could professors adapt digital tools to theeducational needs of students? How could professors adapt assessment tools to students’ needs? To provide practical ex‐amples about teaching adaptively, the arguments are grounded in the results emerging from the exploratory qualitative phase of the biennial research project T.E.S.T. ‐ Technology for STEAM Teaching.
Ahedo Santisteban, M., Armakolas, S., Gössl, A., Karatrantou, A., Oppl, S., Panagiotakopoulos, C., et al. (2023). Ripensare l’insegnamento adattivo per l’inclusione in Higher education: un framework metodologico. ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION, 11(2), 41-55.
Ripensare l’insegnamento adattivo per l’inclusione in Higher education: un framework metodologico
Romano, Alessandra;
2023-01-01
Abstract
The article explores the contribution of adaptive teaching principles to foster inclusive practices in HEIs. It deals with three main research questions: 1) What does it mean to teach adaptively? 2) How could professors adapt digital tools to theeducational needs of students? How could professors adapt assessment tools to students’ needs? To provide practical ex‐amples about teaching adaptively, the arguments are grounded in the results emerging from the exploratory qualitative phase of the biennial research project T.E.S.T. ‐ Technology for STEAM Teaching.
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https://hdl.handle.net/11365/1253922