Teaching academic writing at Spanish universities: analysis of relevant experiences and practices / La enseñanza de la escritura académica en la universidad española. Análisis de experiencias y prácticas relevantes     

Silvia-Eva Agosto-Riera  Maria-Teresa Mateo-Girona 《Cultura y Educación》2015,27(3):629-648

Abstract

This paper reports on the various training initiatives available in some Spanish universities which aim to promote academic writing. It focuses mainly on three existing writing initiatives developed at the Ramon Llull University, the Faculty of Education of the Complutense University of Madrid and the University of Deusto. These initiatives aim to meet the needs of students who would like to improve the quality of their academic writing and are addressed to students in any degree programme, including undergraduate degrees, Master’s and doctorates. Feedback on students’ written work is essential in all three programmes. In addition, student support throughout the writing process is available, as are sessions where students can enlist the guidance of a tutor.  相似文献   

Activity theory: A framework for design and reporting on research projects based on ICT     

Rosa-Maria Bottino  Giancarlo Chiappini  Paola Forcheri  Enrica Lemut  Maria-Teresa Molfino 《Education and Information Technologies》1999,4(3):279-293

We propose using activity theory as a basis for designing and reporting on research projects that focus on information and communication technology (ICT) as a means to support educational processes. Adopting the theory, we describe teaching/learning activities mediated by ICT using a three level analysis: epistemological, methodological, social assistance. The analysis has been applied to the design and reporting of projects in both mathematics education at primary school level and training in technical innovation in commercial enterprises.  相似文献