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  • Destini incrociati / Destins croisés

    ISSN: 2031-1311

    The series « Destini incrociati / Criss-crossed fates » was born out of the encounter of italianist teachers and researchers working in the various francophone universities in Belgium. Multilingual, it offers both studies of a general nature and more specific contributions within the areas of Italian language, culture and literature. With no predetermined methodology, and open to the plurality of voices and skills, the series « Destini incrociati / Criss-crossed fates » sets out to combine academic rigour with the pleasure of reading, in publishing alternatively works with multiple authors, monographs, critical and linguistic essays, and academic books. The series has thus been conceived of as a cultural library, an ideal point of convergence for a variety of themes, projects, perspectives and new approaches. All volumes in this series passed a selection process that included double blind peer-review. Nata dallincontro di docenti e ricercatori di italianistica attivi nelle università francofone del Belgio, la collana « Destini incrociati / Destins croisés » raccoglie, in più lingue, studi d’insieme e interventi specifici su argomenti che pertengono alla lingua, alla cultura e alla letteratura italiana. Senza preclusioni metodologiche, aperta a voci e competenze diverse, « Destini incrociati / Destins croisés » si propone di coniugare rigore scientifico e piacere della lettura, alternando la pubblicazione di volumi miscellanei a monografie, di saggi critici e linguistici a edizioni di testi. La collana si presenta dunque come una biblioteca di cultura, in cui varietà di temi e progetti, novità di prospettive e approcci trovino un punto ideale di convergenza. Ogni volume della collana è stato sottoposto a una doppia revisione paritaria anonima.

    19 publications

  • European Studies in Lifelong Learning and Adult Learning Research

    The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education. The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education. The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education.

    7 publications

  • Visual Learning

    The series “Visual Learning“ covers a range of approaches in the fields from Philosophy to Psychology and Education. The editors are professor Andras Benedek and professor Kristof Nyiri. Their research focus lies on areas like human resource development, the philosophy of communication and the philosophy of images. The series “Visual Learning“ covers a range of approaches in the fields from Philosophy to Psychology and Education. The editors are professor Andras Benedek and professor Kristof Nyiri. Their research focus lies on areas like human resource development, the philosophy of communication and the philosophy of images. The series “Visual Learning“ covers a range of approaches in the fields from Philosophy to Psychology and Education. The editors are professor Andras Benedek and professor Kristof Nyiri. Their research focus lies on areas like human resource development, the philosophy of communication and the philosophy of images.

    7 publications

  • Digital Learning and the Future

    ISSN: 2634-8527

    This interdisciplinary book series examines the use of digital technology in education. It is part of an unfolding educational agenda around technology-enhanced learning, where technology is both blended as a tool within existing pedagogies and drives new pedagogies. The series looks to the future, to emerging technologies and methodologies. Areas of interest include educational futures and future pedagogies, pedagogy and globalization (including MOOC), mobile learning, edtech, technology in assessment, the use of AI in education, and technology and face-to-face blended learning. The series encourages proposals for short-format books (between 25,000 and 50,000 words) with the aim of responding quickly to this rapidly changing field. Short monographs, co-authored or edited collections, case studies, practical guides and more are also all welcome.

    1 publications

  • Inquiries in Language Learning

    Forschungen zu Psycholinguistik und Fremdsprachendidaktik

    ISSN: 1868-386X

    The series contains empirical as well as theoretical findings from the field of language acquisition research. Contributions from disciplines like psycholinguistics, applied linguistics and language learning and teaching combine to provide a cross-sectional perspective. The focus is on first and second language acquisition, bilingualism and the multilingual classroom. Die Schriftenreihe umfasst empirische sowie theoretische Beiträge zur Sprachlern- und Spracherwerbsforschung. Die Reihe verbindet interdisziplinär Forschung aus den Bereichen Psycholinguistik, Angewandte Linguistik und Fremdsprachendidaktik. Besondere thematische Schwerpunkte sind Erst-/Zweit- und Fremdspracherwerb sowie Bilingualität und Mehrsprachigkeit im schulischen Umfeld.

    39 publications

  • Telecollaborative learning and Virtual Exchange in Education

    ISSN: 3042-4569

    This series focuses on the pedagogical processes and learning outcomes nof engaging learners from diverse cultural and geographical backgrounds in online contact and collaboration for educational purposes. Emphasis is placed on innovative teaching and learning practices that leverage modern digital communication technologies to facilitate interaction, collaboration and intercultural learning. The activity is referred to in different academic contexts as Virtual Exchange, Collaborative Online International Learning (COIL), telecollaboration, Global International Teams and e-tandem among others. The series editors welcome proposals from authors using any of these different terms. Proposals related to Blended Mobility initiatives which combine online collaborative learning with short periods of physical mobility are also encouraged.  "Telecollaborative learning and Virtual Exchange in Education" deals with the application of these practices in different subject areas (e.g. Foreign Languages, History, Science) and in different educational contexts, including but not limited to primary, secondary, university and adult education.  A major aim of the series is to reflect the diversity of research and practice in this area of knowledge, providing a space for transversal dialogue among teachers and teacher trainers, administrators, researchers, and educators working in different subject areas as well as various areas of education. Publications within the series include scholarly monographs and edited volumes as well as cutting-edge projects that exemplify good practice in the application of distanced collaborative efforts. Language of publication is English. Volumes 1-6 have been published under the series name "Telecollaboration in Education". ISSN volumes 1-6: 1662-3037 ISSN from volume 7 onwards: 3042-4550 – eISSN from volume 7 onwards: 3042-4569

    8 publications

  • Studies in Computer Assisted Language Learning

    ISSN: 2364-1339

    The series brings together contemporary research within the field of computer assisted language learning. The range of topics includes all areas pertaining to CALL methodology: corpora in language learning and teaching, computer mediated communication (CMC) in language pedagogy, intercultural language learning and teacher training, virtual language learning environments and management systems, digital course design, mobile learning and many others. Volumes in the series should be of interest to researchers within the fields of applied linguistics and communication studies. The series Studies in Computer Assisted Language Learning will publish monographs (including also outstanding dissertations) and thematic collective volumes by scholars from Poland and abroad. The language of the series is English.

    4 publications

  • Intercultural Studies and Foreign Language Learning

    ISSN: 1663-5809

    Learning a foreign language facilitates the most intimate access one can get to the culture and society of another language community. The process of learning a foreign language always involves intercultural levels of engagement between the languages and cultures concerned. This process is also a long and arduous one which involves an enormous variety of factors. These factors are located on individual, socio-cultural and linguistic planes. They engage in a complex interplay between any elements of these more general planes and the concrete learning process of the learner. The series Intercultural Studies and Foreign Language Learning provides a forum for publishing research in this area. It publishes monographs, edited collections and volumes of primary material on any aspect of intercultural research. The series is not limited to the field of applied linguistics but also includes relevant research from linguistic anthropology, language learning pedagogy, translation studies and language philosophy.

    24 publications

  • Ludic Scholarship

    Games, Learning, and Innovative Pedagogy

    This series focuses on the intersection of gamification, ludology, pedagogy, and innovative methodological thinking, offering a space for cutting-edge scholarship that bridges game-based approaches with educational theory and practice. Ludic Scholarship highlights gamified learning and emergent methodologies that challenge traditional research frameworks, encouraging transformative approaches to teaching, learning, meaning-making, and the construction of knowledge. The series invites contributions that explore how game mechanics, narrative structures, and immersive environments are reshaping learning practices across disciplines. From theoretical explorations of ludic strategies to applied case studies of gamified pedagogy, Ludic Scholarship emphasizes creativity and academic rigor, inviting works that challenge established conventions. Targeting educators, researchers, and curriculum scholars, this series supports interdisciplinary collaborations and post-qualitative approaches that investigate the dynamic role of games and play in 21st-century education. This series focuses on the intersection of gamification, ludology, pedagogy, and innovative methodological thinking, offering a space for cutting-edge scholarship that bridges game-based approaches with educational theory and practice. Ludic Scholarship highlights gamified learning and emergent methodologies that challenge traditional research frameworks, encouraging transformative approaches to teaching, learning, meaning-making, and the construction of knowledge. The series invites contributions that explore how game mechanics, narrative structures, and immersive environments are reshaping learning practices across disciplines. From theoretical explorations of ludic strategies to applied case studies of gamified pedagogy, Ludic Scholarship emphasizes creativity and academic rigor, inviting works that challenge established conventions. Targeting educators, researchers, and curriculum scholars, this series supports interdisciplinary collaborations and post-qualitative approaches that investigate the dynamic role of games and play in 21st-century education. This series focuses on the intersection of gamification, ludology, pedagogy, and innovative methodological thinking, offering a space for cutting-edge scholarship that bridges game-based approaches with educational theory and practice. Ludic Scholarship highlights gamified learning and emergent methodologies that challenge traditional research frameworks, encouraging transformative approaches to teaching, learning, meaning-making, and the construction of knowledge. The series invites contributions that explore how game mechanics, narrative structures, and immersive environments are reshaping learning practices across disciplines. From theoretical explorations of ludic strategies to applied case studies of gamified pedagogy, Ludic Scholarship emphasizes creativity and academic rigor, inviting works that challenge established conventions. Targeting educators, researchers, and curriculum scholars, this series supports interdisciplinary collaborations and post-qualitative approaches that investigate the dynamic role of games and play in 21st-century education.

    2 publications

  • Minding the Media

    Critical Issues for Learning and Teaching

    This series is designed for those engaged in pedagogy and pedagogy and media. Using a critical perspective, authors will be invited to contribute volumes of approximately 85,000 words to this series. The editors anticipate acquiring between 5 and 8 volumes per year. Around the world today, there are blatant and insidious uses and effects of media in a hyperreal society. As educators we watch the media curriculum which pervades childhood and youth and understand that it would be impossible for young citizens to escape this curriculum. We recognize that teachers and administrators are often unequipped and/or unwilling to address their students’ embedded media curricula. Students walk into schools with the expectations that they must shirk their knowledge (and often obsessions) of media to drink the weakened Kool-Aid of public school curriculum. Minding the Media is the first book series specifically designed to address the needs of both students and teachers in watching, comprehending, using, and reading the media. We will acquire books from a wide range of authors in theoretical, technical and practitioner media disciplines.

    30 publications

  • Title: Teachers Teaching Teachers

    Teachers Teaching Teachers

    Wit, Wisdom, and Whimsey for Troubled Times
    by Geneal G. Cantrell (Author) Gregory L. Cantrell (Author)
    ©2005 Textbook
  • Title: Game-Based Learning in Action

    Game-Based Learning in Action

    How an Expert Affinity Group Teaches With Games
    by Matthew Farber (Author) 2018
    ©2018 Textbook
  • Title: Linguistic Variation in the Ancrene Wisse, Katherine Group and Wooing Group

    Linguistic Variation in the Ancrene Wisse, Katherine Group and Wooing Group

    Essays Celebrating the Completion of the Parallel Text Edition
    by Koichi Kano (Volume editor) Scahill John (Volume editor) 2018
    ©2019 Edited Collection
  • Title: Design and Management of the Virtual Learning Environment for Foreign Language Instruction in Adult Learner Groups
  • Title: Small Group Research

    Small Group Research

    Basic Issues
    by Herbert H. Blumberg (Author) A. Paul Hare (Author) M. Valerie Kent (Author) Martin F. Davies (Author)
    ©2009 Monographs
  • Title: Le groupe Empain en France

    Le groupe Empain en France

    Une saga industrielle et familiale
    by Caroline Suzor (Author) 2016
    ©2016 Monographs
  • Title: Alle origini del liberalismo comunitario

    Alle origini del liberalismo comunitario

    Dal Groupe des libéraux et apparentés al Groupe libéral et démocratique (1953-1978)
    by Silvio Berardi (Author) 2024
    ©2024 Monographs
  • Title: Le groupe international de sociétés

    Le groupe international de sociétés

    Le système de conflit de lois en droit comparé français et allemand
    by Michael Bode (Author) 2011
    ©2010 Thesis
  • Title: The «Groupe des Dombes»

    The «Groupe des Dombes»

    A Dialogue of Conversion
    by Catherine E. Clifford (Author)
    ©2005 Monographs
  • Title: Guinea Languages of the Atlantic Group

    Guinea Languages of the Atlantic Group

    Description and Internal Classification
    by Anne Storch (Author) André Wilson (Author)
    ©2007 Monographs
  • Title: «Doing peer-group»

    «Doing peer-group»

    Die interaktive Konstitution jugendlicher Gruppenpraxis
    by Axel Schmidt (Author)
    ©2004 Thesis
  • Title: «Sawles Warde»  and the Wooing Group

    «Sawles Warde» and the Wooing Group

    Parallel Texts with Notes and Wordlists
    by Harumi Tanabe (Volume editor) John Scahill (Volume editor) 2015
    ©2015 Monographs
  • Title: Groups, Coteries, Circles and Guilds

    Groups, Coteries, Circles and Guilds

    Modernist Aesthetics and the Utopian Lure of Community
    by Laura Scuriatti (Volume editor) 2019
    ©2019 Edited Collection
  • Title: The Katherine Group

    The Katherine Group

    A Three-Manuscript Parallel Text- Seinte Katerine, Seinte Marherete, Seinte Iuliene, and Hali Meiðhad- With Wordlists
    by Shoko Ono (Volume editor) John Scahill (Volume editor)
    ©2011 Others
  • Title: L’inversion du clitique sujet et ses fonctions en français contemporain

    L’inversion du clitique sujet et ses fonctions en français contemporain

    by Groupe de Fribourg (Author) Alain Berrendonner (Volume editor) 2024
    Monographs
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