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This is the second webinar in the CLARITY for Climate Resilience (Clarity4CR) webinar series. It is dedicated to "Climate Marketplace". The market for climate services is dominated by public sector users and providers so far. Numerous opportunities arise within private sectors that provide considerable growth prospects but also multiple barriers need to be tackled.

Nur wenige Studien haben bis dato untersucht, wie Holocaust-Organisationen soziale Medien in ihrer Öffentlichkeits- und Bildungsarbeit einsetzen. Diese Studie präsentiert die Resultate einer Literaturrecherche zur Nutzung von sozialen Medien für die Holocaust-Gedenkarbeit und -Erziehung sowie die Ergebnisse einer quantitativen Vorstudie zur Twitter-Nutzung von sechs Holocaust-Museen und -Organisationen in Deutschland und Italien.

Die Bedeutung der sozialen Netzwerke als Mittel zum Ausdruck der eigenen Identität und zur gemeinschaftlichen Teilhabe wächst weiterhin, vor allem in den jüngeren Generationen. Partizipationspraktiken verschiedener Art deuten auf eine Verschmelzung zwischen dem formellen Bildungsbereich und dem informellen Alltagskontext der Jugendlichen hin. Neben den Vorteilen, die damit einhergehen, muss man auch die eventuellen Risiken in Betracht ziehen, sowohl auf Seiten des Lehrpersonals als auch für Schüler*innen, wenn diese nicht über die adäquaten Kompetenzen verfügen. Der Erwerb von Fachkompetenzen kann zur Verringerung der Risiken und dementsprechend zur vollen Ausnutzung des Potenzials sozialer Medien im schulischen Bereich beitragen. Mittels der hier berichteten Erfahrung soll geprüft werden, ob beispielsweise eine Facebook-ähnliche Umgebung als Instrument zum persönlichen Ausdruck von Schüler*innen der Sekundarschule dienen kann, sodass diese zu Hauptakteur*innen der Verbesserungsprozesse ihrer Ausbildung werden können. Der Mangel an Beteiligung seitens der Schüler*innen in der Studie hat die Autorinnen zu einigen Überlegungen zum Einsatz sozialer Netzwerke im schulischen Umfeld motiviert, sowohl in Bezug auf den Ansatz von Student Voice als auch auf die Bedingungen für dessen effektive Umsetzung in der Schule., heiEDUCATION Journal. Transdisziplinäre Studien zur Lehrerbildung, Nr. 5 (2020): Soziale Medien in Bildung und Fremdsprachendidaktik

The aim of this chapter is to highlight the role that metaphors and figurative language may play in virtual learning environments that are based on written communication. In these contexts they may satisfy cognitive, emotional and affective needs of learning. Research results achieved so far show that metaphors, establishing meaningful analogies among different domains, may deeply affect conceptual reorganization and thus knowledge enhancement. Moreover, metaphors successfully support the expression of the affective domain and the building of a common identity; at the same time they give concreteness and familiarity to the immateriality of the virtual spaces. By presenting results gathered in two research studies here reported, the chapter focuses in particular on the role that metaphors may play in supporting social presence and collaborative knowledge building in online learning experiences.

This is the second webinar in the CLARITY for Climate Resilience (Clarity4CR) webinar series. It is dedicated to "Climate Marketplace". The market for climate services is dominated by public sector users and providers so far. Numerous opportunities arise within private sectors that provide considerable growth prospects but also multiple barriers need to be tackled., This webinar is part of the CLARITY4ClimateResilience series. Other webinars from this series can be found at https://www.gotostage.com/channel/climate-adaptation

The book includes high-quality papers presented at the 4th International Conference on Smart Learning Ecosystems and Regional Development at Università Roma Tor Vergata, Italy, from 22 to 24 May, 2019. Providing insights into the relevance of smart learning ecosystems (schools, campuses, the workplace, informal learning contexts, etc.) for regional development and social innovation, it also discusses how citizens’ involvement with smart ecosystems can be increased and made more effective.

In the landscape of Open Science, Open Data (OD) plays a crucial role as data are one of the most basic components of research, despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers, as the basis for good Open Science practices. The common factor underlying these new practices -the relevance of promoting Open Data circulation and reuse- is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, Open Data sharing is much less developed in Social Sciences and in educational research. In this study, practices of OD publication and sharing in the field of Educational Technology are explored. The aim is to investigate Open Data sharing in a selection of Open Data repositories, as well as in the academic social network site ResearchGate. The 23 Open Datasets selected across five OD platforms were analysed in terms of (a) the metrics offered by the platforms and the affordances for social activity; (b) the type of OD published; (c) the FAIR (Findability, Accessibility, Interoperability, and Reusability) data principles compliance; and (d) the extent of presence and related social activity on ResearchGate. The results show a very low social activity in the platforms and very few correspondences in ResearchGate that highlight a limited social life surrounding Open Datasets. Future research perspectives as well as limitations of the study are interpreted in the discussion.

In the landscape of Open Science, Open Data (OD) plays a crucial role as data are one of the most basic components of research, despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers, as the basis for good Open Science practices. The common factor underlying these new practices&mdash, the relevance of promoting Open Data circulation and reuse&mdash, is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, Open Data sharing is much less developed in Social Sciences and in educational research. In this study, practices of OD publication and sharing in the field of Educational Technology are explored. The aim is to investigate Open Data sharing in a selection of Open Data repositories, as well as in the academic social network site ResearchGate. The 23 Open Datasets selected across five OD platforms were analysed in terms of (a) the metrics offered by the platforms and the affordances for social activity, (b) the type of OD published, (c) the FAIR (Findability, Accessibility, Interoperability, and Reusability) data principles compliance, and (d) the extent of presence and related social activity on ResearchGate. The results show a very low social activity in the platforms and very few correspondences in ResearchGate that highlight a limited social life surrounding Open Datasets. Future research perspectives as well as limitations of the study are interpreted in the discussion.

In the landscape of Open Science, Open Data (OD) plays a crucial role as data are one of the most basic components of research, despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers, as the basis for good Open Science practices. The common factor underlying these new practices -the relevance of promoting Open Data circulation and reuse- is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, Open Data sharing is much less developed in Social Sciences and in educational research. In this study, practices of OD publication and sharing in the field of Educational Technology are explored. The aim is to investigate Open Data sharing in a selection of Open Data repositories, as well as in the academic social network site ResearchGate. The 23 Open Datasets selected across five OD platforms were analysed in terms of (a) the metrics offered by the platforms and the affordances for social activity; (b) the type of OD published; (c) the FAIR (Findability, Accessibility, Interoperability, and Reusability) data principles compliance; and (d) the extent of presence and related social activity on ResearchGate. The results show a very low social activity in the platforms and very few correspondences in ResearchGate that highlight a limited social life surrounding Open Datasets. Future research perspectives as well as limitations of the study are interpreted in the discussion.