ITD Istituto per le Tecnologie Didattiche - CNR
Trentin, G. (2019). Tecnologie e inclusione: come far di necessità virtù. In P.C. Rivoltella e P.G. Rossi (a cura di), Tecnologie per l’educazione, pp. 57-68. Pearson Editore, Milano. ISBN: ISBN: 9788891909336.
ABSTRACT:
Parlando di utilizzo di risorse tecnologiche a supporto dei processi di inclusione educativa e/o socio-educativa per studenti in situazioni di disagio, ci si trova di fronte a una casistica molto ampia. Si spazia, infatti, dall'uso di tecnologie specifiche (ausili) per superare difficoltà fisiche o sensoriali, e quindi entrare in comunicazione col contesto di appartenenza, all'uso di tecnologie per l'inclusione socio-educativa di studenti impossibilitati alla normale frequenza scolastica a causa di gravi patologie invalidanti, per problematiche legate al territorio, ecc. Nel breve spazio di un capitolo diventa quindi difficile poter trattare in maniera esaustiva il rapporto fra tecnologia e inclusione nelle diverse situazioni. Pertanto, dopo una sintesi ad ampio spettro, ci focalizzeremo su quelle situazioni in cui l'introduzione di tecnologia a scopo inclusivo non solo si è dimostrata funzionale alla specifica finalità (l'inclusione), ma ha offerto al tempo stesso una straordinaria occasione di rinnovamento della cosiddetta didattica "normale" per la classe/scuola interessata dal problema. Una sorta di "ritorno d'investimento indiretto" dello sforzo profuso dai docenti nel cercare la soluzione al problema specifico. Senza poi contare come proprio certe situazioni, soprattutto quelle estreme, abbiano da sempre offerto alla ricerca sperimentale uno straordinario scenario per lo studio di nuovi approcci didattico-pedagogici centrati sull'uso educativo delle risorse tecnologiche e, al contempo, dato ai docenti coinvolti la possibilità di crescere in competenze sull'uso didattico delle risorse tecnologiche.
Reyes, M.C. & Trentin, G. (2019). Breaking Sequentiality: An Interactive MOOC. Proceedings of the 18th European Conference on e-Learning ECEL 2019, Aalborg University, Copenhagen, Denmark, 7-8 November 2019, pp. 674-679. Academic Conferences and Publishing International Limited Reading, UK. ISBN: ISBN: 978-1-912764-42-6.
ABSTRACT:
One of the common weaknesses of Massive Online Open Courses (MOOCs) is their lack of interactivity with the learning materials. Where MOOCs do offer learning materials with a degree interactivity, this is usually limited to single content items. In any case, even interactive learning materials are generally constricted within a sequential order that is often subject to a strict schedule. Sequentiality and scheduling restrict the autonomy of the learner in choosing how and when to consult the learning materials and engage in the learning activities. However, changing the sequential and scheduled approach of traditional MOOCs poses educational, methodological and technological challenges for designers, instructors and learners. This contribution proposes an Interactive MOOC (I-MOOC) prototype, based on hypervideo and learning activities that are not bound to a precise timing or a specific sequentiality. The purpose of the I-MOOC is to offer participants autonomy in deciding their schedules and customizing their own learning paths. The I-MOOC provides various levels of interactivity: with the learning materials through hypermedia; between peers; and with the instructors. This paper illustrates the e-learning model underpinning the design of the I-MOOC, the multi-platform architecture that supports it, and the reactions of the users who participated in an initial pilot evaluation.
KEYWORDS:
e-learning, interactive MOOC, I-MOOC, hypervideo, mixed e-learning
Chioccariello, A. & Freina, L. (2019). Programming to Learn in Primary Schools: Including Scratch Activities in the Curriculum. Proceedings of the 13th European Conference on Games Based Learning (ECGBL) (October 3-4, 2018, Odense, Denmark), pp. 143-150.
ABSTRACT:
The Italian Ministry of Education is promoting the introduction of coding and computational thinking in compulsory school. While it is still unclear how the Ministry will reform the current curriculum guidelines to introduce computing, Italian schools have anyway reached a record level of participation in events like the EU Code Week and the Hour of Code. “Programming to Learn in Primary School” is a project we are conducting following Papert’s claim that “children can learn to program and that learning to program can affect the way they learn everything else”. The project is in its second year and involves all primary school grades, from 1 to 5.
The children in grade 1 and 2 work with programmable play kits with tangible interfaces. From grades 3 to 5 the online Scratch programming environment is used. To become proficient in a new language (the programming language here), children need time to learn how to use it expressively and become part of a social context where the language is practised. So the Scratch online community is a perfect match. Children love sharing their work and remixing, as well as the social features of Scratch for adding likes and commenting on each other’s projects.
All the grade 3 to 5 children in the project attend a weekly computer lab class, playing with Scratch. In grades 4 and 5, they work on individual projects during the first half of the school year; in the second half, they work in small groups on a common theme that the teacher selects from those studied in class (the European Parliament, hydro-geological risk, etc.). The project aim is to develop and validate a vertical curriculum for the introduction of programming in primary schools as an expressive new language. In the lower grades the focus is on becoming fluent with the programming language, while integration with curricular disciplines is sought in the last two years.
KEYWORDS:
Scratch Programming; Computational Thinking; Primary School; Game Making; Coding
Chioccariello, A., Ferlino, L. & Freina, L. (2019). Game Making in Italian Primary Schools: The Neglected Actor. Proceedings of the 13th European Conference on Games Based Learning (ECGBL) (October 3-4, 2019, Odense, Denmark), International Journal of Serious Games, 6(3), pp. 204-252.
ABSTRACT:
Students in primary schools engage in designing and developing games as a way to foster Computational Thinking (CT) skills through a constructionist approach. CT includes several 21st Century Skills such as critical thinking and problem-solving skills, it has positive effects on school results and is needed for a successful integration into our digital society. Focus is usually on STEM related subjects, suggesting that CT is fundamental for success in scientific areas; nevertheless, benefits from game making go well beyond this, including a much wider set of skills and school subjects. The process of game making and playing can be seen as a communication between three different actors: the developer, who is designing the game and coding the computer behaviour; the computer that interacts with the player; the player. The present paper, starting from the analysis of games created by grade 4 and 5 classes of an Italian primary school, as well as teacher training courses on coding in class and lessons organized by coding clubs, argues that while coding certainly is central to game making, little attention is payed to the human player. When the development of a game is carried out while keeping attention on the final player, several elements have to be considered: contents organization, player instructions, aesthetics, etc. The programming language becomes a means of communication, to be practiced within a social context including other developers and players, and widening the advantages of game making in schools. Language arts, visual communication skills and creativity are thus addressed, extending the range of basic skills for a successful integration in the 21st Century society. The paper reports a specific game making experience in primary schools, based in the online Scratch programming environment, which offers a rich context where projects can be shared, commented, and remixed: a perfect setting supporting communications. A preliminary analysis of the developed games is reported and suggestions to address the communicative aspects are given.
KEYWORDS:
Computational Thinking; Problem Solving; Communication Skills; Game Making; Primary School Education.
Bottino, R.M., Ferlino, L. & Freina, L. (2019). Fostering Computational Thinking skills in the Last Years of Primary School. International Journal of Serious Games, 6(3), 101-115. DOI: 10.17083/ijsg.v6i3.304.
ABSTRACT:
The introduction of Computational Thinking (CT) in Italian compulsory schools is on the way, and there is a general need for new methodologies to support teachers' work. A one-year long learning path supporting the development of CT skills in primary school students through game making activities was defined and tested in a case study with one grade 5 class. All students in the class were actively involved regardless of their personal interest, their participation was generally high, their skills increased along the project, and the main objectives were reached. Nevertheless, results suggest that a longer time span is needed for students to master deeply the new concepts and tools. Class organization proved to be crucial and this confirms the need for an adequate teachers' training before introducing CT in classroom activities. Students demonstrated to be on the right path to approach CT through game making, but they still need to be guided in taking the player's perspective and making their games easy to be understood and played. At the end of the case study, the learning path was revised and is now in use in a three-year long project in a primary school.
KEYWORDS:
Computational Thinking, Game Making, Coding, Primary Education;Technology, Engineering and Mathematics (STEM) Education; Digital Games.
Bottino, R.M. & Freina, L. (2019). Giochi a supporto dello sviluppo delle abilità visuospaziali. Italian Journal of Educational Technology, DOI: 10.17471/2499-4324/1058.
ABSTRACT:
An experiment is presented in which several digital entertainment games were selected and used with primary school students to foster the development of visuospatial skills. The experiment is part of a group of research aimed at studying whether and how game based activities foster basic skills needed for STEM studies. According to our initial hypothesis, training visuospatial skills via digital gameplay should have a positive impact on the students’ school results in math, measured with a standardised test. Results confirmed the hypothesis: students who systematically played the games as part of their school activities reached statistically higher results in maths when compared to others from the same school
who simply followed the normal school activities. The project has also yielded indications for future research, showing that students are much more interested and involved in those activities that are more creative and leave then more freedom.
KEYWORDS:
Game Based Learning; Logical Thinking; Visuospatial Abilities; Science, Technology, Engineering and Mathematics (STEM) Education; Digital Games.
Bottino, R.M., Chioccariello, A., Freina, L. & Tavella, M. (2019). Digital games in primary schools for the development of key transversal skills. Proceedings of SUZA2019 (April 25-27, 2019, Zanzibar, Tasmania),
ABSTRACT:
Digital games are becoming more and more popular worldwide, arous-ing children’s interest and fostering their motivation. Furthermore, tablets and smartphones are increasingly popular and widespread all around the globe, guar-anteeing access to the web and to an ever-growing availability of games. This paper is based on the assumption that introducing digital game play into primary schools may support the development and consolidation of some transversal skills in a way that is perceived by students as interesting and motivating. When the games are carefully selected, the great effort spent by children in playing will provide them with the possibility to acquire and exercise, at an early age, basic skills which are important for their future. In particular, in this paper, different modalities in which digital games can be used in primary schools to foster basic transversal skills are presented. Logic and spatial reasoning skills as well as com-putational thinking are in particular considered. The reported experiments show that game based activities, when appropriately organized, can positively affect students’ school performance as well as students’ learning attitudes and behavior.
KEYWORDS:
Digital games, reasoning skills, computational thinking, primary school
Bottino, R.M., Chioccariello, A., Ferlino, L. & Freina, L. (2019). Digital Games in Primary Classes. Proceedings of the Irish Conference of Game Based Learning (iGBL) (June 26-28, 2019, Cork, Ireland),
ABSTRACT:
Introducing digital game play into primary schools may support the development and consolidation of some transversal skills in a way that is perceived by students as interesting and motivating. Spending a great effort in playing carefully selected games, may provide children with the possibility to acquire and exercise basic skills that are important for their future. A methodology for the organization of game based activities in primary classes to foster basic transversal skills is presented and results from its application aimed at logical thinking and spatial reasoning are reported. Results show a positive effect on students' school performance and on their learning attitudes and behaviour.
Trentin, G. (2019). Apprendimento senza soluzione di continuita' negli spazi ibridi dell'infosfera. Professionalità Studi, n.4/II, 8-25. Ed. La Scuola, ADAPT University Press, ISSN 0392-2790.
ABSTRACT:
L’infosfera è quell’ambiente globale, costituito principalmente da informazioni, in cui agenti biologici e artefatti ingegnerizzati, costantemente interconnessi fra loro, interagiscono trasversalmente alle dimensioni reali e digitali. Noi tutti vi siamo immersi e la animiamo attivamente attraverso i nostri dispositivi mobili connessi in rete senza soluzione di continuità.
In questo contributo si discute come l’infosfera rappresenti una sorta di humus per i cosiddetti “spazi di apprendimento ibridi”, ossia nuovi ambienti prodotti dalla sublimazione delle dimensioni reali e digitali degli spazi in cui può aver luogo il processo di insegnamento-apprendimento.
La questione principale che verrà discussa è: come gli spazi ibridi dell’infosfera possono favorire un apprendimento senza soluzione di continuità attraverso la contestualizzazione del processo di apprendimento e la fusione dei processi di apprendimento formale, non-formale e informale?
Reyes, M.C. & Trentin, G. (2019). Un modello di Interactive MOOC per potenziare l'interattivita' e infrangere la sequenzialita'. In G. Adorni e F. Koceva (a cura di) , Atti di Didamatica 2019 "BYOD, realta' aumentata e virtuale: opportunita' o minaccia per la formazione?, Reggio Calabria 16-17 maggio 2019, pp. 125-134. AICA. ISBN: 978-88-98091-50-8.
ABSTRACT:
Uno dei punti deboli dei Massive Online Open Courses (MOOC) è la rigidità con cui gestiscono l'interazione degli studenti con i contenuti didattici. In questo contributo vengono presentati i criteri che hanno guidato la progettazione e lo sviluppo di un Interactive MOOC (I-MOOC), basato sulla tecnologia dell'hypervideo e su attività didattiche non vincolate a precise tempistiche e a specifiche sequenze di fruizione. Obbiettivo dell'I-MOOC è quindi offrire ai partecipanti autonomia nel decidere tempi e modi di fruizione dei contenuti, garantendo al tempo stesso vari livelli di interattività: con i materiali, i pari e gli instructor. Nel contributo verrà illustrato il modello di e-learning sotteso dall'I-MOOC, l'architettura multipiattaforma che lo implementa, le reazioni dei primi fruitori che hanno partecipato alla fase di erogazione pilota, nonché le novità che saranno introdotte nella sua prossima versione (I-MOOC 2.0).
KEYWORDS:
Interactive MOOC, Hypervideo, Mixed e-Learning
Bernava, L., Ravicchio, F. & Trentin, G. (2019). CPIAbot: un chatbot nell'insegnamento dell'Italiano L2 per stranieri. In G. Adorni e F. Koceva (a cura di), Atti di Didamatica 2019 "BYOD, realta' aumentata e virtuale: opportunita' o minaccia per la formazione?, Reggio Calabria Reggio Calabria 16-17 maggio 2019, pp. 77-86. AICA. ISBN: 978-88-98091-50-8.
ABSTRACT:
Il problema dell'inclusione sociale dei migranti passa necessariamente dallo sviluppo di competenze linguistiche nella lingua del paese d'arrivo. La ricerca a cui si riferisce questo contributo ha lo scopo di indagare se la tecnologia dei chatbot, unita a quella dei dispositivi mobili d'uso comune fra gli stranieri che approdano nel nostro paese, possa favorire i processi di insegnamento-apprendimento dell'Italiano L2, sia nel supportare gli insegnanti durante la lezione, sia come ausilio/rinforzo didattico al di fuori dell'aula. In questo contributo, in particolare, si farà riferimento allo sviluppo di un chatbot per Telegram (CPIAbot), ideato per apprendenti di italiano L2 a un livello pre-A1 e A1, in corso di sperimentazione presso due CPIA (Centri Provinciali per l'Istruzione degli Adulti) della Provincia di Genova. Nel contributo verranno descritte le esigenze didattiche che hanno portato allo sviluppo di CPIAbot, la sua architettura tecnologica e le modalità di utilizzo.
KEYWORDS:
Italiano L2, ChatBot Multimodale, Mobile Learning
Benigno, V., Ferlino, L. & Trentin, G. (2019). Tecnologie abilitanti. Un nuovo paradigma per l'inclusione. Inclusione a 360°. Equità e valorizzazione dei talenti (I Quaderni di Pearson Academy), 113-126 . Pearson, Milano 2019.
ABSTRACT:
Il contesto educativo italiano ha una lunga e positiva tradizione riguardo l'inclusione. Tuttavia, nel corso del tempo sono emerse una serie di criticità imputabili a una molteplicità di fattori. Nel presente lavoro, oltre a evidenziare alcune difficoltà che rendono complesso un processo reale ed equo di inclusione, si enfatizzerà il ruolo che le risorse tecnologiche possono avere nel favorirla. In particolare, l'uso delle tecnologie verrà considerato nella loro accezione sia compensativa/abilitativa, sia partecipativa, fungendo da catalizzatore sociale per l'intera comunità educante. Si farà anche uno specifico approfondimento sull'uso delle tecnologie di rete per l'inclusione socio-educativa di studenti impossibilitati alla normale frequenza scolastica. Vedremo come il processo di inclusione, per essere promosso anche grazie all'uso regolare delle tecnologie, richieda cambiamenti metodologici, organizzativi, ma soprattutto culturali. Si rifletterà, infine, su come il contesto della disabilità o del disagio in generale possa essere un'occasione per ri-pensare in modo sistematico all'uso didattico delle tecnologie e per sviluppare processi didattici innovativi; in altre parole, come trasformare un'esigenza di inclusione in una straordinaria opportunità di innovazione e crescita professionale per gli insegnanti.
KEYWORDS:
Tecnologie, Inclusione, disabilità, educazione, BES
Caruso, G. & Ferlino, L. (2018). The proximity of distance education. Proceedings INNODOCT CONFERENCE 2018, Valencia 14-16 novembre 2018, 45-67. Editorial Universitat Politecnica de Valencia, Valencia (Spagna). ISBN: 978-84-9048-711-2.
ABSTRACT:
The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National Research Council (CNR) has long held high-quality on-site training and refresher courses for teachers that are recognized by Italy’s Ministry of Education and Research (MIUR). In addition to participating in face-to-face initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in certified online training initiatives. These are especially popular as they permit teachers a high degree of autonomy and flexibility in managing their learning. Since September 2014, ITD-CNR has been testing and implementing innovative training methods (mostly on behalf of a large Italian public research organization). These include webinars, which make it possible to reach large numbers of participants. ITD-CNR has also designed and made available a series of open courses designed to help teachers develop the skills needed to enhance classroom integration of students with disabilities, specific learning disabilities, and other special educational needs. These courses also address the use of technologies and strategies for more effective school inclusion. To ensure these training proposals remain usable over time and continue to provide relevant content, in 2016 ITD-CNR created an online platform called Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available five open courses that are free of charge, totalling 130 hours of high-quality, certified training.In the past two years, the platform has attracted over 9000 registered users (pre- and in-service teachers), and has become a focal point for similar training initiatives launched by schools and universities, who are integrating their own training courses with those on offer from Essediquadro Training. In this contribution, we illustrate the characteristics and contents of the Essediquadro Training platform, examine the use of webinars for teacher training, and offer some considerations based on results of satisfaction questionnaires compiled by platform users.
KEYWORDS:
Distance education, Open education, E-learning & experiences
Bottino, R.M., Ferlino, L. & Freina, L. (2018). A Learning Path in Support of Computational Thinking in the Last Years of Primary School. Games and Learning Alliance conference (GALA 2018), Palermo 5-7 dicembre, in print.
ABSTRACT:
A learning path supporting the development of Computational Thinking skills in students of the last years of Primary School was defined and tested in a case study involving a grade 5 class and their teacher for the whole school year. The project aimed at involving all the students regardless of their personal interest, as a standard school activity. The case study proved to be successful with respect to students’ interest and their ability to reach the main project’s objectives. Their skills increased along the project and students demonstrated to be on the right path to develop a complete and autonomous approach to Computational Thinking. Nevertheless, a longer time span would be needed to for students to master deeply the new concepts and tools. Sometimes abstraction can be difficult and concrete activities are needed to introduce new ideas. Furthermore, students showed little autonomy and a limited use of the social aspects of the chosen programming environment. Devoting a longer time to the learning path would help fostering these skills. Finally, a close integration of the learning path with the school curriculum is envisaged.
KEYWORDS:
Computational Thinking, Game Making, Coding, Primary Education.
Caruso, G., Dini, S., Ferlino, L. & Panesi, S. (2018). Choosing apps for rehabilitation, learning and leisure activities involving visually-impaired children. EDULEARN18 Proceedings, pp. 10258-10264.
ABSTRACT:
Digital technologies play an important role in the field of low vision, particularly in early rehabilitation efforts to sustain visual capacity and stimulate the other senses so as to prevent the emergence of any global development deficit.
Among the vast range of digital technologies available today, tablets and the apps that run on them hold a particular fascination for children. This also holds true for children who have visual impairments, as these tools can motivate them to concentrate on tasks and regularly exert visual effort as part of their rehabilitation regime and general growth. However, in order for these gains to materialize, a wide range of suitable apps must be available that visually-impaired children can use in rehab with therapists, at school with teachers, and at home with family members.
At first sight, such access may not seem to be a problem, given the wide variety of products available in app stores and the existence of authoritative inclusion-oriented services providing general support and guidelines. However, finding and choosing specific apps that different visually-impaired children can use in various contexts and for different purposes (rehabilitation, learning, leisure) is actually not a straightforward matter at all.
Faced with this challenge, various users and their networks of supporters have initiated spontaneous self-help efforts by informally sharing opinions and experiences online; in this way they foster the exchange of unstructured and heterogeneous information pertinent to the concerns of many visually impaired people. To support these grassroots efforts, enrich them with research expertise, and provide the structural support necessary to upscale them, the authors of this contribution have undertaken a research project starting from the definition of the key features of apps that make them more or less suitable for use by and with visually-impaired children in different contexts. The idea is that a working knowledge of these key features will allow therapists, teachers and families to guide users in choosing apps that suit different needs and purposes.
As part of the project activities, a group of therapists with solid experience in the low-vision field analyzed mainstream products available in app stores, gauging the affordances and hindrances these might present for visually-impaired children. Their evaluations were reported in terms of the apps’ rehabilitative potential (e.g., hand-eye coordination, visual scanning, visual tracking), suitability for different degrees of low vision (i.e., mild, medium, severe), and recommended context of use (e.g., rehabilitation centres, school, home). This evaluation process was coupled with, and informed by, field tests involving therapists and visually-impaired children working in tandem.
The main outcome emerging from these investigations is Sharehab, a hybrid online environment (https://www.sharehab.it/) dedicated to supporting the effective use of apps by (mainly) children with low vision. The platform blends systematic, structured data from recognized experts and vital know-how and practical insights from end users regarding the usability of apps usable for rehabilitation, education or leisure activities. Hence, Sharehab is a collaborative effort helping to guide people in the choice of the most suitable apps for use with and by children with different degrees of low vision, applicable in various contexts and with different purposes.
KEYWORDS:
app, low-vision, resource choice, rehabilitation, education, leisure
Bottino, R.M., Costa, F. & Freina, L. (2018). Smart Angel e Smart Home per l’autonomia di persone con disabilità intellettiva. Associazione Italiana di Elettrotecnica, Elettronica, Automazione, Informatica e Telecomunicazioni, AEIT 5/6 luglio/agosto 2018, 26-31. ISBN: 1825-828X.
ABSTRACT:
Grazie alla piattaforma Smart Angel, persone con disabilità intellettiva trovano un aiuto discreto e costante per la propria autonomia in città. Smart Home aggiunge un modulo a supporto della vita in appartamento didattico, aumentando ulteriormente la loro indipendenza e qualità della vita.
KEYWORDS:
Disabilities; Cloud System; Mobile Systems
Bottino, R.M., Ferlino, L. & Freina, L. (2018). Game Programming in Primary Schools: Guidelines for a Project- Based Learning Path. Proceedings of the 12th European Conference on Games Based Learning, 108-116. Academic Conferences and Publishing International Limited. ISBN: 978-1-911218-99-9.
ABSTRACT:
In the “Fate il vostro gioco” project, students in the last year of an Italian primary school have been involved in a game making activity, using Scratch. The aim of the project was to define guidelines for teachers to help them design a series of lessons aimed at developing basic computational thinking skills. According to the learning by doing approach, students learn through an active participation in project-based activities, allowing them to make new connections and generate new ideas. In the first phase of the project, an introduction to coding with Scratch was carried out. In the second phase, students, divided into groups developed a game according to the requests of a “client”, related to game characteristics and the type of game. Each group chose the game they wished to develop among a restricted number of possibilities. At the end of the project, a presentation was organized involving families, other classes and teachers. Scaffolding was provided to all groups according to their needs: examples of complete games were shown, the game elements were identified and, in some cases, a closer guidance was given. A lesson involving the whole class was devoted to solving some of the most difficult issues related to the development of some games. Big differences with respect to students’ abilities and level of independence in managing their work was detected. Qualitative data was collected during each meeting: two trainee teachers observed the students working in groups, and students were asked to fill in a diary after each meeting, stating their opinions, problems, plans, etc. Based on the collected data and the problems that arose, guidelines for primary teachers wanting to design an intervention aimed at game making for their class are being produced. These address the organization of the groups and of their work, indications for the observations as well as the level and type of scaffolding to be offered according to the planned activities and the students’ needs.
KEYWORDS:
learning by doing, game making, computational thinking, coding, scaffolding
Bottino, R.M., Ferlino, L. & Freina, L. (2018). Visuospatial Abilities Training with Digital Games in a Primary School. Serious Games Society, International Journal of Serious Games, 23-35. DOI: https://doi.org/10.17083/ijsg.v5i3.240.
ABSTRACT:
The “A me gli occhi” project was organized to support the development and consolidation of visuospatial abilities in students of the last two years of the Italian primary school, with the hypothesis that such a training would have a positive impact on their performance in mathematics. Twenty game based training sessions were set up along the whole school year, involving two experimental classes, while another two classes served as control group. Students’ mathematical abilities were measured at the beginning of the project and at the end using a math test that had been standardized on the Italian population. Results show a statistically significant improvement in the experimental group when compared to the control one for nearly all the indicators considered, confirming the initial hypothesis.
KEYWORDS:
Visuospatial abilities, STEM primary education, Digital games in Education;
Benigno, V., Caruso, G., Fante, C., Ravicchio, F. & Trentin, G. (2018). Classi ibride e inclusione socio-educativa: il progetto TRIS. Benigno V., Caruso G., Fante C., Ravicchio F., Trentin G., 222. Franco Angeli, Milano. ISBN: 978-88-917-7204-6.
ABSTRACT:
Gravi patologie croniche costringono molti studenti a lunghe assenze da scuola. L’isolamento che ne consegue, impedisce lo scambio continuativo con compagni e insegnanti oltre a rendere problematico il rientro in classe. Tutto ciò rallenta il processo di apprendimento e mina il senso di appartenenza al gruppo dei pari.
Per questa ragione, nel 2013, MIUR, CNR e Fondazione TIM, lanciano il progetto TRIS (Tecnologie di Rete e Inclusione Socio-educativa) per studiare un modello di intervento centrato su approcci didattici attivi e partecipativi, estendibile a tutte le situazioni di assenza prolungata.
Elemento cardine del modello è la cosiddetta “classe ibrida inclusiva”, un mix fra spazi fisici e digitali che non si limita a far fruire passivamente le lezioni da casa, ma che consente all’alunno di percepirsi in aula e, al contempo, essere percepito presente dai propri pari attraverso un coinvolgimento diretto nelle attività didattiche.
In questo volume è raccolta l’esperienza di TRIS e descritto il modello di inclusione socio-educativa messo a punto e sperimentato nel corso del progetto.
Serious illness prevents many students from attending school on a regular basis and can lead to long-term absence from the classroom. The consequent isolation impedes socialization and educational exchange between homebound students and their schoolmates, as well as interaction with their teachers. Moreover, these students face serious difficulties when they eventually manage to return to school. All these factors slow down homebound students’ learning progress and weaken their sense of belonging to their peer group.
In response to these issues, Italy’s Ministry of Education (MIUR), National Research Council (CNR), and the TIM Foundation set up a project in 2013 named TRIS (Networked Technologies and Socio-educational Inclusion). The main aim of the project is to develop a flexible and scalable intervention model for integrating homebound leaners. This is based on active and engaging learning approaches and is designed for application to a wide variety of long–term absence situations.
The main pillar of the project is the so-called “Inclusive Hybrid Classroom”, a special blending of physical and digital learning spaces. By facilitating direct engagement in class activities, irrespective of the students’ actual location, this kind of classroom heightens the sense for everyone that the homebound student is actively present in the classroom.
KEYWORDS:
inclusione socio-educativa, homebound, tecnologie di rete
Benigno, V., Epifania, O., Fante, C., Ravicchio, F. & Trentin, G. (2018). Una classe ibrida inclusiva per promuovere relazioni e apprendimenti. Nea Scence, 5 (11), 84-88. ISBN: 2282-6009.
ABSTRACT:
La scuola rappresenta un luogo naturale di crescita, non solo per la quantità di conoscenze che essa riesce a veicolare, ma anche perché è un luogo sociale in cui i bambini e i ragazzi acquisiscono regole, norme, fiducia in se stessi e imparano a gestire conflitti, nonché a cooperare. Ci sono studenti che, loro malgrado, non possono frequentare la scuola, temporaneamente o in modo permanente, per problemi psico-fisici (disturbi della sfera emotiva, disabilità fisico-motorie) o di salute (lungodegenze o degenze cicliche dovute a particolari protocolli terapeutici).
Non tutti loro, però, rientrano nelle casistiche previste dalla normativa ministeriale dell'Istruzione Domiciliare (ID), e non sempre il supporto in presenza offerto a questi studenti e alle loro famiglie consente una reale ed efficace inclusione socio-educativa.
L’evoluzione degli strumenti digitali può sicuramente offrire un aiuto significativo in queste situazioni, in quanto le tecnologie di rete, compresi i dispositivi mobili “always-on” e le piattaforme cloud, consentono la strutturazione di ambienti di apprendimento che travalicano i confini di spaziali e di temporali, realizzando vere e proprie "classi ibride", che si sviluppano cioè contemporaneamente nella dimensione spazio e tempo.
L'idea della “classe ibrida” è stata sviluppata e sperimentata per la prima volta nel contesto del progetto TRIS (Tecnologie di Rete e Inclusione Socio-educativa) che si è posto come obiettivo lo studio e la sperimentazione di approcci didattico-metodologici e di setting tecnologici finalizzati all’inclusione socio-educativa di studenti non frequentanti.
In questo contributo verrà presentato il caso della scuola San Giovanni Bosco di Volla (NA), nella quale una studentessa confinata presso la propria abitazione perché affetta da Multiple Chemical Sensitivity ha potuto frequentare le lezioni unicamente attraverso l’utilizzo delle tecnologie di rete.
KEYWORDS:
inclusione socio-educativa, classi ibride, tecnologie di rete, cloud computing
Caruso, G. & Ferlino, L. (2017). Essediquadro: formazione qualificata e certificata sulle tecnologie per l'inclusione. Atti Moodle Moot Italia 2017, ISBN: 978-88-907493-3-9.
ABSTRACT:
I docenti sfruttano sempre più la rete e gli strumenti che consentono loro di accedere a iniziative di formazione qualificata e certificata (a distanza). Apprezzano particolarmente la possibilità di avere la massima autonomia di gestione del proprio apprendimento.
L’offerta formativa disponibile è ampia, ma non sempre soddisfacente, dal punto di vista dei contenuti o dei costi da sostenere.
L’Istituto Tecnologie Didattiche del Consiglio Nazionale delle Ricerche (ITD-CNR) ha realizzato la piattaforma Essediquadro Formazione per offrire gratuitamente ai docenti una formazione di qualità sulle tecnologie per l’inclusione. Nel contributo, si illustreranno le caratteristiche della piattaforma e si presenteranno alcune considerazioni sulla sua fruizione.
KEYWORDS:
Formazione continua, e-learning, docent
Benigno, V., Caruso, G., Epifania, O., Fante, C., Ravicchio, F. & Trentin, G. (2017). Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education. Proceedings of ICERI17, 4970-4978. IATED Academy Pub.. ISBN: 978-84-697-6957-7.
ABSTRACT:
Thanks to their peculiar features and their employability in collaborative activities, Tablets can be really helpful in fostering the inclusion of children who cannot attend school for medical reasons. Within the project TRIS context (Tecnologie di Rete per l’Inclusione Socio-educativa [Network Technology for Socio-educational Inclusion]), we carried out a pilot study in which we equipped the junior high classroom of a homebound student with Tablets, for both each student (n=22) and the teacher (n=7), and the homebound student (n=1). Data from both questionnaires and semi – structured interviews were collected in order to investigate the change in teachers’ competencies in Tablet use and the inclusive activities done with the tool, on one side, and to understand their perception of Tablet use in everyday class activity, on the other side. The results are likely indicating that teachers do recognize and use the Tablet as a useful tool for the inclusion of the homebound student, but they do not use it in other activities as it is still perceived as too demanding in terms of efforts and time.
KEYWORDS:
inclusive education, mobile technology
Benigno, V., Fante, C., Ravicchio, F. & Trentin, G. (2017). L’effetto inclusivo delle classi ibride su studenti con patologia cronica impossibilitati alla normale frequenza scolastica. CADMO – Giornale Italiano di Pedagogia Sperimentale, Anno XXV,2, 79-94. Franco Angeli. ISBN: ISSN 1122-5165, ISSNe 1972-5019.
ABSTRACT:
Il costante collegamento in rete (always-on) introduce un nuovo concetto di spazio, il cosiddetto “spazio ibrido”, ossia lo spazio creato dalla mutua penetrazione dello spazio fisico e di quello digitale. In questo contributo vengono riportati gli esiti di una ricerca volta a esplorare gli effetti inclusivi di una classe ibrida frequentata da studenti con patologia cronica confinati presso la propria abitazione. In particolare si è voluto indagare (a) quanto una classe ibrida garantisca il mantenimento di relazioni significative a distanza in termini di appartenenza al gruppo classe; (b) quali siano i fattori favorenti e/o sfavorenti l’inclusione di studenti remoti inseriti in una classe ibrida.
La ricerca ha evidenziato le potenzialità inclusive della classe ibrida, che si realizzano a condizione di un’adozione sistematica di strategie attive e collaborative con la conseguente riorganizzazione del processo di insegnamento-apprendimento in termini di spazi, tempi e approcci didattico-educativi.
KEYWORDS:
inclusione socio-educativa, classi ibride, tecnologie di rete, cloud computing
Caruso, G. & Ferlino, L. (2017). Essediquadro: formazione qualificata e certificata sulle tecnologie per l'inclusione. G. Fiorentino, Atti del MoodleMoot Italia 2017, AIUM - Associazione Italiana Utenti Moodle. ISBN: 978-88-907493-3-9.
ABSTRACT:
I docenti sfruttano sempre più la rete e gli strumenti che consentono loro di accedere a iniziative di formazione qualificata e certificata (a distanza). Apprezzano particolarmente la possibilità di avere la massima autonomia di gestione del proprio apprendimento. L'offerta formativa disponibile è ampia, ma non sempre soddisfacente, dal punto di vista dei contenuti o dei costi da sostenere. L'Istituto Tecnologie Didattiche del Consiglio Nazionale delle Ricerche (ITD-CNR) ha realizzato la piattaforma Essediquadro Formazione per offrire gratuitamente ai docenti una formazione di qualità sulle tecnologie per l'inclusione. Nel contributo, si illustreranno le caratteristiche della piattaforma e si presenteranno alcune considerazioni sulla sua fruizione.
KEYWORDS:
Formazione continua, e-learning, docenti
Caruso, G., Dini, S., Ferlino, L. & Panesi, S. (2017). Web 2.0: a new opportunity to create shared knowledge to support visually-impaired children in education and rehabilitation. L. Gómez Chova, A. López Martínez, I. Candel Torres, ICERI 2017 Proceedings, 4369-4379. IATED, International Association of Technology, Education and Development - Valencia. ISBN: 978-84-697-6957-7.
ABSTRACT:
Visually-impaired children require early introduction of visual rehabilitation measures, which should accompany them throughout their childhood. Such intervention programmes generally have two main objectives: (1) to maintain and develop visual capacity; (2) to stimulate the other senses so as to prevent any global development deficit. Today, digital technologies play an important role in rehabilitation sessions. Therapists often use digital technologies created specifically for visually-impaired children, together with other more attractive digital technologies that children can use at home or school to continue practising. The latter can include videos, animations, audio-visual fairy tales, interactive environments, etc. but the most widely used are apps for mobile devices featuring simple graphics, high contrast, and slow, fluid movement. These resources undoubtedly represent an invaluable aid for enhancing and consolidating long-term rehabilitation programmes. However, parents and teachers often experience difficulties finding and evaluating effective resources, while therapists are often unfamiliar with the full range of materials that can be used with visually-impaired children. So the need arises to make available a wide variety of up-to-date resources that are organized and classified on the basis of actual field testing. In this way, users can quickly find the digital resources they need. In response to this need, two Italian organisations, the David Chiossone Institute for the Visually Impaired and the Italian Research Council's Institute for Educational Technology (ITD-CNR), have joined forces in a research project called Sharehab (Share Rehabilitation Resources). This project draws on both traditional and innovative ways of generating information, adopting an approach that leverages the contribution of the community.
KEYWORDS:
Shared Knowledge, visual impairment, education, rehabilitation
Bottino, R.M. & Freina, L. (2017). Un gioco virtuale per l'orientamento spaziale. AEIT - Associazione Italiana di Elettrotecnica, Elettronica, Automazione, Informatica e Telecomunicazioni, AEIT - numero 5/6, 22-27.
ABSTRACT:
98 studenti della scuola primaria hanno giocato con tre diverse versioni del gioco “In Your Eyes” per verificare se una maggiore immersione in un mondo virtuale impatta positivamente sulle loro prestazioni in un compito di ragionamento spaziale. L’ipotesi iniziale è stata confermata.
KEYWORDS:
Ragionamento spaziale, Immersione, Realtà Virtuale
Bottino, R.M. & Freina, L. (2017). Training of Spatial Abilities with Digital Games: Impact on Mathematics Performance of Primary School Students. J. Dias et al. (Eds.), Proceedings of the Game and Learning Alliance International Conference (GALA), 25-40. Springer International Publishing AG 2017. ISBN: 978-3-319-71939-9. DOI: https://doi.org/10.1007/978-3-319-71940-5_3.
ABSTRACT:
The "A me gli occhi project" has been organized to support the development and consolidation of visuospatial abilities in students of the last two years of primary school, with the hypothesis that such a training would have a positive impact on their performance in mathematics. The present paper focuses on the second phase of the project, during which twenty game based training sessions have been organized along the whole school year. Students' mathematical abilities have been measured at the beginning of the project and at the end using a standardized math test. Results show some improvements in the experimental group compared to the control one, confirming the initial hypothesis.
KEYWORDS:
Visuo-spatial abilities; Spatial Reasoning; Primary School Mathematics
Trentin, G. (2017). Connettività, Spazi Ibridi e Always-on Education. Rivista AEIT, n. 5-6, pp. 14-21. ISBN: 1825-828X.
ABSTRACT:
Gli spazi ibridi sono il risultato della compenetrazione degli spazi fisici e di quelli virtuali, favorita dalla perenne connessione in rete (always-on) dei nostri dispositivi digitali. Sfruttarne l’essenza significa aprire nuovi scenari per i processi di apprendimento attivi e partecipativi.
KEYWORDS:
infosfera, spazi ibridi, always-on, ambienti ibridi di apprendimento
Bottino, R.M., Chiorri , C., Freina, L. & Tavella, M. (2017). Evaluation of Visuo-Spatial Perspective Taking Skills using a Digital Game with Different Levels of Immersion. Serious Games Society, International Journal of Serious Games, DOI: http://dx.doi.org/10.17083/ijsg.v4i3.178.
ABSTRACT:
The present paper presents the results of an experiment aimed at assessing the impact of different levels of immersion on performance in a Spatial Perspective Taking (SPT) task. Since SPT is an embodied skill, the hypothesis was that the more immersive a tool is, the better the performance should be. Ninety-eight students from a local primary school have played with three different versions of a game: (i) completely immersive with a Head Mounted Display, (ii) semi immersive on a computer screen and (iii) non-immersive where no movements were possible for the player. Results showed that in the immersive versions of the game, players obtained higher scores than in the non-immersive version, suggesting that an immersive tool can better support performance in a SPT task.
KEYWORDS:
Spatial Perspective Taking, Virtual Reality, Immersion, Spatial Reasoning
Ferlino, L. (2017). Webinar: un nuovo orizzonte per la formazione dei docenti. Atti del Convegno DIDAMATICA 2017: le tecnologie al centro dell’alternanza scuola-lavoro, CNR, Roma, 15-16 maggio 2017 , 10. AICA. ISBN: 9788898091461 .
ABSTRACT:
Il contributo propone una riflessione a margine di un’esperienza innovativa che ha sfruttato le potenzialità dello strumento webinar per offrire ai docenti una formazione a distanza interattiva e di qualità. Organizzata dall’Istituto Tecnologie Didattiche del Consiglio Nazionale delle Ricerche e risultando apprezzata, la proposta formativa iniziale ‘Tecnologie e Inclusione” ha aperto la strada ad altre proposte, a cui l’Istituto ha collaborato, realizzate dal Liceo Classico C. Colombo di Genova e dal Centro Territoriale di Supporto – MIUR di Genova. Tali iniziative hanno previsto l’organizzazione di 3 nuovi cicli di webinar, nell’ambito di alcuni progetti (‘Se faccio capisco, ma se capisco posso fare meglio’ ‘Formalmente, formare la mente liberamente’, ‘DSA, non si finisce mai di imparare’) approvati dal MIUR, che hanno avuto come focus l’inclusione, le tecnologie, i Bisogni Educativi Speciali. L’analisi dei dati raccolti attraverso la somministrazione di questionari di gradimento dimostra che la modalità webinar può essere un’occasione di formazione ed aggiornamento efficace ed accessibile a tutti.
KEYWORDS:
Webinar, formazione, docenti
Ferlino, L., Ravicchio, F. & Trentin, G. (2017). Playful learning e apprendimento informale: il possibile ruolo delle Tecnologie Didattiche. Atti del Convegno DIDAMATICA 2017: le tecnologie al centro dell’alternanza scuola-lavoro, CNR, Roma, 15-16 maggio 2017, 11. ISBN: 9788898091461.
ABSTRACT:
Nel contributo si illustra uno studio esplorativo volto a indagare l’impatto educativo del playful learning centrato sull’uso di alcune tecnologie didattiche (Beebot, Probot, Tablet e LIM), in un contesto informale, caratterizzato da imprevedibilità e flessibilità, come quello delle case di Peter Pan, una struttura per la domiciliazione temporanea dei giovani in cura per malattie oncoematologiche presso il Bambin Gesù di Roma e dei rispettivi familiari.
Si illustreranno metodi e strumenti utilizzati per il monitoraggio delle attività e verranno presentate le prime evidenze su come siano stati raggiunti in modo giocoso mete e obiettivi, anche attraverso la collaborazione e la condivisione tra pari.
L’originalità dell’esperienza, quindi, oltre all’uso di tecnologie in attività di playful learning, ha riguardato soprattutto il particolare contesto in cui si è sviluppata la sperimentazione.
KEYWORDS:
playful learning, apprendimento informale, problem solving, tutoring, peer-to-peer, tecnologie didattiche, bambini, malattie oncoematologiche
Trentin, G. (2017). Enhancing Knowledge Flows using Concept Maps in Healthcare Professional Development. R.V. Nata, Progress in Education, 153-172. Nova Science Publishers Inc.. ISBN: 978-1-53611-009-8.
ABSTRACT:
A possible approach to mix formal and informal learning processes in continuous professional development is the creation of conditions for grafting the typical dynamics of informal learning onto formal educational paths. One such approach was the object of the experiment described in this article, having the aim to analyse and discuss the use of concept mapping for enhancing and empowering informal knowledge flows within a group of professionals participating in formal training sessions.
The major findings were: (a) graphic representations can be more useful as a tool for self-assessing one’s learning than as a study aid proper; (b) it is useful to employ graphic knowledge representation as a support tool for informal collaborative learning.
KEYWORDS:
knowledge flow, concept maps
Benigno, V., Fante, C., Ravicchio, F. & Trentin, G. (2017). Una classe Ibrida inclusiva per promuovere relazioni e apprendimenti. Benigno V., Epifania O., Fante C., Ravicchio F., Trentin G., Nea Scence, 84-88. ISBN: 2282-6009.
ABSTRACT:
La scuola rappresenta un luogo naturale di crescita, non solo per la quantità di conoscenze che essa riesce a veicolare, ma anche perché è un luogo sociale in cui i bambini e i ragazzi acquisiscono regole, norme, fiducia in se stessi e imparano a gestire conflitti, nonché a cooperare. Ci sono studenti che, loro malgrado, non possono frequentare la scuola, temporaneamente o in modo permanente, per problemi psico-fisici (disturbi della sfera emotiva, disabilità fisico-motorie) o di salute (lungodegenze o degenze cicliche dovute a particolari protocolli terapeutici).
Non tutti loro, però, rientrano nelle casistiche previste dalla normativa ministeriale dell'Istruzione Domiciliare (ID), e non sempre il supporto in presenza offerto a questi studenti e alle loro famiglie consente una reale ed efficace inclusione socio-educativa.
L’evoluzione degli strumenti digitali può sicuramente offrire un aiuto significativo in queste situazioni, in quanto le tecnologie di rete, compresi i dispositivi mobili “always-on” e le piattaforme cloud, consentono la strutturazione di ambienti di apprendimento che travalicano i confini di spaziali e di temporali, realizzando vere e proprie "classi ibride", che si sviluppano cioè contemporaneamente nella dimensione spazio e tempo.
L'idea della “classe ibrida” è stata sviluppata e sperimentata per la prima volta nel contesto del progetto TRIS (Tecnologie di Rete e Inclusione Socio-educativa) che si è posto come obiettivo lo studio e la sperimentazione di approcci didattico-metodologici e di setting tecnologici finalizzati all’inclusione socio-educativa di studenti non frequentanti.
Nel presente contributo, verrà presentato il caso della scuola San Giovanni Bosco di Volla (NA), nella quale una studentessa confinata presso la propria abitazione perché affetta da Multiple Chemical Sensitivity ha potuto frequentare le lezioni unicamente attraverso l’utilizzo delle tecnologie di rete.
KEYWORDS:
inclusione socio-educativa, classi ibride, tecnologie di rete, cloud computing
Persico, D. (2017). Autoregolazione dell'apprendimento nello sviluppo professionale degli insegnanti. Education 2.0, retrieved from http://www.educationduepuntozero.it/tecnologie-e-ambienti-di-apprendimento/autoregolazione-dellapprendimento-nello-sviluppo-professionale-degli-insegnanti.shtml,
ABSTRACT:
Le pratiche professionali dei docenti stanno cambiando a fronte delle numerose sfide poste dalla società, dai nuovi modi di apprendere dei ragazzi, dalle aspettative dei genitori e del mondo del lavoro. Cambiano anche le opportunità di formazione dei docenti, molto più basate su logiche partecipative e informali e sempre più integrate con la pratica didattica quotidiana.
Per riflettere sui vantaggi e sui limiti con cui lo sviluppo professionale dei docenti sta evolvendo, nonché sugli ostacoli che rallentano questa evoluzione, un gruppo di docenti coordinato dall’autrice ha utilizzato un framework proposto da Milligan, Littlejohn e Margaryan (2014) per il self-regulated professional learning nei settori knowledge intensive e lo ha applicato ad una delle competenze chiave degli insegnanti: la capacità di progettare interventi formativi.
L’esercizio ha consentito di riflettere sulle pratiche di sviluppo professionale dei docenti nel settore della progettazione didattica e di individuare alcuni ostacoli che si frappongono al raggiungimento di un sistema di formazione degli insegnanti basato su un approccio partecipativo e auto-regolato.
KEYWORDS:
autoregolazione dell'apprendimento, sviluppo professionale dei docenti, progettazione didattica, self-regulated learning, teacher professional development, learning design
Ceregini, A, Ferlino, L., Persico, D. & Pozzi, F. (2016). Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes. The International Review of Research in Open and Distributed Learning, 17(2), 85-107 . ISBN: 1492-3831. DOI: http://dx.doi.org/10.19173/irrodl.v17i2.2107.
ABSTRACT:
The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation.
KEYWORDS:
peer review; computer supported collaborative learning (cscl); collaborative technique, evaluation
Dini, S. & Ferlino, L. (2016). App: una grande tecnologia in mani molto piccole. Pedagogika.it 20(1), 50-56 . Stripes Cooperativa Sociale Onlus . ISBN: 1593-2259.
Ferlino, L. & Manca, S. (2016). Social Network Site Use by Persons with Disability: Results from an Italian Study. C. Bernadas & D. Minchella (eds), ECSM 2016 Proceedings, 197-205. ISBN: 978-1-911218-00-5.
Ferlino, L. & Manca, S. (2016). I social network come strumenti di inclusione sociale per le persone con disabilità. TD Tecnologie Didattiche, 24(2), 92-101. Edizioni Menabo'. ISBN: 1970-061X.
ABSTRACT:
Nonostante la crescente popolarità dei social network (SN) tra diversi strati della popolazione, solo pochi studi hanno esaminato le potenzialità di questi ambienti digitali come strumenti di inclusione sociale per le persone con disabilità. Questo studio presenta i risultati di un questionario online somministrato a persone con disabilità nel contesto italiano, con l’obiettivo di esplorare le abitudini e le motivazioni d’uso più frequenti, così come i problemi di accessibilità. Sono state raccolte 144 risposte complete e sono state usate statistiche descrittive per illustrare le caratteristiche, i comportamenti auto-riferiti e le esperienze d’uso. I risultati mostrano che la maggior parte dei partecipanti preferisce Facebook, svolge più attività con gli amici non disabili che con quelli con disabilità, e soprattutto percepisce i SN come un’opportunità per trovare vecchi amici e per tenersi aggiornati sulle novità e gli eventi correlati alla propria disabilità. Infine, le maggiori criticità relative all’accesso e all’utilizzo dei SN sono legate a problemi generali di accessibilità e di accesso a Internet. Le limitazioni dello studio vengono presentate assieme a indicazioni per ulteriori ricerche.
KEYWORDS:
Social network; Facebook; Disabilità; Inclusione; Tecnologie didattiche; Tecnologie per l'apprendimento
Dini, S. & Ferlino, L. (2016). La conoscenza tra le dita dei bambini. Imparare e giocare a tempo di app. TD - Tecnologie Didattiche 24(3), 147-155 . Edizioni Menabo'. ISBN: 1970-061X.
ABSTRACT:
In questa generazione di bambini di età prescolare emergono evidenti cambiamenti, nell’imparare e nel giocare, che sono strettamente collegati alla loro familiarità con i dispositivi mobili e alla disponibilità di risorse digitali per apprendere esplorando, manipolando e soprattutto giocando. È il medium basato sull’interazione diretta ad aver innescato il cambiamento, portando nuove opportunità di apprendere facendo. Allo stesso tempo le applicazioni per dispositivi mobili (app) creano dubbi nei docenti e nei genitori, sia sull’opportunità di usarle precocemente, sia sulle modalità per sceglierle. Considerata la prossimità di questi strumenti, l’ambito scientifico sta ancora cercando di fornire delle risposte in merito. A partire da tali studi e da considerazioni di tipo pedagogico, l’intento del contributo è quello di classificare le app educative e di individuarne le potenzialità e gli indicatori per orientare la scelta.
KEYWORDS:
Tecnologie didattiche; Tecnologie per l'apprendimento; App, Bambini, Scuola dell’Infanzia, Apprendimento, Scelta
Caruso, G., Ferlino, L. & Fusillo, F. (2016). SoDiLinux@cts-2015: uno strumento per una didattica sostenibile. D. Cesareni e N. Sansone (a cura di), Atti del V CONGRESSO NAZIONALE CKBG, Nea Science. Innovazione e Tecnologie digitali: tra continuità e cambiamento. 3(10), 148-152 . NeapoliSanit.
Persico, D. & Pozzi, F. (2016). Tecnologie per sviluppare interventi formativi. AEIT, 10, 6-13.
ABSTRACT:
Il processo di sviluppo di interventi formativi è stato oggetto di studio sin dagli inizi del secolo scorso, ma a partire dall’inizio di questo secolo ha suscitato rinnovato interesse a causa della necessità di facilitare le scelte progettuali dei docenti in merito all’impiego di tecnologie nella formazione. Gli studi volti a sistematizzare l’elaborazione, la conduzione e la validazione di un progetto formativo si sono spesso ispirati al processo di sviluppo del software, ma la tipologia di problematiche affrontate ha caratteristiche di complessità e di incertezza che rendono il processo estremamente difficile da sistematizzare e da facilitare con adeguati sistemi tecnologici. Inoltre, i principali destinatari della ricerca in questo ambito, gli insegnanti, hanno esigenze molto diverse da chi sviluppa software, soprattutto per quanto riguarda la facilità d’uso e la flessibilità degli strumenti tecnologici utilizzabili. Ciononostante, accanto ad alcuni metodi di progettazione, sono stati sviluppati anche sistemi capaci di aiutare un docente o un gruppo di docenti nell’elaborazione di un percorso formativo e nella condivisione con i colleghi dei propri progetti didattici. L’articolo presenta le idee chiave sviluppate in questo ambito e alcuni esempi delle funzionalità che i sistemi realizzati offrono per facilitare la progettazione didattica e favorire la condivisione dei progetti tra colleghi.
KEYWORDS:
Learning design, instructional design, teacher training, progettazione didattica, ADDIE model, Compendium LD, pedagogical planner, 4Ts game,
Bottino, R.M., Dagnino, F.M., Freina, L. & Tavella, M. (2016). Immersion's Impact on Performance in a Spatial Reasoning Task. Rosa Bottino, Johan Jeuring, Remco C. Veltkamp (Eds.), 5th International Conference, GALA 2016 Utrecht, The Netherlands, December 5-7, 2016 Proceedings, Games and Learning Alliance, 211-220. Springer. ISBN: 978-3-319-50181-9. DOI: 10.1007/978-3-319-50182-6.
ABSTRACT:
The present paper presents the results of a first experiment aimed at assessing if different levels of immersion can affect performance in a Spatial Perspective Taking (SPT) task. Since SPT is an embodied skill, the hypothesis was that the more immersive a tool is, the better the performance should be. Ninety-eight students from a local primary school have played with three different versions of a game: immersive using a Head Mounted Display, semi-immersive played on a computer screen and non-immersive in which no movement was possible for the player. Results do not support the initial hypothesis: no significant impact from the immersion level has been found on performance.
Ferlino, L., Ravicchio, F. & Trentin, G. (2016). Playful Learning with Educational Technology: the WendyTD Project. Ferlino, L., Ravicchio, F. & Trentin, G., Proceedings of ICERI16, 9th International Conference of Education, Research and Innovation, 6341-6350. IATED Academy Pub., Valencia, Spain. ISBN: 978-84-617-5895-1.
ABSTRACT:
In 2015 the Peter Pan Charity Association and the Institute for Educational Technology of the Italian National Research Council, from within the welcome centre 'The Great House of Peter Pan' (home for temporary domiciling of those needing onco-haematological therapy at the Bambin Gesù pediatric hospital in Rome), launched the WendyTD initiative, which involves several volunteers of the association (the so called “Wendies”), who deal with the playful entertainment of the children in the use of some educational technologies (TD1) in playful learning activities. This contribution will illustrate the capabilities of the technologies considered (Bee-Bots, Pro-Bots, Tablets and IWBs) to implement playful learning during the entertainment of young guests in the houses. In addition, the methods and tools used to monitor the activities of the children will be explained. Some first evidence will also be presented, in particular how the use of the proposed playful approach and technology allows the children to reach educational goals in an informal way. The contribution will outline how the initiative will continue in order (a) to consolidate the practices put in place in the first year of activity, (b) to foster the involvement of the over 14 young people, relying on more advanced technologies, stimulating computational thinking through the use of robots, 3D printers, holograms, videogame editors, etc.
KEYWORDS:
playfull learning, educational technology
Bottino, R.M. & Freina, L. (2016). A Visual Thinking Skills Training in Support of STEM Education. Proceedings of the 10th European Conference on Games Based Learning, 224-231. Academic Conferences and Publishing International Limited. ISBN: 978‐1‐911218‐09‐8.
ABSTRACT:
In the “A me gli occhi” project, a virtual reality game addressing spatial perspective taking is used with a group of primary school children (ages 8-10) with the aim of supporting the development of visual thinking. Several studies have demonstrated a strong correlation between spatial reasoning and success in Science, Technology, Engineering, and Mathematics (STEM). Visual thinking skills predict a young person’s achievement in STEM areas; people with good spatial abilities are more likely to engage in STEM studies and later in STEM related jobs. There are great differences among people in spatial reasoning abilities; nevertheless, they can be trained with long lasting improvements affecting STEM results. An intervention to increase spatial abilities at an early age may have positive effects on the person’s future. We have developed a virtual reality game specifically designed to make the player feel as if the virtual world were real, with a special attention to its usability for all, including children with mild intellectual disabilities. The game is available in three different levels of immersion. The first phase of the project focused on the identification of the optimal level of immersion for the task and the definition of the best age group to be addressed. In the second phase, which is ongoing, the children, divided into balanced teams, will participate to a tournament using the same game. Specific moments when the stronger members of the team will teach the weaker ones will be organized. At the end of the experimental period, students’ ability in spatial perspective taking will be measured again. Data will be correlated to their abilities with respect to STEM subjects and improvements will be compared to those of students who have not taken part to the training phase of the project.
KEYWORDS:
Spatial Reasoning; Spatial Perspective Taking; Immersive Virtual Reality; Head Mounted Display; STEM education
Bottino, R.M. (2016). Societal challenges and new technologies: education in a changing world. International journal of cyber ethics in education (Online), N 1, Vol 4, pp 46-55. IGI Pub. - Hershey, PA . DOI: 10.4018/IJCEE.2016010104.
ABSTRACT:
Education is facing challenges and issues that arise both on the changing needs of modern society and on difficulties to which it has always been difficult to offer effective solutions. This paper, considering this general context, briefly introduces the research field of Educational Technology and identifies and discusses two main lines of evolution that have characterized this sector from its beginning. Then, some perspectives that depict the current situation are proposed. The aim is to sketch a framework to support the understanding of the variety of approaches and research questions assumed by research studies in the field of educational technology.
KEYWORDS:
Computational Thinking, Educational Technology, Learning Environment, Perspectives, Technology Enhanced Learning
Bottino, R.M. & Freina, L. (2016). Immersion or Non-Immersion? That is the Question. Is Immersion Useful in a Spatial Perspective Taking Task?. Proceedings of "Immersive Italy - 6th European Immersive Education Summit",
ABSTRACT:
Results in literature suggest that immersion and presence in virtual reality facilitates spatial reasoning, but is it really so? The present paper describes a methodology and the set-up of an experiment aimed at assessing the relation between immersion in virtual reality, presence and performance in spatial reasoning. “In Your Eyes” is a virtual reality game to support the development of the spatial perspective taking skill, which is one of the basic abilities in spatial reasoning. The game has been developed in three different versions: one in complete immersion, using a Head Mounted Display; one in semi-immersion in which all movements are still possible but the room is seen from a computer monitor; and a non-immersive one with a fixed view on the virtual room. A wide test with children from 8 to 10 years of age was planned with the aim of assessing whether the use of immersion impacts on reported presence and on performance in the perspective taking task. Six elementary classes are involved in playing with the three versions of the game. The data collected will be the basis for a deeper research on spatial immersion, presence and their impact on performance and learning of visual reasoning skills.
KEYWORDS:
Immersive Virtual Reality; Spatial Reasoning; Perspective Taking Skill
Bottino, R.M., Freina, L. & Tavella, M. (2016). From e-learning to VR-learning: an Example of Learning in an Immersive Virtual World. Journal of e-Learning and Knowledge Society, Vol. 12, n.2.
ABSTRACT:
A first experience of use of "In Your Eyes", an Immersive Virtual Reality (IVR) game to foster Spatial Perspective Taking (SPT) skills in young adults with mild cognitive impairments is described along with a brief discussion of the outcomes. IVR is an innovative tool thanks to which a new chapter in the history of e-learning begun. It is now possible to have a personal direct experience of virtual situations as if they were real, involving all the five senses and allowing for a kinaesthetic approach to learning. All those skills that have an embodied component find in the immersive world a perfect training situation. Spatial Perspective Taking is an important skill for orientation in space and mastering it supports independent mobility in town. The fact that the virtual world is perceived as if it was real, and the possibility to move freely into it, allows stimulating the embodied component of spatial reasoning. The gaming situation helps in keeping the player’s interest high and therefore helps in having as much training as needed. Furthermore, IVR makes learning transfer to real situations easier, especially for our target users.
KEYWORDS:
Immersive Virtual Reality, Spatial Perspective Taking, Spatial Reasoning, Intellectual Disabilities, Urban Mobility
Bottino, R.M. (2016). Didattica in ambito matematico, scientifico e tecnologico nella scuola. Form@re - Open Journal per la formazione in rete, N 1, Vol 16, pp 1-3. Firenze University Press. DOI: 10.13128/formare-18205.
ABSTRACT:
Editoriale
Form@re - Open Journal per la formazione in rete
ISSN 1825-7321 - DOI: http://dx.doi.org/10.13128/formare-18205
Numero 1, Volume 16, anno 2016
Bottino, R.M., Caponetto, I, Ott, M. & Tavella, M. (2016). Verificare e stimolare le abilità di ragionamento con i giochi digitali. Form@re - Open Journal per la formazione in rete, N 1, Vol 16, pp 152-168. Firenze University Press. DOI: 10.13128/formare-18077.
ABSTRACT:
Questo contributo propone alcune riflessioni sull’uso educativo dei giochi logici digitali. In particolare fa riferimento ad alcune esperienze di ricerca condotte dall’Istituto di Tecnologie Didattiche - Consiglio Nazionale delle Ricerche (ITD-CNR) che hanno evidenziato le interessanti potenzialità dei giochi digitali per contribuire allo sviluppo e/o al consolidamento del pensiero logico e delle abilità di ragionamento in studenti di scuola primaria e secondaria di primo grado.
Si propone un breve excursus su quattro esperienze di ricerca svolte da equipe multidisciplinari coordinate da ITD-CNR a partire dai primi anni Duemila. Tali esperienze hanno messo in luce l’alto potenziale dei giochi digitali per sviluppare e potenziare abilità di pensiero logico ed hanno evidenziato il positivo impatto del loro uso anche sul rendimento scolastico.
KEYWORDS:
giochi digitali; giochi di pensiero; abilità di ragionamento; apprendimento con i giochi.
Trentin, G. (2016). Always-on Education and Hybrid Learning Spaces. Educational Technology, 56(2), 31-37. Educational Technology Publications. ISBN: 0013-1962.
ABSTRACT:
The possibility of being always connected to Internet and/or the mobile network (hence the term always-on) is increasingly blurring the borderline between physical and digital spaces, introducing a new concept of space, known as hybrid. Innovative forms of teaching have been developing in hybrid spaces for some time now, but as yet no in-depth parallel reflection on the enabling conditions which can guarantee their mass diffusion has been forthcoming. This paper proposes a possible model for combining the elements of so-called always-on education with the conditions which make it truly sustainable.
KEYWORDS:
always-on education; hybrid learning spaces
Caponetto, I, Dagnino, F.M. & Earp, J. (2016). An Italian Pilot Experience in Game Making for Learning. Huang Ronghuai, Kinshuk, Jon K. Price (Eds.), ICT in education in global context, Lecture Notes in Educational Technology, 30. Springer-Verlag. ISBN: 78-3-662-47956-8.
ABSTRACT:
This case study draws on a pilot experience investigating learners' digital game making as an educational strategy for adoption in schools. It was one of a series of classroom pilots run within an EC project called MAGICAL - Making Games in Collaboration for Learning. The main research aim of MAGICAL and of the reported pilot was to investigate the viability and educational added value of digital game making, especially for supporting transversal 21st century skills such as collaboration, creativity, problem solving and ICT literacy. The experience was conducted by three researchers from the Italian Research Council's Institute for Education Technology (ITD-CNR). It took place towards the end of the 2013-14 school year at a primary school located in the city of Genoa in northwest Italy. Three third-grade classes and two fifth grades took part, with an overall participant population of 102 students and eight teachers. For this pilot, a digital game-making platform called Magos Lite was employed. This was developed within MAGICAL for adoption in the project's field experiments and also for use by the education community at large. In planning and implementing the experience, the research team adopted a design.
KEYWORDS:
game making, game-based learning, 21st Century skills, transversal skills, game authoring environment
Ferlino, L. (2015). Il nuovo servizio online Essediquadro. Rubrica Strumenti, TD Tecnologie Didattiche, 23(2), 121-124. Edizioni Menabo'. ISBN: 1970-061X. DOI: http://dx.doi.org/10.17471/2499-4324/792.
ABSTRACT:
Un servizio di documentazione e orientamento sul software didattico e altre risorse digitali per l’apprendimento
KEYWORDS:
Essediquadro; servizio documentazione; software didattico; Tecnologie didattiche; Tecnologie per l'apprendimento
Caruso, G. & Ferlino, L. (2015). Essediquadro, il servizio online per la documentazione e l'orientamento sul software didattico e altre risorse digitali per l'apprendimento. Atti di Didamatica 2015, ISBN: 978-88-98091-38-6 .
ABSTRACT:
Essediquadro nasce nel 1999, per “adeguarsi ai tempi” e dare maggiore diffusione alla documentazione raccolta e prodotta dalla Biblioteca del Software Didattico in 15 anni di attività. Nel 2014 viene completamente ristrutturato, dal punto di vista dei contenuti, della struttura, della grafica, delle funzioni. L’obiettivo è sempre quello di supportare i docenti nella scelta e nell’uso delle risorse digitali, per rendere efficaci le azioni didattiche.
KEYWORDS:
Servizio, Documentazione, Risorse digitali, Didattica
Ferlino, L. & Fusillo, F. (2015). La sostenibile leggerezza delle tecnologie low cost. Atti di Didamatica 2015, ISBN: 978-88-98091-38-6 .
ABSTRACT:
A chi mai verrebbe in mente di percorrere un tragitto affrontando una lunga salita molto ripida e magari con un peso gravoso sulle spalle? Probabilmente a nessuno o a pochi. Sono molti i fattori che influenzano le nostre scelte. Allo stesso modo, ci sono fattori che ci condizionano nel sostenere una posizione, nel sopportare una situazione. Quando qualcosa diventa sostenibile per noi? Probabilmente quando siamo sicuri che saremo in grado di affrontarlo e di gestirlo, ricavando anche un minimo di soddisfazione.
Anche l’utilizzo delle tecnologie risente di una serie di fattori che possono tanto sostenerlo, quanto limitarlo.
Le tecnologie low cost possono essere sostenibili, in quanto leggere.
KEYWORDS:
Tecnologie, sostenibilità, didattica, integrazione
Bottino, R.M. (2015). Evoluzione e prospettive nella ricerca in tecnologie didattiche . V. Campione (a cura di), La Didattica nell'era digitale, 23-38. il Mulino, Bologna. ISBN: 978-88-15-25833-5.
ABSTRACT:
La società odierna è attraversata da dinamiche che determinano l'esigenza di nuovi modelli per lo sviluppo e configurano il sapere come una risorsa sempre più strategica per il progresso economico e sociale e per la qualità della vita. È, quindi, necessario ripensare i processi di apprendimento e insegnamento a tutti i livelli e in tutti i campi. I sistemi educativi, in particolare, devono affrontare sfide e problemi che derivano sia dalle mutate esigenze della società attuale sia da insufficienze e bisogni cui è sempre stato difficile offrire soluzioni efficaci.
Il modello di apprendimento su cui si basano, legato all'accumulo di contenuti e competenze, è tradizionalmente perseguito attraverso metodologie e percorsi che risultano oggi insufficienti. Di conseguenza, cresce il bisogno di dare a tutti gli studenti metodi, strumenti e abilità che li mettano in grado di rapportarsi efficacemente con una società sempre più accelerata e complessa cui la tecnologia, la globalizzazione delle relazioni, lo sviluppo scientifico, il crescere dei flussi migratori, le trasformazioni delle strutture familiari e dei comportamenti sociali, per citare solo alcuni dei fattori principali, pongono nuove sfide e necessità (Collins & Halverson, 2010).
Da un lato, quindi, c'è la necessità di far fronte ai nuovi bisogni educativi sviluppando competenze che permettano di affrontare con strumenti adeguati una realtà profondamente cambiata, dall'altro, c’è anche la necessità di superare difficoltà che, seppur tradizionalmente presenti nei nostri sistemi educativi, hanno bisogno di essere affrontate con nuovi strumenti e strategie. Si pensi, ad esempio, ai problemi rilevanti che la scuola si trova a dover affrontare in settori fondamentali per la preparazione di tutti gli individui quali la matematica, le scienze, la lingua, come messo in luce dai risultati di molti studi internazionali.
In questo panorama articolato e complesso si colloca il settore di ricerca delle Tecnologie Didattiche che si pone l'obiettivo di studiare e analizzare il ruolo che le nuove tecnologie hanno nell'innovazione dei processi di insegnamento e apprendimento. Il fuoco è, però, l'educazione e non la tecnologia. Infatti, innovazione pedagogica e innovazione tecnologia devono procedere in modo non disgiunto, o meglio, devono co-evolvere: da un lato, infatti, ha scarso valore pedagogico rendere disponibili strumenti nuovi se non si trasformano le strategie educative, le attività e, in ultima analisi, l’ambiente complessivo in cui si muovono discenti e docenti. Dall'altro, l’innovazione pedagogica deve basarsi su un’analisi delle potenzialità offerte dalle nuove tecnologie e su come queste cambino sostanzialmente, in modo diretto o indiretto, i bisogni, le modalità e i contenuti stessi delle attività di apprendimento e di insegnamento.
Bocconi, S. & Trentin, G. (2015). Didattica ibrida e insegnamento universitario: linee guida per una progettazione efficace. GIRE - Giornale Italiano della Ricerca Educativa [Ranking A Anvur], 27-42. Pensa Multimedia. ISBN: 2038-9736.
ABSTRACT:
Scopo dell’articolo è mettere in evidenza il ruolo delle tecnologie mobili e di rete nell’esaltare le peculiarità delle hybrid instruction solution (HIS) dal punto di vista (a) del potenziamento/arricchimento dei processi di insegnamento/apprendimento, (b) delle molteplici angolature che offre alla loro osservabilità e quindi al loro monitoraggio e valutazione (formativa e sommativa).
Verrà proposta una possibile articolazione delle HIS lungo le dimensioni del processo di apprendimento e degli spazi in cui questo si sviluppa, con l’obiettivo di comprendere come far leva sulle loro rispettive peculiarità ai fini didattici e valutativi. In tal senso, si illustrerà come tali potenzialità possano essere colte solo attraverso una forte integrazione del processo di progettazione didattica con quello di monitoraggio e valutazione.
A conclusione dell’articolo si farà riferimento al cambiamento del ruolo del docente nel passaggio da un insegnamento d’aula a un insegnamento di tipo ibrido (h-teaching).
KEYWORDS:
hybrid instruction solution; tecnologie mobili e di rete; valutazione; apprendimento collaborativo; progettazione didattica; istruzione universitaria
Dagnino, F.M. & Earp, J. (2015). Game making per lo sviluppo di abilita' trasversali . V. Midoro (ed.), La scuola ai tempi del digitale - istruzioni per costruire una scuola nuova , 118-138. Franco Angeli. ISBN: 978-88-917-2878-4 .
ABSTRACT:
Negli ultimi anni, l’adozione di giochi digitali in ambito didattico è cresciuta significativamente, non solo all’estero ma anche nel nostro paese. Recentemente, uno specifico interesse è stato rivolto allo studio degli apprendimenti derivanti dell’attività stessa di sviluppo dei giochi digitali. In questo capitolo viene esaminata un'esperienza di 'game making' svolta nell'ambito del progetto europeo MAGICAL (MAking Games In CollAboration for Learning) coordinato dall’Istituto per Tecnologie Didattiche del CNR. MAGICAL nasce proprio con l’obiettivo di indagare in maniera sistematica e a livello internazionale il valore aggiunto dell’attività di sviluppo di giochi, ed in particolare le potenzialità che essa presenta nello stimolare le abilità trasversali, quali ad esempio creatività, problem solving, collaborazione e competenze digitali, ritenute fondamentali nel XXI secolo.
Midoro, V (Ed.) (2015). La scuola ai tempi del digitale - istruzioni per costruire una scuola nuova. 213. Franco Angeli. ISBN: 978-88-917-2878-4.
ABSTRACT:
Negli ultimi 50 anni, è cambiata la composizione della forza lavoro. È cambiato il motore dell'economia. Sono cambiate le tecnologie per il trattamento del sapere. È cambiata la velocità con cui si accresce la conoscenza. La popolazione mondiale è aumentata di 5,5 miliardi di individui. Per i fenomeni migratori, è cambiata la composizione della popolazione italiana. È cambiata la percezione della limitatezza delle risorse del pianeta. L'unica cosa che non cambia mai è la scuola. Certo, in questo lasso di tempo, qualche modifica c'è stata per tentare di colmare il baratro che la separa dalla società. Ma le finalità, la struttura, l'organizzazione, l'idea di apprendimento, la cultura cartacea su cui è basata, gli edifici, le aule, le apparecchiature, sono rimaste praticamente le stesse. Questa non può essere la scuola della società digitale. Come potrebbe essere la nuova scuola? Questo libro, realizzato da 17 autori impegnati su diversi fronti dell'innovazione scolastica, cerca di dare una risposta, sia con contributi che delineano l'idea di una scuola nuova, precisando che non è un problema di macchine, sia con proposte che affrontano temi cruciali, emersi dalla diffusione capillare delle tecnologie digitali. Come sfruttare per l'apprendimento la commistione tra gli spazi fisici e gli spazi virtuali, in cui siamo permanentemente immersi? In che cosa consiste l'educazione al pensiero computazionale? Che ruolo possono avere i giochi in una didattica centrata sullo studente? Chi sono i maker? E perché la scuola deve occuparsene e come si possono realizzare spazi in cui possano lavorare? Quali sono gli strumenti che aiutano gli insegnanti nella progettazione di ambienti di apprendimento? E quali ostacoli si frappongono all'uso delle tecnologie? Come ripensare la conoscenza? Il problema che abbiamo di fronte non è introdurre le tecnologie digitali in questa scuola, ma creare una scuola diversa, capace di mettere in grado gli individui, che vivono nell'era digitale, di scegliere un modello di vita per loro adeguato, rispondendo così alle esigenze di uno sviluppo giusto e sostenibile.
Bottino, R.M., Caponetto, I, Ott, M. & Tavella, M. (2015). Giochi Logici a Scuola: Esperienze e Riflessioni. Vittorio Midoro (a cura di), La scuola ai tempi del digitale, 98-117. Franco Angeli. ISBN: 978-88-917-2878-4 .
ABSTRACT:
L'idea che esista uno stretto legame fra gioco e apprendimento non è nuova o, comunque, non esclusivamente legata all'idea di gioco digitale. Giocare è sempre stato considerato un aspetto importante dello sviluppo individuale e sociale del bambino. In questo contributo ci concentriamo sui giochi digitali che definiamo "mind games" o "giochi di pensiero" e sul loro impatto sugli aspetti cognitivi e di ragionamento di bambini e ragazzi nella prima età scolare.
KEYWORDS:
Giochi logici, Giochi digitali
Trentin, G. (2015). Always-on e spazi ibridi di apprendimento. Vittorio Midoro, La scuola ai tempi del digitale. Istruzioni per costruire una scuola nuova, 43-59. Franco Angeli, Milano. ISBN: 9788891728784.
ABSTRACT:
La possibilità di essere costantemente connessi in Internet e/o la rete cellulare (di qui il termine always-on) rende sempre più sfumato il confine fra spazi fisici e spazi digitali, introducendo una nuova concezione di spazio, quello cosiddetto ibrido. Negli spazi ibridi già da tempo si stanno sviluppando forme innovative di didattica, benché non ancora accompagnate da un’attenta riflessione sulle condizioni abilitanti che ne possano garantire una massiva diffusione. Nel contributo verrà proposto un possibile modello teso a coniugare gli elementi della cosiddetta always-on education con le condizioni che ne possano consentire una reale sostenibilità.
KEYWORDS:
spazi ibridi, always-on education
Trentin, G. (2015). Knowledge and Information Flows in a Hybrid Learning Space: the students' perceptions. Journal of Interactive Learning Research 26(4), 403-429. Association for the Advancement of Computing in Education (AACE), Chesapeake, VA. ISBN: 1093-023X.
ABSTRACT:
How much information and/or knowledge flows among the members of a collaborative learning group and between them and the external information/knowledge sources? Which stages of the collaborative process have the highest knowledge and information flows, respectively? These are the questions which the experiment described in this paper seeks to answer.
The experiment involved 66 students from the University of Turin. After attending a couple of lessons on online communities of professionals and doing some basic reading, they were asked to develop, in small sub-groups, an artefact (using a wiki) to summarise what had been learnt.
The students were also asked to make a quantitative and qualitative estimate of the information and knowledge flows which took place in the three different phases of studying, structuring and collaboratively developing the artefact.
The stages with the highest knowledge flow index were found to be the study and structuring stages, while information flows were mainly in the actual writing of the artefact.
KEYWORDS:
knowledge flow; hybrid learning space; higher education
Earp, J. (2015). Game Making for Learning: a Systematic Review of the Research Literature. L. Gomez Chova, A. Lopez Martinez, I. Candel Torres (Eds.), Proceedings of ICERI2015 Conference 16th-18th November 2015, Seville, Spain., 6426-6435. IATED Academy. ISBN: 978-84-608-2657-6.
ABSTRACT:
Game making as a strategy for supporting learning processes is a research topic that has roots stretching back to the constructionist movement of the 1980s and 1990s. However, the current popularity of digital gaming, Game Based Learning (GBL), 21st century skills development and learner-centred strategies is sharping interest in the affordances that digital game making offers and how these can be harnessed in education to enhance learning. This contribution charts the emergence and establishment of learner-driven digital game making through a systematic review of the global literature on the topic published since the early 1980s. It maps out the research concerns under investigation in the field, as gleaned from a dataset of almost 500 publications of different types specifically dedicated to the topic. The review forms part of the author’s research activities in game making for learning carried out with an EC co-funded project called MAGICAL (Making Games in Collaboration for Learning). The review begins with a description of the method and procedure adopted for carrying out the literature search and producing a comprehensive dataset of records. This is followed by reporting and analysis of the generated data. The review concludes with a brief discussion and reflection on the results.
KEYWORDS:
game making, game based learning, educational innovation, 21st century skills, collaboration,
Bottino, R.M., Costa, F., Freina, L. & Ott, M. (2015). Social Empowerment of Intellectually Impaired through a Cloud Mobile System. Future Internet 2015, 7(4), 429-444. DOI: 10.3390/fi7040429 .
ABSTRACT:
There is not a unique definition of "empowerment", nevertheless the idea that it involves, on the one hand, people having control over their own lives and, on the other, some social aspects seems to be a common characteristic. Most authors recognize three levels of empowerment: individual, group, and community level, which are interconnected and changes at one level influence the others. Enhancing individual competence and self-esteem has a direct effect on the control of one’s own life and, in turn, on the social components of empowerment. In this paper we present Smart Angel, a project that aims at creating a network involving families, caregivers, experts, and tutors, as well as the final users and their friends, based on a mobile cloud system in support of both everyday living and urban mobility for people with medium-mild intellectual disabilities, with particular attention to the Down syndrome. The system can be seen as a tool to empower its users to be more independent and therefore increasing their possibility to have an active role in their life and an active participation to the community.
KEYWORDS:
empowerment; intellectual disabilities; mobility; cloud computing; technology enhanced learning; serious games; intellectual impairments
Boyle, E.A., Connolly, T.M., Earp, J., Gray, G., Hainey, T., Lim, T., Ninaus, M., Ott, M., Pereira, J. & Riberio, C. (2015). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, Elsevier. ISBN: 0360-1315. DOI: 10.1016/j.compedu.2015.11.003.
ABSTRACT:
Continuing interest in digital games indicated that it would be useful to update [Connolly et al.,2012] systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s [2008] multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective,behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.
KEYWORDS:
Computer games, serious games, entertainment, engagement, learning, systematic literature review
Antonaci, A., Bellotti , F., Berta , R., Dagnino, F.M., De Gloria, A., Lavagnino, E. & Ott, M. (2015). Aspects of a field experience in Entrepreneurship Education. E-learning papers, 41,
ABSTRACT:
This contribution deals with Entrepreneurship Education; in doing so, it draws on the experience conducted in the framework of the EU project "stimulating Entrepreneurship through Serious Games (eSG)"1 ,where a theoretical model for EE was devised and an innovative working methodology based on Serious Games and gamification was adopted. Actually, it aims at supporting experience-based reflections on: 1) what are/should be the pillars of Entrepreneurship Education and 2) whether innovative learning/teaching methodologies such as Serious Games and gamification can effectively contribute to renew and enhance EE. After framing the concept of Entrepreneurship Education in the European context, the paper briefly describes the eSG project by focusing on the field experiment conducted in Italy. The theoretical model devised and adopted in the experiment is outlined. Subsequently a glance is cast to the innovative learning/teaching methodology employed, which was largely based on gamification techniques and integrated online with in presence collaborative activities
KEYWORDS:
Entrepreneurship Education, Serious Games, Gamification
Şahin, C., Adda-Decker, M., Al Kork, S.K., Alivizatou, M, Buchman, L., Charisis, V., Chawah, P., Dagnino, F.M., Denby, P., Dimitropoulos, K., Dupont, S., Grammalidis, N., Hadjileontiadis, L.J., Kitsikidis, A., Manitsaris, S., Manitsaris, A., Ott, M., Picart, B., Pozzi, F., Roussel, P., Stone, M., Tilmanne, J., Tsalakanidou, F., Uğurca, D., Xu, K. & Yilmaz, E. (2015). Novel 3D Game - like Applications driven by body interactions for learning specific forms of Intangible Cultural Heritage. Proceedings of the 10th International Conference on Computer Vision Theory and Applications (VISAPP2015), pp.651-660, 10.
ABSTRACT:
The main objective of the EU FP7 ICT i-Treasures project is to build a public and expandable platform to enable learning and transmission of rare know-how of intangible cultural heritage. A core part of this platform consists of game-like applications able to support teaching and learning processes in the ICH field. We have designed and developed four game-like applications (for Human Beat Box singing, Tsamiko dancing, pottery making and contemporary music composition), each corresponding to one of the ICH use cases of i-Treasures project. A first preliminary version of these applications is currently available for further validation, evaluation and demonstration within the project. We have encountered a number of issues, most of which derive from the peculiarities of the ICH domains addressed by the project, and many have already been resolved/ The evaluation results are expected to lead to further optimization of these games
KEYWORDS:
Human Computer Interaction, Interactive Game, 3D Visualization, Sensorimotor Learning, Game Based Learning
Alivizatou, M, Dagnino, F.M., Ott, M. & Pozzi, F. (2015). Going Beyond Preservation: How to Support Technology-Enhanced Learning in ICH Education. International Journal of Heritage in the Digital Era, 4 (1), 19. DOI: http://dx.doi.org/10.1260/2047-4970.4.1.21.
ABSTRACT:
The issue of protection and promotion of cultural heritage has become a central topic of European and international cultural policy, especially in recent decades. Beside more ‘tangible’ cultural manifestations (like archaeological sites, natural parks or museum collections) there is a huge heritage, made up of intangible live expressions like performing arts, social practices, oral traditions, etc. which is threatened by the globalization process. The i-Treasures project looks at some of these intangible cultural expressions with the aim not only of preserving them, but also of providing innovative solutions to education in this field. In order to do this, the project explores the potential of cutting-edge technologies for capturing the specificities of the considered Intangible Cultural Heritage (ICH) expressions, analyzing and modeling data and making these resources available for preservation, research and educational purposes. With this aim an open and extendable platform is developed in the project framework. This paper deals with the process of user and system requirements definition and explains how this was necessarily influenced by the specificities of the ICH expressions considered. This process encompassed the identification of the specificities of rare traditional know-how, the discovery of the existing teaching and learning practices and finally the identification of the most cutting edge technologies able to support innovative teaching and learning approaches to ICH.
KEYWORDS:
Technology Enhanced Learning, Intangible Cultural Heritage, Requirements elicitation
Ravicchio, F., Repetto, M. & Trentin, G. (2015). Formazione in rete, teleworking e inclusione lavorativa. Franco Angeli, Milano. ISBN: 978-88-917-2667-4.
ABSTRACT:
Oggi, una vasta gamma di professioni può essere potenzialmente adattata alle persone con invalidità di tipo fisico, grazie anche a modi innovativi di utilizzo delle tecnologie informatiche e della comunicazione sia per la formazione (formazione in rete) del soggetto svantaggiato, sia per il suo inserimento lavorativo in modalità flessibile (telelavoro, smart working). E proprio la formazione in rete e il lavoro a distanza/flessibile sono state le principali tematiche del Progetto SCINTILLA (SCenari INnovativi di Teleformazione per l’Inclusione Lavorativa in LiguriA), finanziato dalla Regione Liguria nel biennio 2013-2014 e condotto dall’Istituto per le Tecnologie Didattiche del CNR di Genova. Questo volume rappresenta una sorta di “memoria” del progetto, racco¬gliendo i risultati conseguiti da Scintilla, nonché il processo che ha portato al loro conseguimento.
Per quanto il progetto si sia concentrato sulla ricerca di soluzioni per l’inclusione di soggetti svantaggiati, di fatto, si è rivelato, per le entità coinvolte, occasione per una riflessione a più ampio spettro sulla possibilità di innovare i propri processi produttivi/lavorativi attraverso l’adozione dello smart working, e questo a prescindere dalla presenza o meno di un lavoratore svantaggiato. Infatti, come già rilevato in analoghe esperienze, sono proprio le situazioni estreme a fungere da “Cavallo di Troia” per l’introduzione di forme di smart working nelle organizzazioni, estendendole ad altri ruoli e funzioni interne alle stesse organizzazioni.
Trentin, G. (2015). Mappe concettuali, flussi di conoscenza e sviluppo professionale permanente. Form@re, 15(2), 04-18. Firenze University Press. ISBN: 1825-7321.
ABSTRACT:
Uno dei possibili approcci per integrare processi di apprendimento formale, non-formale e informale nei contesi dello sviluppo professionale continuo è quello di ricreare, all’interno di un evento formativo formale, le tipiche dinamiche che innescano i processi di apprendimento informale/incidentale, nello specifico, quelle centrare su attività di problem solving collaborativo.
Uno di tali approcci è stato l’oggetto dell’esperienza descritta in questo articolo e che ha avuto come tema centrale l’uso delle mappe concettuali come strumento teso a favorire e potenziare i flussi informali di conoscenza all’interno di gruppi di professionisti partecipanti a un evento formativo formale.
Sulla base dei riscontri forniti dai partecipanti, è emerso che le mappe concettuali possono essere un utile strumento (a) di auto-valutazione del proprio apprendimento in un contesto formale, e (b) di supporto all’apprendimento collaborativo informale.
KEYWORDS:
mappe concettuali, flussi di conoscenza, sviluppo professionale permanente
Canessa, A & Freina, L. (2015). Immersive vs Desktop Virtual Reality in Game Based Learning.. Proceedings of the 9th European Conference on Games Based Learning (ECGBL) (Steinkjer, Norway, October 8-9, 2015), 195-202.
ABSTRACT:
Virtual environments are recognized as more effective than other digital approaches for the acquisition of several abilities. This is because the brain recognizes the virtual world as real and this facilitates the transfer of the newly acquired skills to the real world.
In this paper, we present a game that has been designed and developed with the aim of teaching spatial orientation abilities to teenagers with mild intellectual impairments. In particular, the game focuses on the training of two basic skills: perspective taking and mental rotation. Perspective taking refers to the ability of imagining how the world looks like from another person’s point of view, while mental rotation is the ability to mentally represent and manipulate physical objects in one’s mind.
The game, which takes place in a virtual environment, shows the player a scene with some objects on the table. The player has to choose among four provided alternatives, the one that shows how the scene would look like from a different side of the table.
The game was first developed to be used with either a desktop pc monitor or an interactive touch table. In this case, a virtual world is represented, but the player is not completely immersed in it, he just looks at the scene from outside. A second version of the same game has then been developed using a Head Mounted Display (HMD), which makes the player feel immersed in the virtual environment, where he can freely move around just as if it was real.
In this paper, we discuss both advantages and disadvantages of the immersive Virtual Reality (VR) compared to the desktop VR. In fact, on the one hand, having the possibility to “dive” into the virtual world allows the player to:
On the other hand, using a HMD can be tiring and cause sickness to some players. Furthermore, the presence of a complete environment in which to move and explore, can draw the attention away from the main task of the game and therefore influence learning negatively.
Experiments are planned to verify the foreseen advantages and disadvantages involving young adults with mild intellective disabilities.
Bottino, R.M., Freina, L. & Tavella, M. (2015). Da e-learning a VR-learning: un esempio di learning in realt virtuale immersiva.. Proceedings of EM&M Italia 2015, Genova, 9-11 settembre 2015,
ABSTRACT:
La realtà virtuale immersiva offre uno strumento innovativo che apre un nuovo capitolo nella storia dell’e-learning. Ora è possibile esperire direttamente con i propri sensi situazioni virtuali come se fossero reali, stimolando l’apprendimento cinestesico e favorendo l’acquisizione di tutte le capacità che presentano una componente embodied.
Il presente lavoro descrive “In Your Eyes”, un gioco realizzato in un ambente di realtà virtuale immersiva che ha lo scopo di facilitare l’acquisizione della capacità di assumere la prospettiva altrui in giovani con lievi disabilità intellettive. Tale abilità è alla base della capacità di orientamento, che è fondamentale per raggiungere una buona autonomia negli spostamenti urbani. La percezione dell’ambiente virtuale come se fosse reale, con la possibilità di muoversi fisicamente in esso, permette di stimolare la componente embodied dell’abilità in questione e, allo stesso tempo, di esercitarsi per tutto il tempo necessario mantenendo alto il livello di interesse del giocatore. Inoltre facilita il trasferimento delle nuove abilità al mondo reale.
KEYWORDS:
perspective-taking, orientamento, realt virtuale immersiva, disabilit intellettiva, autonomia personale
Trentin, G. (2015). Spazi ibridi di apprendimento per una didattica always-on. [keynote] Atti del Convegno E-learning, Media Education e MoodleMoot 2015,
ABSTRACT:
L’uso di Internet e della comunicazione cellulare, entrambi favoriti dalla massiccia diffusione dei dispositivi mobili, fanno ormai parte del nostro vivere quotidiano, amplificando e dando continuità alle interazioni (interpersonali e con le risorse online) e degli “spazi” in cui le stesse avvengono. L’essere “always-on”, infatti, fa cadere la netta distinzione fatta finora fra spazi fisici e spazi digitali, introducendo una nuova concezione di spazio, quello cosiddetto “ibrido”. Scopo di queste note è considerare tali spazi in chiave didattica, andando oltre quelle che spesso si rivelano interpretazioni semplicistiche e riduttive dell’approccio BYOD (Bring Your Own Device) quando considerato sotto il profilo dei processi di insegnamento-apprendimento. Si discuteranno quindi le condizioni abilitanti di una didattica “always-on”, ossia di una didattica che sempre più si svilupperà all’interno di ambienti di insegnamento-apprendimento ibridi, dove il reale e il virtuale si fondono fino a perdere le rispettive connotazioni. Si accennerà infine a un possibile modello multidimensionale teso a coniugare gli aspetti didattico-metodologici della cosiddetta always-on education con le condizioni che ne possano consentire la sostenibilità.
KEYWORDS:
spazi ibridi, tecnologia mobile, always-on education
Ravicchio, F. & Trentin, G. (2015). Tecnologie di rete, formazione e inclusione lavorativa in modalit smart work. Atti del Convegno E-learning, Media Education e MoodleMoot 2015,
ABSTRACT:
In questo contributo viene illustrato uno dei casi che sono stati oggetto di sperimentazione nel progetto Scintilla, realizzato dall’Istituto Tecnologie Didattiche del CNR su finanziamento della Regione Liguria e che ha riguardato l’inclusione lavorativa di giovani disabili gravi.
Nello specifico, qui si farà riferimento al percorso di formazione a distanza e successivo inserimento lavorativo in modalità smart work di un ragazzo affetto da tetraparesi-spastica. La particolarità del percorso risiede nel fatto che, considerate le oggettive limitazioni di mobilità del ragazzo, sia la fase formativa finalizzata all’apprendimento del tipo di mansione, sia la fase operativa di svolgimento della stessa mansione sono state effettuate in luoghi diversi da quello della sede d’impresa.
Verranno illustrati gli elementi principali individuati per la costruzione di un modello di inclusione professionale tramite lavoro a distanza. Saranno affrontate dinamiche quali la negoziazione della mansione lavorativa con l’azienda, la fase di formazione online del candidato e il suo inserimento nell’ambiente di lavoro.
KEYWORDS:
tecnologie di rete; inclusione lavorativa; formazione domiciliare; smart work
Ravicchio, F., Repetto, M. & Trentin, G. (2015). Formazione formatori sullo smart working per disabili: come valutarne le ricadute. TD - Tecnologie Didattiche, 23(2), 102-111. Edizioni Menabo'. ISBN: 1970-061X.
ABSTRACT:
Soggetti con disabilità fisica e sensoriale sono frequentemente emarginati dal contesto sociale e produttivo. L’emarginazione socio-lavorativa può determinare il peggioramento delle condizioni di salute, l’impoverimento delle relazioni umane con conseguenti crisi d’identità, un atteggiamento di maggiore dipendenza dagli altri che conduce alla perdita di propensione e capacità ad apprendere nuove competenze.
Dal 2013 è attivo in Liguria il progetto SCINTILLA (SCenari INnovativi di Teleformazione per l’Inclusione Lavorativa in LiguriA), il cui scopo è studiare come far leva sulle tecnologie informatiche e di rete per supportare i processi di inserimento lavorativo di soggetti che, per gravi disabilità fisiche (congenite o acquisite) o problemi di salute, sono confinati in modo prolungato o permanente presso la propria abitazione (per questo spesso indicati con il termine “homebound”).
Nel presente contributo verrà affrontato uno degli aspetti chiave del progetto, ossia come provvedere alla formazione dei formatori che hanno il compito di formare e accompagnare, nell’inserimento lavorativo, giovani homebound affetti da gravi disabilità fisiche.
Obiettivo specifico del paper è illustrare il modello di valutazione del programma formativo dei formatori di SCINTILLA e articolato sui quattro livelli valutativi indicati da Kirkpatrick.
Verranno pertanto descritti (a) il programma formativo previsto per i formatori chiamati a curare il training dei soggetti homebound da inserire in azienda con approccio “smart work” e (b) il modello messo a punto per la valutazione del suddetto programma formativo, modello trasversale alle dimensioni formale, non formale e informale dell’apprendimento.
KEYWORDS:
formazione professionale; formazione formatori; formazione online; smart work; inclusione lavorativa
Benigno, V., Caruso, G., Fante, C., Ravicchio, F. & Trentin, G. (2015). The TRIS Project and the socio-educational inclusion of homebound students. International Journal of Technology and Inclusive Education, 682-689. ISBN: 2046-4568.
ABSTRACT:
The spread of network and mobile technologies offers new dimensions for interpersonal interaction and for “spaces” in which this can take place. The “always-on” status has in fact blurred the clear-cut distinction between physical and digital spaces, introducing a new conception of space, known as “hybrid” space. Hybrid spaces are dynamic spaces generated by constant connectivity, which transparently integrates remote contexts into those we are actually experiencing at that moment.
Thus the concept of “hybrid space” is clearly particularly interesting for those having to tackle daily the problem of social/educational inclusion, especially of students who are “homebound” because of physical and/or health problems.
And it is precisely the concept of the hybrid learning space that the TRIS project is focussed on, its aim being educational inclusion of students who have difficulty in attending school regularly due to specific invalidating illnesses.
One of the main results which emerged from the research is that teaching/learning situations which are developed in hybrid learning spaces due to the above force of circumstance, may also act as incubators of general educational innovation for the class/school, fostering experimentations in the didactic use of network and mobile technologies which can also be used as models for “normal” teaching.
Caponetto, I & Freina, L. (2015). A Mobile Guardian Angel Supporting Urban Mobility for People with Dementia: an Errorless Learning Based Approach. Proceedings of the International Conference on Information and Communication Technologies for Ageing Well and e-Health, 307-312.
ABSTRACT:
Dementia is one of the main causes of dependency for old people in the world, and, according to several studies, the number of people affected by such a problem is bound to grow significantly in future. This represents a high social cost. Memory loss and disorientation to space and time are among the most common problems in the early stages of dementia, causing worry in caregivers and consequently social isolation for the people involved. A mobile system in support of the autonomous mobility around town would offer a double advantage: allowing for more independence of the dementia affected people and reassuring caregivers. In this paper, we discuss the possibility of adapting an existing mobile system, developed for intellectually impaired young adults, to these specific target users. We identify in the errorless learning approach a possible method to support the learning of a new, technologically based system accessible to people with mild dementia, highlighting some potential issues that still need further investigation, in particular learning transfer and spontaneous use.
KEYWORDS:
Mild Dementia, Cloud Computing, Geolocation Systems, Errorless Learning
Bottino, R.M., Costa, F., Freina, L. & Ott, M. (2015). Cloud-mobile Assistive Technologies for People with Intellectual Impairments: A Microsoft Azure-based Solution.. Proceedings of the 5th International Conference on Digital Health 2015, 103-104. ACM. DOI: 10.1145/2750511.2750530.
ABSTRACT:
A cloud-mobile platform under development in the framework of the SMART ANGEL project co-financed by the Italian Liguria Region is presented. The platform is meant to address the needs of people with intellectual disabilities; it is oriented to support and enhance their autonomy and in particular their mobility in urban environments, and can be regarded as an innovative assistive technology. The platform is a concrete instance of how cuttingedge ICT technologies can act as assistive technologies to empower e-inclusion. The potential benefits for the final users (subjects with the Down syndrome and/or similar intellectual disabilities) are outlined as well as those for health professionals and care givers in charge of their assistance.
KEYWORDS:
Assistive technologies for persons with disabilities
Earp, J., Persico, D. & Pozzi, F. (2015). A Multi-Dimensional Space for Learning Design Representations and Tools. Maina M., Craft B., Mor Y. (Eds.), The Art & Science of Learning Design, 49-64. Sense Publishers. ISBN: 9789463001014.
ABSTRACT:
One of the core activities teachers perform as part of their professional practice is conceptual preparation of educational interventions of whatever type and at whatever level of granularity: single learning opportunities and activities, sequences, lessons, units, modules, courses or even whole programmes. A longstanding pillar in the constant quest for didactical efficacy, this preparation and planning is a field of study in its own right that is attracting renewed attention. This is thanks in large part to innovation brought about by the use of digital technologies throughout the educational sphere. The field is known by various names but perhaps the most commonly adopted, at least in Europe, is learning design (LD). This fast evolving field has become quite broad in scope and is now characterised by considerable diversity and complexity. For many, this rapid development is disorienting, making the field somewhat difficult to get to grips with. In an effort to address these challenges, and to contribute to a more systematic view of the field and its multitude of facets, this contribution illustrates and explains learning design in terms of one of its central tenants, namely design representations and tools. The chapter illustrates a set of different representation types and tools and proposes a multidimensional framework for positioning different approaches to learning design.
KEYWORDS:
learning design,
Ravicchio, F. & Trentin, G. (2015). Evaluating Vocational Educators Training Programs: a Kirkpatrick-inspired evaluation model. Educational Technology, 55(3), 22-28.
ABSTRACT:
The aim of the paper is to describe the assessment model adopted by SCINTILLA Project, a project aimed at the online vocational training of young, seriously-disabled subjects and their subsequent work inclusion in smart-work mode. It will thus describe the model worked out for evaluation of the training program conceived for the vocational educators, a sort of transversal model comprising formal, non-formal and informal learning dimensions. The model is inspired by Kirkpatrick’s four-level evaluation model.
Cucchiara, S., Persico, D. & Raffaghelli, J. E. (2015). Methodological approaches in MOOC research: Retracing the myth of Proteus. British Journal of Educational Technologies, 46 (3), 488-509. DOI: 10.1111/bjet.12279.
ABSTRACT:
This paper explores the methodological approaches most commonly adopted in the scholarly literature on Massive Open Online Courses (MOOCs), published during the period January 2008 - May 2014. In order to identify trends, gaps and criticalities related to the methodological approaches of this emerging field of research, we analyzed 60 papers selected across four relevant scientific databases plus one journal in the sector of eLearning that published a special issue on this topic. The emerging picture is that of a research field in its infancy, heavily relying on theoretical research and case studies, which is just beginning to identify suitable methods to deal with large cohorts of learners, very large amounts of data and new ways of learning. The state-of-the-art is also quite fragmentary, due to the different epistemological and ontological conceptions of the authors of the papers about the nature of the issues faced and the way they should be studied. In this paper, we compare the problems related to the definition of the methodological approaches in this research field with the Greek myth of Proteus, the elusive, multiform divinity whose wisdom would only be revealed to those capable of catching him. We therefore advocate the need for catching Proteus, that is, better identifying and choosing the methodological approaches for MOOC research as a condition for its development.
KEYWORDS:
Educational research methodology, Massive Open Online Courses (MOOCs), research methods, eLearning research, Gorard,s cycle of educational research
Persico, D. & Pozzi, F. (2015). Informing Learning Design with Learning Analytics to improve Teacher Inquiry. British journal of educational technology (Print), 46 (2), 230-248. ISBN: 0007-1013. DOI: 10.1111/bjet.12207.
ABSTRACT:
This paper proposes an analysis of current research in learning design (LD), a field aiming to improve the quality of educational interventions by supporting their design and fostering the sharing and reuse of innovative practices among educators. This research area, at the moment, focuses on three main strands: the representations that can be used as a common language to communicate about pedagogical plans and other half-fabricates of the design process, the methodological approaches to LD and the tools that support the LD process. For each of the three strands, the current landscape is discussed, pointing at open issues and indicating future research perspectives, with particular attention to the contribution that learning analytics can make to transform LD from a craft, based on experience, intuition and tacit knowledge, into a mature research area, grounded on data concerning the learning process and hence supporting enquiry while teachers design, run and evaluate the learning process.
KEYWORDS:
Learning Analytics (LA); learning design approaches; Learning Design (LD); learning design representations; learning design tools; teacher enquiry
Trentin, G. (2015). Networked interaction to stimulate reflection, argumentation and synthesis. A. Poce, Indivisualisation of the learning message in adaptive environments, 69-76. Franco Angeli. ISBN: 9788891709943.
ABSTRACT:
While the new mobile technologies have fostered the diffusion of synchronous audio-video communication, there is no doubt that asynchronous communication is still the main mode of interacting within online learning groups, particularly the type of text communication used in “formal” training courses which (also) include collaborative strategies.
Bearing all this in mind, the key issues now become: how to achieve the most fruitful combination of the potential tools of Networked Collaborative Learning (NCL) and written online communication? How to channel them towards the achievement of the declared goals of a specific training course? How to organise collaborative interaction so that it is stimulating and at the same time productive of reflection, argumentation and synthesis in the students?
Dagnino, F.M., Ott, M., Pozzi, F. & Yilmaz, E. (2015). Serious Games design: reflections from an experience in the field of Intangible Cultural Heritage education. Proceedings of the 11th International Scientific Conference eLearning and Software for Education (eLSE), Bucharest, April 2015, DOI: 10.12753/2066-026X-15-099.
ABSTRACT:
This paper tackles the issue of Serious Games design by drawing on the experience conducted in the framework of the i-Treasures project, which deals with the preservation and transmission of Intangible Cultural Heritage (ICH). In i-Treasures a collection of Serious Games has been developed addressing four relevant ICH areas: singing, dancing, craftsmanship and music composition. So far one game for each of the four areas has been developed; the ultimate aim of the games is making learning and transmission of specific ICH expressions (namely Tsamiko dance, human beat box, pottery, contemporary music composition) more motivating, engaging and, ultimately, effective. Starting from the concept of pedagogy-driven game design, the main pedagogical choices adopted are outlined. Further considerations on the overall design process are also proposed by focusing, in particular, on the need for engaging in a collaborative work a variety of professionals (in the case partners of the project) with different expertise, skills and background.
KEYWORDS:
Technology Enhanced Learning, Serious Games, Intangible Cultural Heritage
Trentin, G. (2015). Orientating Pedagogy Towards Hybrid Learning Spaces. R.V. Nata, Progress in Education, Volume 35, 105-124. Nova Science Publishers Inc.. ISBN: 978-1-63482-503-0.
ABSTRACT:
The huge spread of network and mobile technology offers new dimensions and spaces for interpersonal interaction. The present-day “always-on” condition erases any clear distinction between physical and digital spaces, introducing a new, so-called “hybrid”, conception of space.
Hybrid spaces are dynamic and characterised by constant connectedness, whereby remote contexts are integrated with the space/time dimensions of the here and now.
The aim of this contribution is to illustrate how these spaces have gained increasing importance in pedagogy, and to examine the risks of an over-simplistic, reductive interpretation of the Bring Your Own Device (BYOD) approach.
Thus there will be a discussion of the pedagogical, teaching and instructional design aspects of an educational process which is destined to develop more and more in hybrid learning spaces, and where the real and virtual blend together, losing their separate connotations.
Examples from university experiences will be presented to illustrate the close interdependence of these aspects.
Trentin, G. (2015). L'interazione collaborativa in rete per stimolare la riflessione, l'argomentazione e la sintesi. A. Poce, Individualizzazione del messaggio di apprendimento in ambiente adattivo, 73-81. Franco Angeli. ISBN: 9788891709943.
ABSTRACT:
Per quanto le nuove tecnologie mobili abbiano favorito la diffusione della comunicazione sincrona audio-video, non v’è dubbio che la comunicazione testuale rappresenti ancor oggi la principale modalità di interazione all’interno di gruppi di apprendimento in rete, in particolar modo quelli previsti dai percorsi formativi “formali” in cui si fa uso (anche) di strategie collaborative.
Ci si chiede quindi: come sfruttare, combinandole, le potenzialità del networked collaborative learning (NCL) e della comunicazione in rete per via scritta? Come canalizzarle verso il raggiungimento degli obiettivi dichiarati di uno specifico intervento formativo? Come organizzare l’interazione collaborativa in modo che sia coinvolgente e al tempo stesso stimoli la riflessione, l’argomentazione e la sintesi da parte degli studenti?
Freina, L. & Ott, M. (2015). A Literature Review on Immersive Virtual Reality in Education: State Of The Art and Perspectives. In proceedings of eLSE Conference, Bucharest, April 2015, DOI: 10.12753/2066-026X-15-000.
ABSTRACT:
Since the first time the term "Virtual Reality" (VR) has been used back in the 60s, VR has evolved in different manners becoming more and more similar to the real world. Two different kinds of VR can be identified: non-immersive and immersive. The former is a computer-based environment that can simulate places in the real or imagined worlds; the latter takes the idea even further by giving the perception of being physically present in the non-physical world. While non-immersive VR can be based on a standard computer, immersive VR is still evolving as the needed devices are becoming more user friendly and economically accessible. In the past, there was a major difficulty about using equipment such as a helmet with goggles, while now new devices are being developed to make usability better for the user. VR, which is based on three basic principles: Immersion, Interaction, and User involvement with the environment and narrative, offers a very high potential in education by making learning more motivating and engaging. Up to now, the use of immersive-VR in educational games has been limited due to high prices of the devices and their limited usability. Now new tools like the commercial "Oculus Rift", make it possible to access immersive-VR in lots of educational situations. This paper reports a survey on the scientific literature on the advantages and potentials in the use of Immersive Virtual Reality in Education in the last two years (2013-14). It shows how VR in general, and immersive VR in particular, has been used mostly for adult training in special situations or for university students. It then focuses on the possible advantages and drawbacks of its use in education with reference to different classes of users like children and some kinds of cognitive disabilities (with particular reference.
KEYWORDS:
Virtual Reality; Education; Immersion; Educational Technology
Benigno, V., Caruso, G., Ravicchio, F., Repetto, M. & Trentin, G. (2015). Hybrid Learning Spaces for the socio-educational inclusion of homebound students. C.A. Shoniregun and G.A. Akmayeva, Proceedings of IICE 2015, Ireland International Conference on Education, 322-327. Infonomics Society. ISBN: 978-1-908320-45-2.
ABSTRACT:
The article deals with aspects of educational inclusion for students who are unable to attend school regularly due to physical and/or health problems (homebound students). The aim of this contribution is to present the TRIS project, a research project based on the use of mobile and network technologies to create “hybrid learning spaces” which can favour the socio-educational inclusion of homebound students. One of the main results which emerged from the research is that teaching/learning situations which are developed in hybrid learning spaces due to the force of circumstance may also act as incubators of general educational innovation for the class/school involved, fostering experimentations in the didactic use of mobile and network technologies which can also be used as models for “normal” teaching.
Benigno, V., Caruso, G., Ravicchio, F., Repetto, M. & Trentin, G. (2015). Spazi ibridi di apprendimento e inclusione socio-educativa. G. Adorni, M. Coccoli e F. Koceva, Atti del Convegno Didamatica 2015, ISBN: 978-88-98091-38-6.
ABSTRACT:
Scopo di questo articolo è illustrare come sia possibile far leva sulle tecnologie mobili e di rete per dar vita a “spazi ibridi di apprendimento” in grado di favorire l’inclusione socio-educativa di studenti impossibilitati alla normale frequenza scolastica. Verranno riportati i primi risultati di un progetto sperimentale orientato allo specifico problema.
Catalano, C. E., Earp, J. & Mortara, M. (2015). Investigating the Deployment of Serious Games in Secondary Education: a Pilot Study Inspired by Design-Based Research. A. De Gloria, Proceedings of the GALA Conference 2014, 5-15. GALA Network of Excellence. ISBN: 978-3-319-22959-1. DOI: 10.1007/978-3-319-22960-7_2.
ABSTRACT:
This paper describes a pilot deployment in lower secondary school of a serious game dedicated to the learning of history. The primary aim of the initiative was to investigate the integration of Serious Games-based learning environments in the school study of humanities subjects. The pilot was carried out as part of investigations that researchers in the Games and Learning Alliance (GALA) Network of Excellence are conducting into the adoption and deployment of Serious Games (SG) in formal learning contexts. In this regard, the paper outlines the sequence of deployed pilot activities, which was shaped with the intention of responding to the needs of all the participants involved - researchers, educators and learners. This approach is inspired by the principles of design-based research, as illustrated in the strategies adopted both for piloting activities and data gathering. The paper reports the outcome of these and considers some implications of the adopted approach both for SG deployment in formal education and for implementation of experimental SG pilots of this kind.
KEYWORDS:
Serious Games, Game-Based Learning, experimental pilot, Design-Based Research,
Ravicchio, F. & Trentin, G. (2015). Una variante del modello di Kirkpatrick applicata alla valutazione dei programmi formativi per formatori professionali. G. Adorni, M. Coccoli e F. Koceva, Atti del Convegno Didamatica 2015, UniGe. ISBN: 978-88-98091-38-6.
ABSTRACT:
Scopo del contributo è illustrare e discutere il modello messo a punto per la valutazione del programma formativo dei formatori professionali coinvolti nel progetto Scintilla, un progetto finalizzato al training online di giovani disabili gravi e al loro successivo inserimento lavorativo in modalità smart-work. Peculiarità del modello sono (a) la sua articolazione nei quattro livelli valutativi proposti da Kirkpatrick e (b) la sua trasversalità alle dimensioni formali, non formali e informali che hanno caratterizzato l’intero programma formativo per i formatori di Scintilla.
Benigno, V., Caruso, G., Ravicchio, F., Repetto, M. & Trentin, G. (2015). Il progetto TRIS e l'inclusione socio-educativa degli studenti impossibilitati alla normale frequenza scolastica. F. Dovigo, C. Favella, F. Gasparini, A. Pietrocarlo, V. Rocco e E. Zappella, Atti del Convegno Bisogni Educativi Speciali e Pratiche Inclusive, 44-51. Universita' degli Studi di Bergamo. ISBN: 978-88-940721-0-5..
ABSTRACT:
Spesso, problemi fisici e/o di salute, impediscono agli studenti, anche in modo permanente, di partecipare ai normali percorsi di istruzione. Per loro si rende necessario lo studio e la messa a punto di nuovi modelli di scolarizzazione basati su un uso regolare e metodico delle nuove tecnologie dell'informazione e della comunicazione, e questo non solo per favorire la gestione del processo di insegnamento-apprendimento, ma anche la comunicazione fra i soggetti a contatto del giovane (insegnanti, compagni di classe, genitori, personale sanitario) e fra gli stessi insegnanti che nelle diverse discipline e nei diversi anni scolari avranno cura di seguire il suo percorso di studi. Di qui l'esigenza di approfondire in modo scientifico-sperimentale le variabili del problema e di definire un modello sostenibile di didattica inclusiva che tenga conto sia dello status dello studente, sia del ruolo che hanno le reti sociali che lo vedono al centro.
KEYWORDS:
spazi ibridi di apprendimento, inclusione socio-educativa
Caponetto, I (2015). Sight Impaired Students Facing a Game Making Environment: A "magical" Challenge. In L. Gómez Chova, A. López Martínez, I. Candel Torres, Proceedings of the the 9th International Technology, Education and Development Conference (INTED, 2015) , IATED.
ABSTRACT:
In a logic of inclusive education, equal opportunities to all students should be guaranteed and the accessibility of ICT educational tools is then to be considered a major issue.
This paper presents a case study conducted in the context of MAGICAL (Making Games in Collaboration for Learning) a research project aimed at introducing game-making in formal education as an innovative educational approach. Actually, MAGICAL is a multilateral European project that investigates the viability and potential added value of Collaborative Digital Game Making (CDGM) for learning, especially for supporting learners’ transversal skills such as collaboration, creativity, problem solving and ICT literacy. In the framework of this project, a specific game-making environment called MAGOS was designed, developed and deployed in different educational contexts with a variety of learners.
The case study proposed in this paper deals with one of the learners involved in these experiments; in particular it discusses around the suitability of the interface of the adopted game-making environment in respect to the “special needs” of a student with visual impairments.
G. is an eleven years old boy with albinism. His pathology affects, in particular, the visual apparatus, with reduced visual acuity, sensitivity to light and nystagmus. As well as all sight-impaired students, he has particular and unique visual needs and in order to adopt educational tools (and fully benefit from them) he requires specific adaptations (as an instance, G. usually adopts the magnifier).
Within the MAGICAL Project, a game making activity was proposed to G. in individual sessions and his responses were monitored. The experimental setting was situated at a regular session room of Chiossone Rehabilitation Centre, with a desk and PC equipped with specific hardware devices. The individual sessions were mainly guided by the rehab professional, assisted by a researcher observing and providing support, if and when needed.
In this paper, the usability of the MAGOS educational game-making interface is discussed in respect to the needs of this specific child. Some general considerations are also drawn about the features that make an ICT environment more or less appropriate to students with sight impairments and about the general suitability of game-making activities for students with this kind of disability.
KEYWORDS:
Inclusive Education, ICT, Special Education Needs, Visual Impairment.
Antonaci, A. & Pagano, A. (2015). Technology Enhanced Visit to Museums. A Case Study: "Keys to Rome". In L. Gómez Chova, A. López Martínez, I. Candel Torres, Proceeding of The 9th International Technology, Education and Development Conference (INTED), Madrid, Spain, 2nd-4th March 2015, 4563 - 4570. IATED.
ABSTRACT:
"What a boring experience!" This could be a teenager comment after a school trip to a museum.
In fact, the general idea about museums is that they are locations merely devoted to the exposition of artifacts and showcases, places considered as boring and uncommunicative, far away from our everyday life.
In this paper we are going to present a case study based on our experience related to the “Keys to Rome” exhibition, the final event of V-Must.net project (Virtual Museums Transnational Network), where we focused our attention on two main aspects with the purpose of demonstrating that technology can help in changing the common idea about museums. First, we analyzed the users’ ability in interacting with the technology available in the exhibit to measure the real level of user usability. Second, we evaluated the pedagogical potentiality of these technological applications for further researches with schools.
“Keys to Rome” is an exhibition, unique in its genre, that runs in parallel in four different connected locations: Alexandria of Egypt, at the Bibliotheca Alexandrina; Amsterdam, at the Allard Pierson Museum; Sarajevo, at the Archaeological Museum, and Rome, at the Imperial Fora Museum. In this context technology plays a very important role: with augmented reality applications, natural interactions, serious games, virtual reconstructions, holographic displays, it contributes to create an innovative environment that helps the users in understanding, enhancing and developing their level of immersion and finally the experience as a whole. Therefore, thanks to technology visitors do not step into a regular museum but they can travel through time and space in a virtual - and virtuous - visit of the Past.
KEYWORDS:
Virtual Museums, Technology Enhanced Learning, Innovation, Usability, Evaluation
Costa, F., Freina, L. & Ott, M. (2015). A Cloud Computing Based Instructional Scaffold to Help People With the Down Syndrome Learn Their Way in Town. In L. Gómez Chova, A. López Martínez, I. Candel Torres, In Proceedings of INTED2015 Conference 2nd-4th March 2015, Madrid, Spain, 2730-2736. IATED.
ABSTRACT:
Intellectual disabilities are one of the main causes due to which people can seldom reach a completely independent living. Down syndrome is the world’s most common chromosomal disorder and cause of intellectual disability. Cognitive development is usually delayed and learning difficulties persist throughout life. Typically, individuals with Down syndrome tend to have difficulty in abstraction, generalization and, in particular, with short-term memory. They often seem to forget learned skills from one day to the next, as previous learning is often not transferred to future experiences. This is a problem in every learning context, including mobility. Nevertheless, a large number of people with the Down syndrome can reach a good level of independence; many have a job and can move by themselves along known paths in town. These skills are traditionally learnt through a long training performed by expert educators in a face-to-face situation.
Within the Smart Angel project, a system based on cloud computing technologies and geolocation systems (both satellite and terrestrial) has been developed. The target users find in their Smart Phones a guardian angel that quietly supports them in their everyday life and is always ready to help in case of need. They can move freely around town knowing that, if needed, help can be asked at any time. Furthermore, the system supports specific activities where the users typically have difficulty as, for example, time management.
The Smart Angel system offers the users the possibility to learn the new paths in town by actually moving along them, avoiding the use of maps, which require a certain amount of abstraction. Furthermore, it offers the possibility to implement an instructional scaffolding approach: constant support is offered during the learning process, which is tailored to the needs of the user, with the intention of helping him/her achieve his/her learning goals. Researches have demonstrated that scaffolding helps learners with Down syndrome in their learning process by easing the burden of the short-term memory.
Educators and families are often overprotective and underestimate the possessed abilities. Smart Angel, by tracking the users’ movements and showing them in real time to the educators in charge, allows more freedom and discoveries without leaving the individuals completely alone. They can therefore experiment the newly learnt skills and further develop them by moving autonomously and discovering new areas in town. Should unforeseen situations arise, they will be managed by the users with the immediate assistance of his educator.
The Cloud Based system stores all the users’ data allowing the educators both real time monitoring on the maps and an offline historical analysis of the users’ data to have information about their movements, the areas covered, and their behaviours: how much did they actually use the system, how often did they ask for help, etc. This gives the educators a better and more complete understanding of the real level of ability reached by the users allowing them to decide how much support is needed by the single learner. As the users’ abilities grow, the educators gradually step back as the user gets more and more independent.
KEYWORDS:
Cloud Computing, Instructional Scaffolding, e-Inclusion, Disabilities, Cognitive Disabilities, Mobility.
Dagnino, F.M., Dimitropoulos, K., Grammalidis, N., Ott, M., Pozzi, F., Tsalakanidou, F. & Yilmaz, E. (2015). Serious Games to Support Learning of Rare ‘Intangible’ Cultural Expressions. In L. Gómez Chova, A. López Martínez, I. Candel Torres, Proceedings of the the 9th International Technology, Education and Development Conference (INTED, 2015), 7184-7194. IATED. ISBN: 978-84-606-5763-7.
ABSTRACT:
The paper deals with the adoption of Serious Games (SGs) in the specific area of Intangible Cultural Heritage Education (ICH). The transmission of some cultural expressions, like rare traditional singing or dancing, is more related to the acquisition of procedural knowledge (i.e. how to perform some tasks, like a dance step) rather than to declarative knowledge (i.e. knowledge that can be declared or stated through words or symbol systems, e.g. music notation). Coherently, so far knowledge in these areas has been transmitted mainly by observation or imitation of experts/performers in real contexts. Grounded on the research results in Game Based Learning and on the opportunity offered by cutting-edge sensor technologies, the i-Treasures project exploits the interesting potential of Serious Games in the ICH field. As a matter of fact, the capacity of games to train motor skills and to support sensorimotor learning, together with their ability to enhance engagement and motivation, are the main elements at the heart of our choice. In the paper, we discuss in depth the theoretical rationale behind the adoption of Serious Games i-Treasures, also in the light of their current use in Cultural Heritage Education. Furthermore, the paper describes the main game design principles adopted by the i-Treasures project to address the specificities of various artistic expressions and and to make the games sound and effective tools to support practice and learning.
KEYWORDS:
Innovation, Research projects, Game Based Learning (GBL), Intangible Cultural Heritage
Manca, S., Ranieri, M. & Rosa, A. (2015). Unlocking the Potential of Social Media for Participation, Content Creation and e-Engagement. Students' Perspectives and Empowerment. E-learning & Social Media: Technology in the 21st Century Education, IAP, Information Age Publishing, Charlotte NC.
ABSTRACT:
In recent years, interest in the potential of social media and social networking sites for young people's participation in public spaces has gained momentum. These media have been seen as adequate to support the development of participatory culture. However, some studies have questioned their participatory power and demonstrated that online participatory culture is still at an early stage. This chapter reports on a study involving 163 Italian youths with the aim of presenting the development of an instrument to evaluate participatory attitudes of teens (ePAAA, Assessing Adolescents' Attitudes towards e-Participation) and advance in our knowledge of how young people are appropriating social media. In the first part, the theoretical background is illustrated focusing on the different forms of participation and content creation, the notion of civic engagement and the role of social media. In the second part, the characteristics of the tool are described and the results of its administration are discussed, while considering its implications for education and citizenship. Indeed, since there are no deterministic links between social media usage and active engagement, the main conclusion of the chapter is that education, especially media education, should play a major role in supporting adolescents' civic engagement and empowerment.
KEYWORDS:
content creation; e-engagement; participation; social media; youth
Iodice, M., Ligorio, M.B. & Manca, S. (2015). Metaphors and online learning. Metaphor and Communication,
ABSTRACT:
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 discourse. 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 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.
KEYWORDS:
figurative language; metaphor; online learning
Grion, V. & Manca, S. (2015). Voci e silenzi in un'esperienza italiana di Student Voice. TD. Tecnologie didattiche, ISBN: 1970-061X.
D'Aprile, G., Loperfido, F. & Manca, S. (2015). Editoriale. TD. Tecnologie didattiche, ISBN: 1970-061X.
KEYWORDS:
invisibili; tecnologie
Ceregini, A, Ferlino, L., Persico, D. & Pozzi, F. (2014). Learning dynamics of the peer review: social, cognitive and teaching aspects. L. Gómez Chova, A. López Martínez, I. Candel Torres (eds), ICERI2014 Proceedings, 2591-2598. IATED Academy. ISBN: 978-84-617-2484-0 .
ABSTRACT:
This study analyses the benefits and drawbacks of the Peer Review (PR) technique as a way to structure student interactions during an online collaborative activity. The interactions that took place during a real-life PR activity were analysed according to an evaluation model, based on both quantitative and qualitative data. The results show that the PR is able to stimulate a rich and balanced collaborative process from the cognitive point of view, fostering people to express personal opinions and views, but also helping to share, exchange and negotiate them with others. Among the downsides, this technique confirms itself as demanding in terms of teaching effort required to manage it. The two main phases of the PR are also analysed and compared, and the results show that there are significant differences concerning some indicators in the three dimensions.
KEYWORDS:
Computer Supported Collaborative Learning (CSCL), peer review, collaborative techniques, online collaboration, evaluation, scripts
Caruso, G. & Ferlino, L. (2014). Imparare a scegliere gli applicativi utili per i DSA con Essediquadro, il servizio di documentazione sulle risorse digitali per l’apprendimento. XII Convegno sulla dislessia “Imparare: questo è il problema”, Sessione Poster, San Marino 19-20 settembre 2014,
Ferlino, L., Oliva, L. & Piemontese, E. (2014). Tutor si, tutor no: come attribuire il ruolo all’interno di una classe? L’esperienza nell’ambito di “Uno per tutor, tutor per uno” (Bando “A scuola di dislessia”, 2011/2012). XII Convegno sulla dislessia “Imparare: questo è il problema”, Sessione Poster, San Marino 19-20 settembre 2014,
Ferlino, L. (2014). Lingue antiche e moderne: il gioco di squadra per vincere i DSA (l'esperienza del progetto Vindis). Cardinaletti A., Genovese E., Ghidoni E., Guaraldi G., Santulli F. (a cura di), Dislessia e apprendimento delle Lingue. Aspetti linguistici, clinici e normativi, 147-166. Erickson. ISBN: 978-88-590-0668-8.
Trentin, G. (2014). Flussi di conoscenza e spazi ibridi di apprendimento. Educational Reflective Practices, 05-29. Franco Angeli. ISBN: 2240-7758. DOI: 10.3280/ERP2014-001001.
ABSTRACT:
Nel proporre agli studenti attività di gruppo tese a favorire l'apprendimento di gruppo all'interno di spazi ibridi di apprendimento, viene spesso da chiedersi quale sia il rapporto fra quantità di informazione e quantità di conoscenza che fluisce nell'interazione sia fra i membri del gruppo, sia con le fonti esterne di informazione e conoscenza. E ancora, quali fasi di processo collaborativo finalizzato allo sviluppo di un elaborato sono a più alto indice di flusso di conoscenza e quali invece a più alto indice di flusso di informazione. A queste domande ha cercato di dare una risposta l'esperimento descritto in questo articolo e che ha visto protagonisti un gruppo di 66 studenti universitari.
KEYWORDS:
spazi ibridi di apprendimento, flussi di conoscenza, didattica universitaria
Trentin, G. (2014). Formazione degli insegnanti: tra formale, informale e digitale. M.E. Cadeddu, Il CNR e la Scuola, 155-173. Pubblicazioni CNR. ISBN: 9788880801269.
ABSTRACT:
È ormai opinione diffusa che la Scuola debba assumere un ruolo chiave sia nell’educare le nuove generazioni ad un uso eticamente corretto e consapevole delle tecnologie della comunicazione, in particolare quelle legate al cosiddetto Web 2.0 e alla telefonia mobile, sia nel proporle come strumento in grado di potenziare lo studio e i processi di apprendi-mento individuali, estendendoli al di fuori del perimetro scolastico (fisico e istituzionale).
E la Scuola può oggi intraprendere questa missione capitalizzando le numerose esperienze che hanno già dimostrato come la pluralità di risorse messe a disposizione dal Web 2.0 sia in grado di aprire nuovi orizzonti pedagogici sull’uso didattico-formativo delle tecnologie di rete.
Ora, però, se è vero che i docenti rappresentano il motore propulsivo delle attività di in-segnamento-apprendimento che si sviluppano nella Scuola, è inevitabilmente a loro che in prima battuta andrebbe chiesto di fungere da agenti attivi nel dar vita a un processo di cambiamento della didattica (a partire, è evidente, dalla propria) che tenga conto della pluralità dei canali informativi e di interazione che gli studenti hanno quotidianamente a disposizione.
Si tratta di un compito di straordinaria rilevanza educativa ma che al tempo stesso implica un cambiamento sia del ruolo del docente sia del modo di organizzare la didattica. Un cambiamento che qualcuno non ha esitato a definire “epocale” e che richiede al docente di “imparare a insegnare” in una modalità diversa da quella con cui lei/lui, a suo tempo, è stato formato sia disciplinarmente sia al ruolo stesso di insegnante.
Ed è proprio per questo motivo che se si vuole diffondere conoscenze, competenze e cul-tura sull’uso didattico-educativo delle risorse 2.0, è necessario usare strumenti e approcci formativi dei docenti basati sulle stesse risorse e sulle stesse modalità con le quali esse possono poi essere didatticamente proposte agli studenti.
Quindi non più (o almeno non solo) interventi formativi di tipo formale (partecipazione a corsi in aula o a distanza) ma centrati soprattutto su processi di apprendimento informale che facciano leva sulle potenzialità del web nell’accedere e condividere informazioni, co-noscenze e buone pratiche attraverso la consultazione diretta delle fonti e l’interazione sociale in comunità di pratica online .
Non è un certo processo facile ma può riuscire, soprattutto se il docente è disposto a in-vestire tempo in una crescita professionale indirizzata al sintonizzarsi sui canali di comu-nicazione della propria utenza diretta (gli studenti) per sfruttarli poi a vantaggio del pro-cesso di insegnamento e supporto allo studio.
Questo evidentemente non può prescindere dal prendere confidenza con le nuove tecno-logie della comunicazione. E il primo passo in tal senso è in genere rappresentato non tanto dallo sforzo di comprendere come le stesse possano essere impiegate didatticamente (questo verrà acquisito in una fase successiva), quanto piuttosto come sfruttarle a suppor-to della propria crescita professionale (accesso ai saperi, partecipazione a comunità online o ad attività di formazione in cui si faccia uso degli stessi strumenti tecnologici, ecc.).
In questo contributo metteremo a fuoco alcuni di tali aspetti, contestualizzandone le pro-blematiche, cercando di capire come muta il ruolo del docente quando si introducono nuovi modi di gestire la comunicazione didattica e il flusso dei saperi appoggiandosi an-che (e ovviamente non solo) alle risorse 2.0. In altre parole sotto quali condizioni sia pos-sibile immaginare un passaggio dall’insegnamento tradizionale a un “insegnamento 2.0”.
KEYWORDS:
formazione insegnanti, formazione formale, apprendimento informale, apprendimento digitale
Trentin, G. (2014). Network-Based Continuing Medical Education: Social Media and Professional Development. G. Trentin, Nova Science Publishers Inc.. ISBN: 978-1-63117-346-2.
ABSTRACT:
Medical Education needs to be understood as a continuous process, where professional knowhow is an ever-changing synthesis of different types of knowledge, integrating experience, practice and rigorous scientific studies. This book will try to show: (1) how network and mobile technology foster and potentiate formal and informal learning processes in the CME context; b) what the possible role of professional social networks in the CME context is; c) how informal learning processes characterised by horizontal (peer-to-peer) knowledge flows can be integrated with more formal ones centred on vertical knowledge flows (i.e. flows from authoritative sources to potential users); d) how the learning achieved by informal processes can be assessed in order that credits can be awarded to it within the national CME framework.
Casanova, M. A., Dietze, S., Fetahu, B., Nejdl, W., Pereira, N. B. & Taibi, D. (2014). What's all the Data about? - Creating Structured Profiles of Linked Data on the Web. WWW Companion '14: Proceedings of the companion publication of the 23rd international conference on World wide web companion, ISBN: 978-1-4503-2745-9. DOI: 10.1145/2567948.2577334.
ABSTRACT:
The emergence of the Web of Data, in particular Linked Open Data (LOD) [1], has led to an abundance of data available on the Web. Data is shared as part of datasets, often containing inter-dataset links [6], mostly concentrated on established datasets, such as DBpedia. Datasets vary significantly with respect to represented resource types, currentness, coverage of topics and domains, size, used languages, coherence, accessibility [3] or general quality aspects. The challenges from such diversity are underlined by the limited reuse of datasets from the LOD Cloud, where reuse and linking often focus on well-known datasets like DBpedia. Therefore, descriptive and reliable metadata are paramount to enable targeted search, assessment and reuse of datasets. To address these issues and building up on earlier work [4], we propose an automated approach for creating structured profiles describing the topic coverage of individual datasets. The proposed approach considers a combination of sampling, topic extraction and topic ranking techniques. The sampling process is used to determine the best trade-off between scalability and profiling accuracy. Topic ranking is based on an adoption of graphical models PageRank, K-Step Markov, and HITS, which introduces prior knowledge into the computation of vertex importance [7]. Finally, the generated profiles are exposed as part of a public dataset based on the Vocabulary of Interlinked Datasets (VoID)and the newly introduced vocabulary of links (VoL) which describes the degree of relatedness between datasets and topics.
Adamou, A., D'Aquin, M., Dietze, S., Marenzi, I., Taibi, D. & Zerr, S. (2014). Towards Analytics and Collaborative Exploration of Social and linked Media for Technology-Enchanced Learning Scenarios.
ABSTRACT:
Social Web applications such as "Flickr", "Youtube" and "Slideshare" over a vast body of multimedial knowledge, discoverable through the appropriate search interfaces and API's. This extensive information source, however, is largely unstructured and the available metadata is typically limited to title, tags and description for a resource. On the other hand, Linked Web Data is both structured and well described through a variety of metadata. Combining those sources opens promising direction for knowledge discovery and, at the same time, new challenges for collaborative searching in various Technology-Enchanced Learning Scenarios. In this paper, we explore how to support (collaborative) search in such scenarios through an initial analysis of the Web data landscape and introduce early results from e orts on exploiting Linked Data techniques to solve critical issues in this context.
D'Aquin, M., Dietze, S., Drachsler, H., Herder, E. & Taibi, D. (2014). The learning analytics & knowledge (LAK) data challenge 2014. ICPS: ACM International Conference Proceeding Series, 289-290. ACM Press, New York. DOI: 10.1145/2567574.2567630.
ABSTRACT:
The LAK Data Challenge 2014 continues the research efforts of the second edition by stimulating research on the evolving fields Learning Analytics (LA) and Educational Data Mining (EDM). Building on a series of activities of the LinkedUp project, the challenge aims to generate new insights and analysis on the LA & EDM disciplines and is supported through the LAK Dataset - A unique corpus of LA & EDM literature, exposed in structured and machine-readable formats. Copyright © 2014 by the Association for Computing Machinery, Inc.
KEYWORDS:
Data mining; Learning Analytics; Linked Data; Visualization
Manca, S. & Ranieri, M. (2014). Teachers' professional development in online social networking sites. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014, 2160-2165. AACE, Association for the advancement of computing in education, Norfolk, Va..
ABSTRACT:
Social media and social networking sites are progressively gaining attention also in relation to professional development and life-long learning for school and academic teachers and staff. In particular, social media and social networking sites are emerging as places in which to cultivate different forms of social capital, bridging and bonding, that facilitate coordination and cooperation for mutual benefit, as well as exchange of resources, personal and professional relationships and implications for psychological well-being. The paper presents some conceptual reflections about the value of these tools for school and academic teachers' professional development. Moreover, two examples related to some Facebook groups for teachers and to the adoption of social networking sites for personal and professional use by Italian university scholars will be presented. The paper concludes with some considerations about the current limited adoption among extensive audiences and envisages future research directions.
KEYWORDS:
Facebook; professional development; social networks; teachers
Manca, S. & Ranieri, M. (2014). Social media in higher education. How Italian academic scholars are using or not using Web 2.0 tools in their personal, teaching and professional practices. Proceedings of Sirem-Siel 2014,
ABSTRACT:
The paper reports the main results of a survey addressed to Italian academic scholars with the aim of researching how the latter use Social Media tools for personal, teaching and professional purposes. The survey, which was adapted and translated from a previous questionnaire, was administered to the entire Italian university scholar population and obtained a rate of response of 10.5%, corresponding to 6,139. The study has specifically investigated how university teachers use these tools in their teaching practices and eventual obstacles that may hinder their adoption. Results show that Social Media use is still rather limited and restricted and that teachers mostly prefer traditional forms of teaching, mainly face-to-face based, to collaborative and distributed practices. Overall the results emphasize ambivalent attitudes towards benefits and challenges of these tools in the context of higher education as already pointed out by the literature.
KEYWORDS:
Higher education; personal use; professional use; social media; teaching use
Casanova, M. A., Dietze, S., Herrera, J., Lopes, G. R., Pereira, N. B. & Taibi, D. (2014). SCS Connector - Quantifying and Visualising Semantic Paths Between Entity Pairs. Lecture notes in computer science, 8798, 461-466. Springer, Berlin. ISBN: 978-3-319-11954-0. DOI: 10.1007/978-3-319-11955-7_67.
ABSTRACT:
A key challenge of the Semantic Web lies in the creation of semantic links between Web resources. The creation of links serves as a mean to semantically enrich Web resources, connecting disparate information sources and facilitating data reuse and sharing. As the amount of data on the Web is ever increasing, automated methods to unveil links between Web resources are required. In this paper, we introduce a tool, called SCS Connector, that assists users to uncover links between entity pairs within and across datasets. SCS Connector provides a Web-based user interface and a RESTful API that enable users to interactively visualise and analyse paths between an entity pair (ei, ej) through known links that can reveal meaningful relationships between (ei, ej) according to a semantic connectivity score (SCS).
KEYWORDS:
Graph visualisation; Relationship discovery; Semantic associations; Semantic connectivity score; Semantic UI
Persico, D. & Raffaghelli, J. E. (2014). Methodological Issues in Research on MOOCs. Proceedings of the 13th European Conference on e-Learning (ECEL 2014), 412-421. Academic Conferences and Publishing International Limited, Reading. ISBN: 978-1-910309-69-8.
ABSTRACT:
The raise of attention to the relatively new phenomenon of MOOCs has put them at the cutting edge of the debate on networked teaching and learning. Research on MOOCs seems to have overcome the exploratory phase, and is approaching a consolidation of themes and objectives. However, little attention has been paid to methodological issues in MOOCs research. Furthermore, the methodological approaches most widely adopted in this area could cast out conclusions, which should be reconsidered either from a critical theoretical point of view, or from studies of empirical replication. In this paper the authors have reviewed fifty-seven journal articles on MOOCs in order to analyze the methodological approaches most commonly adopted in this field of research. The results have been initially grouped, taking into consideration the traditional methodological classification: quantitative, qualitative, mixed-methods, design-based research, literature review, theoretical contribution. Furthermore, the methods adopted within the above mentioned approaches have been considered. In order to deepen on the understanding about the methodological approaches, the conceptual model "full cycle of educational research", with its seven phases has been adopted to classify the several articles reviewed. On these basis, the authors analyze the "methodological trends" within the field of MOOCs. The purpose is to show gaps and criticalities as well as to suggest future directions for selecting methodological approaches in the field of MOOCs research.
KEYWORDS:
educational research; methodological approach; MOOC; trends
Dettori, G. (2014). Interacting to learn in the age of social technology.
ABSTRACT:
Interaction and collaboration with peers are widely recognized to stimulate cognitive development and to favour the acquisition and organization of new knowledge. Its actual exploitation to support (formal and informal) learning has now more than ever a chance to be successfully realized thanks to the wide development of technology which allows people to communicate as well as to share information, materials, ideas and reflections, in a variety of ways and formats. In this paper, I will take into consideration four different cases of technology potentially supporting learning through interaction.
KEYWORDS:
interaction; learning; online learning; Social technology
Giglio, A. (2014). FLIPPING CLASSROOM: SOME EXPERIMENTS WITH UNIVERSITY AND K-12 CLASSES. EDULEARN 14 Proceedings, International Association of Technology, Education and Development (IATED) Academy, www.iated.org. ISBN: 978-84-617-0557-3.
ABSTRACT:
The Net, Web 2.0 and the new technologies and tools allow us to be constantly online, suggesting new paradigms that involve aspect of sociology and communication; in fact, learning methodology, as well, is affected by this wind of change. Flipped classroom methodology (Bergmann & Sams, 2012a) is currently riding the wave of success in Higher Education and Distance Learning: it consists in a sort of an "upside down" way of teaching, comparing to the "traditional" one, where the student is personally involved into the learning process by giving him/her the responsibility of researching, comparing, contrasting concepts and ideas. The student takes an active role during the lesson in class and at home, when s/he prepares some material that can be useful for the lesson time (Maglioni & Biscaro, 2014). Moreover, the method promotes an extreme individualization of the learning process since the student is able to choose his/her personal rhythm of learning and his/her style of knowledge acquisition, pointing the accent on the well-known (and sometimes abused) Gardner's Multiple Intelligences Theory (Gardner, 1983). In this contribution, an experimental session of language lessons will be presented. Since the "flipped classroom" method seems to fit the way of teaching and learning a second language, we will present the structure, methodology, technical tools and initial results of two different educational contexts: a university, online context of Italian for foreigner courses at beginner and false beginner levels, and a K12, absolute beginner, Italian for foreigner course. Such results will endorse a deeper reflection on how the method can be applied in K12 and Higher Education and will suggest some future developments.
KEYWORDS:
flipped learning; K-12 education; Technology Enhanced Learning
Dietze, S., Fetahu, B., Fulantelli, A. & Taibi, D. (2014). Exploring type-specific topic profiles of datasets: a demo for educational linked data. Proceedings of the ISWC 2014 Posters & Demonstrations Track a track within the 13th International Semantic Web Conference, ISWC 2014, Riva del Garda, Italy, October 21, 2014., 353-356.
ABSTRACT:
This demo presents the dataset profile explorer which provides a resource type-specific view on categories associated with available datasets in the Linked Data cloud, in particular the ones of educational relevance. Our work utilises type mappings with dataset topic profiles to provide a type-specific view on datasets and their categorisation with respect to topics, i.e. DBpedia categories. Categories associated with each dataset are shown in an interactive graph, generated for the specific profiles only, allowing for more representative and meaning-ful classification and exploration of datasets.
KEYWORDS:
Dataset profile; Linked Data Explorer; Linked Data for Education
Cucchiara, S., Giglio, A., Persico, D., Raffaghelli, J. E. & Valla, S. (2014). EXPLORING RESEARCHERS' DISCOURSES ABOUT PRODUCING, DISSEMINATING AND EVALUATING SCIENTIFIC INFORMATION ON THE WEB. THE CASE OF BIOMEDICAL SCIENCES.. EDULEARN 14 Proceedings, 1701-1711. International Association of Technology, Education and Development (IATED) Academy, www.iated.org. ISBN: 978-84-617-0557-3.
ABSTRACT:
The developments of the Web and the movements towards openness in education and science are leading to new professional practices and ways of experience the academic profession, a phenomenon that has been denominated "Digital Scholarship". However, the research in the field is still to be considered fragmentary and at its infancy. This entails limitations to the assumptions that require further research and narrowing down the focus on disciplines as well as phases of professional life. In this sense the exploratory studies could bring some light on the areas that should be covered with future research on this emerging phenomenon. Taking into account this situation we implemented a set of non-structured interviews with a group of 7 researchers and 3 librarians coming from the field of the Life Sciences and Medicine in the Italian context, in order to explore how the main dimensions of the Digital Scholarship, defined as the production, dissemination and evaluation of scientific information with the adoption of web tools, are experienced in this group. The initial results show that the group of researchers and librarians considered are using partially many of the potential useful tools offered on the Web; therefore, their professional discourses are mostly linked to traditional practices and concepts rather than to the idea of Digital Scholarship. We conclude with some remarks regarding the reasons preventing the engagement of researchers in the biomedical sector to participate in professional practices aligning with the concept of Digital Scholarship, aiming at open to further debate and research.
KEYWORDS:
Digital Scholarship; professional practices; scientific information; web tools.
Arrigo, M., Fulantelli, A. & Taibi, D. (2014). Exploiting Linked Data for supporting mobile learning experiences.
ABSTRACT:
The evolution of mobile technologies in the last few years has radically changed the way and places in which people can get access to information. This transformation has influenced several contexts from business to everyday life activities. It is more and more common to see "digital natives" using their smartphone when they are walking around the city or waiting at the bus stop. Guessing what they are doing with their smartphone is not easy: are they gaming? Are they browsing Internet pages or checking their profile in their favorite social network? Recent statistics highlight the number of young people using their mobile devices for learning is growing. This is an important indicator which shows that mobile learning is ready to move from the research labs and experimental phase (which in almost 10 years have highlighted the educational potentials of mobile devices) towards a mature phase where students and, above all, teachers, will consider it as a learning methodology which complements, supports, enriches and sometimes substitutes more traditional learning strategies. A further step towards this transition is related to the advances in the technological development of mobile devices in the last decade, which have made it possible the commercial availability of smartphones with good computation capabilities , which are getting more and more popular amongst young people. Through the support of a smartphone, a walk around a city can turn into an opportunity for learning and it is not necessary to organize it in advance, as teachers use to do in traditional school trips. Indeed, the most popular mobile stores already include, in their catalogs, several applications providing specific information about hundreds of cities in the world. This information can be used to support the visit of a city successfully, but the scope of these applications rarely extend beyond their use as tourist guide. Specifically to their educational use, the information provided by these applications is usually extracted from proprietary data source, and cannot be easily customized to be really suitable for learning settings. Consequently, teachers wishing to organize learning experiences around the city have to prepare learning content in advance, and maintain it during the whole lifespan of the application. In this abstract, we present MeLOD, a mobile learning environment, which exploits the huge amount of dataset in the Linked Open Data (LOD) cloud to overcome the previous issues, by providing contextualized updated information based on students' location. The position of the student sent by the mobile device is used to interlink Geonames, DBpedia and Europeana datasets to provide information about all the interesting cultural heritage sites close to the student. Moreover, students social activities like voting and commenting are used to enhance the knowledge base of the environment and to provide recommendations for next students' visits. A prototype of the MeLOD mobile application has been developed for iOS devices and it is available for free on the Apple Store. More information about the environment are available at: http://melod.pa.itd.cnr.it/ The MeLOD environment is composed by two main modules: a mobile application, with a friendly user interface, that shows the information to the students during their visit, and a set of web services that elaborate the requests coming from the mobile application to provide interlinked information from different open datasets. The main datasets exploited by the MeLOD environment are (at the time of writing) three: DBpedia, Geonames and Europeana. Moreover, in the last few years, many municipalities, in the world in general and in Italy in particular, are releasing their data as Open Data. For instance the municipality of Palermo has already released the data about historical buildings in open format. These data contain information related to opening hours, entrance costs, closing day, and other information under the responsibility of the municipality, thus this data can be really useful to enhance the description already available on the datasets of the LOD cloud (such as DBpedia and Europeana). The MeLOD environment have been designed with the aim of: - providing support for personalized learning experiences. In particular, users of the MeLOD environment can select their preferences related to language, categories of interest and preferred media type. It is important to highlight that the content is not prepared in advance in several languages but the increasingly number of translation of the DBpedia ontology are exploited to provide localized content according to the language selected by the user. Users can select their preferred topic categories from a list retrieved from the main topic classifications of the DBpedia category graph, some examples of categories are: Education, Geography, History, Arts and Life. Finally, users can select their settings related to the preferred media type. In this way they can decide to receive contents in different formats (only text, text and images, all multimedia formats) depending on the technical capabilities of their device or the reliability of the network (GPRS, 3G, Wi-fi). - providing geo-located information depending on the mobile learners localization by exploiting the Linked Open Data capabilities. In particular, MeLOD uses the services of the GeoNames API to establish whether Wikipedia pages concerning cultural heritage sites are physically located nearby the user position. The list of these Wikipedia entries is used to access the corresponding resource on the DBpedia ontology, so that the structured format of the DBpedia ontology can be exploited to improve the information delivered to the users. - supporting social learning activities making explicit the ties between the profile of the users and their interaction with other users and the content they access. In particular the social activities of voting and commenting performed by users during a visit of the city have been taken into consideration. These activities are used to feed new knowledge into the student profile. Data regarding the cultural heritage visited by each user, the educational materials accessed by him/her, the votes and comments published by the learners, in relation to the time when and location in which every single activity takes places provide feedback to the learners and teachers, and can activate recommender system based on users preferences.
Ravicchio, F., Repetto, M. & Trentin, G. (2014). Educating the Educators in Homebound Training Aimed at Work Inclusion: the Evaluation Model. Proceedings of ICETC14, IEEE International Conference on Education Technologies and Computers, 36-43. ISBN: 978-1-4799-6247-1.
ABSTRACT:
Subjects with physical and sensory disabilities are frequently alienated from the social and production contexts. This type of alienation may lead to the worsening of the disabled subjects' health conditions and an impoverishment of their human relations, which in turn might cause identity crises and a tendency to greater dependence on others, culminating in loss of inclination and ability to learn new skills. Since 2013, the SCINTILLA project of the Liguria Region (Italy) has set out to study how information and communication technology can be used to support work inclusion processes for subjects with congenital or acquired physical disabilities which make it difficult for them to move around (hence the common definition "Homebound"). This paper will deal with one of the key aspects of the project, i.e. how to educate the educators whose task is to train and accompany young homebound subjects with serious physical disabilities in the process of work inclusion. The specific aim of the paper is to describe the assessment model adopted by SCINTILLA for the training programme, which is inspired by Kirkpatrick's four-level evaluation model. It will thus describe (a) the training programme conceived for educators called upon to train homebound subjects for insertion into companies with the "smart work" approach; and (b) the model worked out for evaluation of the above training programme, a sort of transversal model comprising formal, non-formal and informal learning dimensions.
KEYWORDS:
educators training; online training; smart work; vocational training; work inclusion
Benigno, V., Caruso, G., Ravicchio, F., Repetto, M. & Trentin, G. (2014). Do BYOD (Bring Your Own Device) technologies support inclusive virtual classrooms?. Proceedings of ICERI14, 7th International Conference of Education, Research and Innovation, 6239-6248. International Association of Technology, Education and Development (IATED) Academy, www.iated.org. ISBN: 978-84-617-2484-0.
ABSTRACT:
School represents the natural place of growth not only for the amount of information that it is able to convey, but even also because this it is a social place environment in which students acquire rules, habits and self-confidence, and learn to manage conflicts and to cooperate. In this situation, Web 2.0 and the creation of a virtual classroom can ensure the right to education while fulfilling the need for continuity and normality, decreasing the risk of interference with individual development, isolation and social and cognitive implosion. An experimental triennial project named TRIS (Network Technologies and Socio-educational Inclusion) is underway within this framework, aimed at experimenting innovative technological and methodological solutions for the educational inclusion of homebound students. In this paper we explore how, on the basis of a model of inclusion crossing three dimensions (technological equipment, BYOD adoption and teaching approach), an inclusive educational process was promoted before the beginning of the experimentation.
KEYWORDS:
BYOD; E-inclusion; Homebound students
Bottino, R.M. & Chioccariello, A. (2014). Computational Thinking: videogames, educational robotics, and other powerful ideas to think with. KEYCIT - Key Competencies in Informatics and ICT, 184-189. University of Potsdam, Potsdam.
ABSTRACT:
Digital technology has radically changed the way people work in industry, finance, services, media and commerce. Informatics has contributed to the scientific and technological development of our society in general and to the digital revolution in particular. Computational thinking is the term indicating the key ideas of this discipline that might be included in the key competences underlying the curriculum of compulsory education. The educational potential of informatics has a history dating back to the sixties. In this article, we briefly revisit this history looking for lessons learned. In particular, we focus on experiences of teaching and learning programming. However, computational thinking is more than coding. It is a way of thinking and practicing interactive dynamic modeling with computers. We advocate that learners can practice computational thinking in playful contexts where they can develop personal projects, for example building videogames and/or robots, share and discuss their construction with others. In our view, this approach allows an integration of computational thinking in the K-12 curriculum across disciplines.
KEYWORDS:
Computational thinking; informatics education; programming in context
Casanova, M. A., Dietze, S., Fetahu, B., Nejdl, W., Pereira, N. B. & Taibi, D. (2014). A scalable approach for efficiently generating structured dataset topic profiles. Lecture notes in computer science, 8465 LNCS, 519-534. Springer, Berlin. ISBN: 9783319074429. DOI: 10.1007/978-3-319-07443-6_35.
ABSTRACT:
The increasing adoption of Linked Data principles has led to an abundance of datasets on the Web. However, take-up and reuse is hindered by the lack of descriptive information about the nature of the data, such as their topic coverage, dynamics or evolution. To address this issue, we propose an approach for creating linked dataset profiles. A profile consists of structured dataset metadata describing topics and their relevance. Profiles are generated through the configuration of techniques for resource sampling from datasets, topic extraction from reference datasets and their ranking based on graphical models. To enable a good trade-off between scalability and accuracy of generated profiles, appropriate parameters are determined experimentally. Our evaluation considers topic profiles for all accessible datasets from the Linked Open Data cloud. The results show that our approach generates accurate profiles even with comparably small sample sizes (10%) and outperforms established topic modelling approaches.
KEYWORDS:
Linked Data; Metadata; Profiling; Vocabulary of Links
Allegra, M., Gentile, M., Pipitone, V. & Seta, L. (2014). A Model to explain Italian regional differences in PISA 2009 outcomes. Procedia: social & behavioral sciences, 185-189. Elsevier, Oxford. DOI: 10.1016/j.sbspro.2014.07.384.
ABSTRACT:
The main aim of this paper is to propose a model, which can explain Italian regional variability in the PISA 2009 data. In the literature, many models have studied the impact on the PISA scores of individual variables, often related to gender, socio-economic status, and motivational factors. In some cases, other variables have been introduced to take account of particular school characteristics, such as the mean socio-economic level of the families of children attending a school, equipment and resource distribution, and so on. These approaches are largely inadequate to explain the variability among Italian regions. In fact, these regions exhibit many differences both in their labour market structures and in individual educational levels. This model is able to explain much of the region-to-region variability. The results pinpoint attention on the relationships between the labour market structure and the individual decisional processes, as well as on the quality of the educational system.
KEYWORDS:
educational achievement; PISA OCSE; regional differences
Bottino, R.M. (2014). Which Perspectives Can Drive the Analysis of Technology-Enhanced Learning Environments?. Educational Technology Use and Design for Improved Learning Opportunities, 172-184. IGI Global, Hershey. ISBN: 9781466661028.
ABSTRACT:
Due to its interdisciplinary nature, educational technology research is characterized by approaches, models, and methodologies that derive from a number of different research traditions, disciplines, and approaches. Thus, the numerous research studies in this sector are characterized by a wide range of paradigms and methodologies that needs some overarching notion to be framed and understood. In this chapter, specific reference has been made to the notion of perspective. On the basis of this notion, a framework has been sketched to help make explicit the interplay between perspectives and elements that characterize technology-based learning environments. Such framework has been exemplified consider - ing two research projects carried out at the Institute of Educational Technology of the Italian National Research Council
KEYWORDS:
learning environment; research; Technology Enhanced Learning
Trentin, G. (2014). Instructional Design e Didattica in Rete. I. Fratter, E. Jafrancesco , Guida alla formazione del docente di lingue all'uso delle TIC, 57-81. Aracne, Roma. ISBN: 978-88-548-7675-0.
ABSTRACT:
L'nteresse del mondo dell'?struzione sull'uso didattico delle tecnologie informatiche e della comunicazione (ICT) è in costante crescita. Si tratta però di una crescita caotica, spesso caratterizzata da un uso delle ICT più come strumento distributivo-gestionale che come risorsa in grado di favorire una reale innovazione didattico-metodologica. L'effetto che ne deriva è un progressivo ampliamento del solco che separa l'evoluzione delle metodiche del cosiddetto Web-Enhanced Learning (WEL) , dalla capacità di utilizzarle efficacemente nei processi di insegnamento/apprendimento. Per poter far fronte a questa situazione si sente quindi il bisogno di azioni informative e formative sui temi del WEL, indirizzate ai docenti, in modo da far comprendere come, attraverso l'uso delle nuove tecnologie, sia possibile favorire una diversa dimensioni partecipativa del singolo studente, fatta di flessibilizzazione di tempi e percorsi, di interazione col docente e/o in gruppo di apprendimento, di integrazione fra momenti d'aula, studio individuale ed e-learning. Non si tratta indubbiamente di un passaggio semplice ed è per questo che ai docenti vanno proposti strumenti operativi in grado di aiutare il rinnovamento del modo di far didattica alla luce degli stimoli sempre più pressanti che provengono dal "consumo" quotidiano di tecnologia da parte dei propri studenti. Fra tali strumenti non può mancare una metodologia di Instructional Design, anche semplificata. Vediamo perché. I docenti, per così dire, "disciplinaristi", raramente hanno occasione di entrare in contatto con (e/o approfondire) metodologie di progettazione didattica . La loro pedagogia è, in molti casi, "spontanea", legata cioè all'esperienza diretta, prima di studenti poi di docenti e, anno dopo anno, la affinano nel gestire il processo di insegnamento/apprendimento. Ma se nella didattica d'aula tale "spontaneità" può anche essere ammessa, nell'adottare strategie WEL, il docente non può prescindere dall'acquisire delle nozioni base di Instructional Design (ID) e questo indipendentemente dall'approccio WEL che si intende usare. Nel WEL, infatti, è essenziale pianificare, per ciascun obiettivo formativo dichiarato, la strategia didattica più efficace per raggiungerlo con l'ausilio delle tecnologie. Ovviamente nell'adottare strategie WEL al docente non si chiede di diventare un instructional designer ma di continuare a ricoprire prioritariamente il ruolo di esperto disciplinare e di didattica della specifica disciplina. Tuttavia l'acquisizione da parte sua della filosofia generale dell'ID e degli annessi elementi chiave, rappresenta la conditio sine qua non per dar senso e organizzazione all'uso strutturato e consapevole delle web come strumento in grado di potenziare e migliorare il processo di insegnamento-apprendimento. Scopo di questo contributo sarà proprio quello di illustrare un possibile approccio all'ID già proposto in diverse iniziative di formazione dei docenti al WEL. Le indicazioni che seguono non hanno assolutamente la pretesa di fornire un paradigma di riferimento per l'?nstructional design di corsi in rete (o delle parti online di un corso blended), quanto piuttosto offrire spunti di riflessione sugli elementi chiave del processo legato alla loro progettazione.
KEYWORDS:
instructional design, didattica universitaria
Manca, S., Persico, D. & Pozzi, F. (2014). Innovation and sustainability in higher education: lessons learnt from the case study of an online university. Information Technology and Open Source: Applications for Education, Innovation, and Sustainability, 35-52. Springer, Heidelberg. ISBN: 978-3-642-54337-1.
ABSTRACT:
The need for higher educational systems to undergo a radical process of innovation is recognized worldwide, but how such a process has to be triggered, managed and sustained is far from being fixed. The paper illustrates the case study of a small Italian online university where a number of actions (i.e. a preliminary analysis of the existing system, the development of a new platform, a training course addressed to teachers and staff, a pilot test of the new system) were carried out to make technological and methodological innovation proceed hand in hand and to drive innovation towards a higher quality of teaching and learning experience. The paper describes context, method and outcomes of the approach adopted and then discusses its strengths and weaknesses.
KEYWORDS:
Higher education; innovation; online university; Sustainability; Technology Acceptance Model
Cerone, A. & Persico, D. (2014). Innovation and sustainability in Education. Information Technology and Open Source: Applications for Education, Innovation, and Sustainability, 7991, 3-16. Springer, Heidelberg. ISBN: 978-3-642-54337-1.
ABSTRACT:
This paper aims at proposing a founding manifesto for the International Symposia on Innovation and Sustainability in Education (InSuEdu). We analyze two possible interpretations of Innovation and Sustainability in Education: (1) sustainability of methodological and technological innovation processes in education, and (2) creation and implementation of innovation processes that can make education a key driver in sustainable development. After a discussion of these two interpretations we briefly visit the ten contributions to the 1st International Symposium on Innovation and Sustainability in Education and show how the solutions they propose address one or both of these interpretations.
KEYWORDS:
Educational innovation; sustainability in education; sustainable development
Trentin, G. (2014). Informal learning and knowledge flow in CME: the facilitating role of graphic knowledge representation in social interaction. G. Trentin, Network-Based Continuing Medical Education: Social Media and Professional Development, 57-87. Nova Science, Hauppauge. ISBN: 978-1-63117-346-2.
ABSTRACT:
Early approaches to knowledge management focused on knowledge as a thing, because in those days technology focused on codification, but neglected the flow aspects. Knowledge flows along existing pathways in organizations. If we want to understand how to improve the knowledge flow (KF), we need to understand those pathways (Prusak, 2003) . This is a key aspect, and it has stimulated the reflections in this chapter as to how Graphic Knowledge Representations (GKR) can support, foster and enhance knowledge sharing and development processes in CME, through the activation of non-formal and informal knowledge flow dynamics. The chapter discusses the results of an experimentation with graphic approaches to knowledge representation during informal learning processes based on problem-solving in the healthcare sector. The tools chosen for the experimentation were concept mapping and Petri Nets, developed collaboratively online with the aid of the CMapTool and WoPeD graphic applications. Our specific aim was to analyse and discuss their actual usability and effectiveness in fostering social interaction, knowledge-sharing and information exchange during a process designed to study a specific professional problem. We will do this step by step, and will begin by proposing a graphic representation of the different facets of the learning process, differentiating them into formal, non-formal and informal and also into intentional and incidental. Thus, the informal component and its relationship with the horizontal knowledge flows which are typical of social interactions, will be identified. Finally, the above-mentioned experimental cases will be described and the results deriving from them will be discussed.
KEYWORDS:
informal learning, knowledge flow, cme
Bottino, R.M. (2014). ICT as a Catalyst of Innovation - Opportunities and Critical Issues in Italy's Strategy for Digital Schools. ICT in Education in Global Context - Emerging Trends Report 2013-2014, 3-18. Springer-Verlag, Berlin Heidelberg. ISBN: 978-3-662-43926-5. DOI: 10.1007/978-3-662-43927-2_1.
ABSTRACT:
Research in educational technology has revealed that technology can be an important resource for the quality of teaching and learning processes both for the learning of disciplinary contents and for the acquisition of transversal cognitive competencies. However, many research studies have also demonstrated that new technologies only have an impact on teaching and learning processes if there is co-evolution of ICT and schooling. This co-evolution should entail novel educational strategies, pedagogical activities, and roles in which teachers and students are both actively involved, as well as development of educational institutions' general organization and policies. Change at this level is extremely challenging; it involves numerous changes in educational practices and resources, as well as in educational policies. Countries throughout the world have established different national strategies for integrating ICT in their schools. This paper examines the situation in Italy, focussing in particular on the national plan for digital schools and on some of the different projects that have been launched under this umbrella. The paper reports some of the initial outcomes of the plan, which is presently underway, and looks at some of its strengths and weaknesses taking into account a review of this plan made recently by OECD. A few exemplary experiences carried out in recent years are also discussed with the aim of identifying positive indications and possible interesting developments.
KEYWORDS:
Digital schools; ICT policies in education; Learning environments; School innovation; Technology-enhanced learning
Joubert, M., Persico, D. & Pozzi, F. (2014). GCP1: Open Collaboration in Formal Education. Grand Challenges in Technology Enhanced Learning, Outcomes of the 3rd Alpine Rendez-Vous, 19, 3-5. Springer, Heidelberg. ISBN: 978-3-319-01666-5.
ABSTRACT:
It is generally recognized that, although online collaboration between learners has the potential to contribute to learning, teachers and learners do not fully appropriate the potential of this sort of activity (Reeves et al. 2004). Many innovations within this area have been developed and used in a variety of situations, but the online collaboration is not often sustained and learners frequently engage in the collaborative activity only to the extent that is required by the task or activity they are set. Take up is lower than hoped for. At the same time, there is evidence that many learners use social networking tools in their everyday lives, and there is a question within this research area related to ways in which formal education can draw on the power of social networking in order to optimise online collaborative activity for learning. This contribution tries to identify the challenges for Technology Enhanced Learning in this context, based on the outcomes of a workshop that took place at the Third Alpine rendez-vous entitled "Structuring online collaboration through 3Ts: Task, Time and Teams".
KEYWORDS:
Collaboration; CSCL; Task; Teams; Technology; Time
Manca, S. & Ranieri, M. (2014). Does Facebook Provide Educational Value? An Overview of Theoretical and Empirical Advancements of Affordances and Critical Issues. The Social Classroom: Integrating Social Network Use in Education, 312-338. IGI Global, Hershey. ISBN: 9781466649040.
ABSTRACT:
Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.
KEYWORDS:
Facebook; formal learning; informal learning; review; social network
Augello, A., Gentile, M., Pilato, G. & Vassallo, G. (2014). A geometric algebra based distributional model to encode sentences semantics. 515, 101-114. ISBN: 9783642406201.
ABSTRACT:
Word space models are used to encode the semantics of natural language elements by means of high dimensional vectors [23]. Latent Semantic Analysis (LSA) methodology [15] is well known and widely used for its generalization properties. Despite of its good performance in several applications, the model induced by LSA ignores dynamic changes in sentences meaning that depend on the order of the words, because it is based on a bag of words analysis. In this chapter we present a technique that exploits LSA-based semantic spaces and geometric algebra in order to obtain a sub-symbolic encoding of sentences taking into account the words sequence in the sentence. © 2014 Springer-Verlag Berlin Heidelberg.
KEYWORDS:
Clifford algebra; Semantic spaces; Sentences encoding
Arrigo, M., Fulantelli, A. & Taibi, D. (2014). A framework to support educational decision making in mobile learning. Computers in human behavior, ISBN: 0747-5632. DOI: 10.1016/j.chb.2014.05.045.
ABSTRACT:
Learning Analytics in Mobile Learning is a challenging research topic, due to the distinguishing features of mobile learning. In fact, mobile learning is characterized by the learners' mobility, the possibility of having localized data and information, the large amount of data that can be collected during a learning session, the affordances provided by the technologies and the social dynamics that characterize the context in which learning takes place. As a consequence, Learning Analytics in mobile learning requires original methodological approaches which enrich techniques already tested in different learning contexts (e.g., in Virtual Learning Environments) with specific strategies to deal with the complexity of mobile learning and manage the corresponding datasets. This paper presents a task-interaction framework to support educational decision-making in mobile learning. The framework is based on the relationships between the different types of interactions occurring in a mobile learning activity and the tasks which are pedagogically relevant for the learning activity. A case study has been designed to demonstrate the application of the task-interaction framework to learning scenarios based on the use of mobile devices. © 2014 Elsevier Ltd. All rights reserved.
KEYWORDS:
Educational decision making; Learning Analytics; Linked Open Data; Mobile Learning; Semantic Web
Allegra, M., Dal Grande, V., Gentile, M., La Guardia, D. & Ottaviano, S. (2014). A Game Based Learning Model for Entrepreneurship Education. Procedia: social & behavioral sciences, 195-199. ISBN: 1877-0428. DOI: 10.1016/j.sbspro.2014.05.034.
ABSTRACT:
Entrepreneurship Education aims to help students acquire skills and knowledge that are crucial for the development of an entrepreneurial mindset. The article describes a blended model based on the use of a serious game within the framework of the EU-funded project I can ... I cannot ... I go!" Rev. 2 (PNPV project). The learning model and the serious game was designed in order to build a learning space that fosters learner's entrepreneurial mindset through experiential learning.
KEYWORDS:
Entrepreneurship Education; Experiential Learning; Game Based Learning; Serious Game
Antonaci, A., Bellotti, F., Berta, R., Dagnino, F.M., De Gloria, A., Lavagnino, E., Mayer, I., Ott, M., Romero, M. & Usart, M. (2014). A gamified collaborative course in entrepreneurship: Focus on objectives and tools. Computers in human behavior, ISBN: 0747-5632. DOI: 10.1016/j.chb.2014.11.082.
ABSTRACT:
The paper deals with the hot issue of entrepreneurship education and describes the rationale behind the gamified and collaborative courses for university students conceived, developed and deployed in the framework of the eSG (stimulating entrepreneurship through Serious Games) project, funded under the EU lifelong learning (LLP) Programme. The project aims to help students becoming familiar, mainly through practice, with basic concepts of entrepreneurship and company management and to stimulate the emergence of their entrepreneurial attitudes. In the framework of the project specific courses mainly grounded on the concepts of gamification and collaboration were designed and carried out in three different partner countries: Italy, Spain and the Netherlands. The main objectives of the courses are presented in this paper and a theoretical model supporting the choice of Serious Games is shown which keeps into account usability, pedagogy and the entrepreneurship skills expressed by state of the art models.
KEYWORDS:
Collaboration; Entrepreneurship Education; Gamification; Higher education; Serious Games; Technology Enhanced Learning
Manca, S., Persico, D. & Pozzi, F. (2014). Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems. Computers in human behavior, 614-622. ISBN: 0747-5632. DOI: 10.1016/j.chb.2013.07.045.
ABSTRACT:
This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system's components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers' adoption of new tools and students' learning outcomes) have also been used to complement the data.
KEYWORDS:
) Tracking; Educational innovation; Evaluation Technology Acceptance Model (TAM; Keywords: E-learning; Learning outcomes
Allegra, M., Dal Grande, V., Gentile, M., La Guardia, D. & Ottaviano, S. (2014). An Agent Based Approach to designing Serious Game: the PNPV case study. International Journal of Serious Games, 23-33.
ABSTRACT:
Serious games are designed to train and educate learners, opening up new learning approaches like exploratory learning and situated cognition. Despite growing interest in these games, their design is still an artisan process. On the basis of experience in designing computer simulation, this paper proposes an agent-based approach to guide the design process of a serious game. The proposed methodology allows the designer to bring forward the assessment of educational effectiveness to the design phase and to strike the right equilibrium between educational effectiveness and entertainment, realism and complexity. To this end, an agent based approach is proposed because it provides the actors involved in designing the game with specific tools and guidelines for determining whether the proposed model is clear and comprehensible to the students. The design of the PNPVillage game is used as a case study. The PNPVillage game aims to introduce and foster an entrepreneurial mindset among young students. It was implemented within the framework of the European project "I can... I cannot... I go!" Rev.2
KEYWORDS:
Agent Based Social Simulation; Entrepreneurship Education; Serious Game Design
Trentin, G. (2014). Approaching hospital-bound/home-bound special education as an opportunity for innovation in teaching. Educational technology, 26-30. Educational Technology Publications. ISBN: 0013-1962.
ABSTRACT:
Paradoxically some "extreme" didactic needs, such as those of students who are unable to attend normal education regularly (e.g., hospitalized and/or homebound students), have shown themselves to be ideal for the development of a teaching style aimed at stimulating the active role of the student, at fostering a learning process based more on doing than on listening, hence in line with so-called "2.0 pedagogy". In this sense that special pedagogy can be considered as a potential crucible for educational innovation. Here follow, asfter a few considerations on the current relationship between technology and pedagogy, we will try to understand if and how it is possible to capitalize on the numerous individual experiences of hospital and home teachers, in order to foster innovation in teaching and teachers' professional development. Although the considerations in this article particularly refer to the author's direct experience in thecontext of hospital-/home-bound special education, it should be pointed out that numerous research projects in other special education contexts (e.g. cognitive, sensorial disability) also reach similar conclusions.
Trentin, G. (2014). Come trasformare un'esigenza estrema in una straordinaria opportunita' di innovazione didattica e crescita professionale per i docenti. TD. Tecnologie didattiche, 31-37. ISBN: 1970-061X.
ABSTRACT:
Le esperienze individuali derivanti da esigenze didattiche a volte "estreme", come quelle degli studenti che non possono frequentare regolarmente (se non del tutto) le lezioni, hanno fornito e continuano a fornire, al mondo della scuola e della ricerca, un contesto unico per una profonda riflessione su nuove forme di scolarizzazione e di insegnamento. Si pensi all'istruzione ospedaliera e/o domiciliare, vale a dire un insegnamento di tipo "aperto", che ignora la consueta dimensione spazio-temporale della classe, pur tuttavia garantendo quella dimensione sociale e comunicativa necessaria al pieno sviluppo del processo di insegnamento-apprendimento. È in questo senso che il contesto della didattica in situazioni estreme, dove tante sono le esperienze di inclusione socio-educativa centrata sull'uso di tecnologie della comunicazione, può essere considerato come potenziale crogiolo di innovazione didattica e crescita professionale per i docenti. Nella prima metà del contributo si cercherà di fare il punto sull'attuale rapporto fra tecnologia e pedagogia, sulla base del quale, nella seconda, si svilupperà una riflessione su come capitalizzare le numerose esperienze individuali di insegnanti ospedalieri e domiciliari, a vantaggio di una reale innovazione didattica estendibile al sistema-scuola.
Manca, S. (2014). Da Catfish a Her: quando le emozioni e i sentimenti viaggiano attraverso i bit. Media Education (Online, Gardolo), 151-165. ISBN: 2038-3010.
ABSTRACT:
L'ampia diffusione che i social network e le tecnologie di rete stanno avendo anche nella costruzione di relazioni online pone una serie di interrogativi sulla natura dei nostri rapporti affettivi e romantici, su cosa ci aspettiamo da questi e su come si ripercuotono nella nostra vita quotidiana. Attraverso due contributi della più recente cinematografia, Catfish (2010) e Her (2013), siamo invitati a riflettere su cosa significhi costruire un legame online con un altro essere umano o con una macchina dotata di intelligenza superiore. In uno scenario scevro da atteggiamenti tecnofili o tecnofobi, la riflessione sul ruolo che la tecnologia svolge nella nostra vita affettiva può contribuire ad accrescere la consapevolezza di chi siamo e di cosa vogliamo diventare.
KEYWORDS:
Catfish; Her; macchine intelligenti; Relazioni online; social network
D'Aprile, G., Delfino, M., Loperfido, F. & Manca, S. (2014). Editoriale. Media Education (Online, Gardolo), I-IV. ISBN: 2038-3010.
KEYWORDS:
Internet; media education; social network
Bottino, R.M., Persico, D. & Pozzi, F. (2014). Enhancing human capital in TEL research: A case study from the STELLAR Network of Excellence. Computers in human behavior, 425-431. ISBN: 0747-5632. DOI: 10.1016/j.chb.2013.10.062.
ABSTRACT:
This paper analyses the case of the Theme Teams, i.e. one of the instruments used within the STELLAR Network of Excellence to develop human capital and support research capacity in the Technology Enhanced Learning (TEL) field. Qualitative and quantitative data about how this instrument worked are presented in the paper, with the aim to demonstrate its ability to promote integration of researchers in different countries and with different backgrounds, and to develop the researchers' human capital by overcoming the traditional fragmentation of this specific research field.
KEYWORDS:
cooperation; human capital; integration; interdisciplinarity; Network of Excellence; research capacity; Theme Team (TT)
Bellotti, F., Bottino, R.M., Fernández-Manjón, B. & Nadolski, R (2014). Guest Editorial: Game Based Learning for 21st Century Transferable Skills: Challenges and Opportunities. Journal of educational technology & society, 1-2. ISBN: 1176-3647.
ABSTRACT:
This special issue focuses on analysing how digital SGs can contribute to the knowledge society's higher demand towards acquiring transferable, transversal skills, that can be applied in different contexts, dealing with various scientific disciplines and subjects. Examples of such skills, often referred to as 21st century transferable skills, include, for example, collaboration, critical thinking, creative thinking, problem solving, reasoning abilities, learning to learn, decision taking, digital literacy
KEYWORDS:
21st century skills; games-based learning; Serious Games
Manca, S. & Ranieri, M. (2014). I Social Media vanno all'università Un'indagine sulle pratiche didattiche degli accademici italiani. Journal of educational, cultural and psychological studies (Online), 305-339. ISBN: 2037-7924. DOI: 10.7358/ecps-2014-010-manc.
ABSTRACT:
L'articolo riporta i risultati di un'indagine rivolta agli accademici italiani con l'obiettivo di rilevare gli usi didattici dei Social Media nel panorama delle pratiche didattiche universitarie. A questo scopo è stato tradotto e adattato un questionario, già somministrato in ambito statunitense, che è stato inviato a tutto il personale di ricerca di tutti gli atenei italiani. Hanno risposto 6139 ricercatori/docenti universitari, pari al 10,5% del totale. I risultati mostrano un uso ancora piuttosto limitato di questi strumenti a fronte di motivazioni di ordine e natura diversa, che evidenziano il prevalere di forme tradizionali di insegnamento, soprattutto faccia-a faccia, su pratiche più sociali e collaborative. Inoltre, emergono anche fattori di resistenza culturale o di percezione di inutilità di questi strumenti, che potrebbero contribuire a mettere in crisi i modelli tradizionali della relazione pedagogica. Una combinazione di fattori di natura pedagogica, pragmatica e valoriale sembrano indurre, quindi, i docenti a preferire la didattica tradizionale in presenza o al più le tradizionali piattaforme e-learning. Nel complesso i risultati non possono, però, essere letti in modo univoco in quanto riflettono una ambivalenza presente anche in letteratura rispetto alle potenzialità o meno dei Social Media per l'alta formazione.
KEYWORDS:
alta formazione; pratiche didattiche; relazione pedagogica; social media; università italiana
Manca, S. (2014). It's complicated. The social lives of networked teens. Media Education (Online, Gardolo), 110-112. ISBN: 2038-3010.
KEYWORDS:
adolescenti; social media
Chiappini, G.P. (2014). La mediazione semiotica di diagrammi visto-spaziali e dittici per l'apprendimento dell'algebra. Sistemi intelligenti (Testo stamp.), 299-332. ISBN: 1120-9550.
ABSTRACT:
This work investigates the advantages of a conceptualization of algebra and of its symbolic language through the use of digital diagrams able to express in a visuo-spatial, deictic and dynamic manner the bonds that algebraic expressions and propositions establish with their objects of reference. To this end, the study makes use of Peirce's semiotic model to perform the analysis of the levels of meaning that underlie algebraic expressions and propositions. This model is also used to study the semiotic mediation for the understanding of such meanings through the use of diagrams provided by a digital artifact (AlNuSet). Finally, the article refers to the model of cycle of expansive learning elaborated by Engeström to analyze the evolution of the educational activity mediated by the diagrams of AlNuSet. This analysis makes possible to understand how the students can attribute to the diagrams the value of algebraic culture that has inspired their design and development.
KEYWORDS:
Algebra learning; AlNuSet; Cycle of expansive learning; Digital diagram; Peirce's semiotic model
Angelini, V., Chiappini, G.P. & Reggiani, M. (2014). La nozione di narrazione nella valutazione del potenziale semiotica di un artefatto per l'apprendimento della matematica. Orientamenti pedagogici, 127-150. ISBN: 0030-5391.
ABSTRACT:
L'articolo si propone di affrontare il problema della valutazione di ciò che nella teoria della Mediazione Semiotica (Bartolini & Mariotti 2008) viene chiamato potenziale semiotico di un artefatto. L'analisi qui presentata è svolta in riferimento ad un particolare artefatto, il software AlNuSet, relativamente al dominio di apprendimento dell'algebra. Il potenziale semiotico di questo artefatto è analizzato attraverso un approccio differente da quello attuato dalle autrici della teoria della Mediazione Semiotica ma compatibile con tale quadro. L'approccio usato in questo lavoro è basato sulla nozione di affordance elaborata nel campo della Human Computer Interaction, su quelle di "narrazione", di "pensiero narrativo" e di "pensiero paradigmatico" elaborate da Jerome Bruner , e sulla nozione di ciclo espansivo di apprendimento elaborata da Engeström. L'analisi compiuta in questo lavoro è limitata ad un dominio di apprendimento e ad un artefatto ben definiti ma il metodo di valutazione del potenziale semiotico qui elaborato può avere una validità che trascende tali limiti.
KEYWORDS:
Affordance; AlNuSet; Ciclo di apprendimento espansivo; Mediazione semiotica; Narrazione incorporata; Potenziale semiotico di un artefatto
Arrigo, M., Fulantelli, A. & Taibi, D. (2014). Mobile Learning with Linked Open Data. International journal of education and information technologies, 211-218. ISBN: 2074-1316.
ABSTRACT:
In this paper we present a learning environment based on the integration of 2 technologies that promise to shape the future of education: the mobile technologies and the semantic web. The educational potentials of mobile learning are briefly discussed in the paper, together with some of the difficulties in running and evaluating experiences of mobile learning. Amongst these difficulties, we focus on the workload for teachers who have to organize and develop up-to-date educational contents for mobile devices, followed by the risk of rapid obsolescence of the content; we argue that by integrating Linked Open Data, one of the most challenging product of the Semantic Web, with Mobile Learning technologies we can overtake these difficulties. In order to support our arguments, we introduce MeLOD, a mobile learning environment which exploits the huge amount of dataset in the Linked Open Data cloud to provide students with contextualized and continuously up-to-date information based on students' location. The position of the student sent by the mobile device is used to interlink and explore GeoNames DBpedia and Europeana datasets and return information about all the interesting cultural heritage sites close to the student. Moreover, students produce new knowledge items that are gathered in a dataset created within the MeLOD project, which is compliant with the requirements for the LOD cloud. Finally, typical activities performed in the Social Web, such as voting and commenting, are used to enhance the knowledge base of the learning environment and to provide recommendations for next students' visits.
KEYWORDS:
Linked Open Data; Mobile Learning; Semantic Web
Bocconi, S. & Trentin, G. (2014). Modelling blended solutions for higher education: teaching, learning and assessment in the network and mobile technology era. Educational research and evaluation, 516-535. ISBN: 1380-3611. DOI: 10.1080/13803611.2014.996367.
ABSTRACT:
The aim of the article is to highlight the role of network and mobile technologies in enhancing the particular characteristics of blended solutions with a view to (a) potentiating/enriching the teaching/learning processes, (b) exploiting the varied opportunities it offers for their observability, and hence for their monitoring and formative and summative assessment. The article will emphasise how this potential can only be captured by solidly integrating the process of instructional design with that of monitoring and assessment. The first part of the article will present a proposed conception of blended solutions, giving examples. This preamble is considered necessary because, although there is apparent general agreement on the definition of blended solutions, differences are often evident in the conception of its details and application. The second part of the article discusses a possible breakdown of blended solutions into its various components (onsite, online, individual and above all collaborative learning), so as to understand how their respective characteristics can be used to enrich/potentiate both the teaching/learning and the assessment processes. The role of network and mobile technologies in supporting and fully exploiting the special features of blended solutions will be explored using concrete examples. The third part of the article will address the question of how to combine and/or use singly the various components of blended solutions, adapting them to the specific goals of the instructional path and to the activities, which are functional to the achievement of these goals. In other words, there will be a discussion of instructional design and of the planning of the monitoring system to be used in the formative and/or summative assessment of the teaching/learning process. To conclude, implications for the implementation of blended solutions will be discussed, pointing out the need for a richer understanding of their key aspects and modalities in order to adapt them to emerging contexts and evolutionary models such as Massive Online Open Courses (MOOCs), as well as to adapt them to university students' needs and current learning practices.
KEYWORDS:
assessment; blended learning; collaborative learning; instructional design; network and mobile technologies; university teaching
Persico, D., Pozzi, F. & Sarti, L. (2014). Progetto METIS - Promuovere lo sviluppo di competenze di progettazione formativa attraverso metodi e strumenti provenienti dal mondo della ricerca. Bricks, 129-136. ISBN: 2239-6187.
ABSTRACT:
In linea con le più recenti proposte della ricerca nel settore del "learning design", il progetto METIS mira a superare il divario esistente tra ricerca e pratica nella progettazione di interventi formativi diffondendo una cultura partecipativa della progettazione. A tal fine, METIS sta sviluppando un sistema, chiamato ILDE (Integrated Learning Design Environment), che integra strumenti già esistenti prodotti in ambito di ricerca per sostenere le tre principali fasi della progettazione: l'ideazione, l'authoring e l'implementazione. Una serie di workshop rivolti a formatori operanti in contesti differenti ma basati su un formato comune centrato sull'uso dell'ILDE verranno condotti nell'ambito del progetto al fine di mettere a punto l'ILDE e il formato stesso degli workshop, nonché di favorire la diffusione della cultura partecipativa del learning design e porre le basi per la nascita di una comunità internazionale di progettisti.
KEYWORDS:
formazione docenti; ILDE; Learning design; METIS
Allegra, M., Dal Grande, V., Fulantelli, A., Gentile, M., La Guardia, D., Messineo, L., Ottaviano, S. & Taibi, D. (2014). Promuovere la mentalità imprenditoriale nella scuola secondaria. TD. Tecnologie didattiche, 74-80. ISBN: 1970-061X.
ABSTRACT:
L'educazione all'imprenditorialità (Entrepreneurship Education - EE) rappresenta una sfida per i sistemi educativi dei paesi europei ed in particolare per quello italiano, dove manca una specifica strategia nazionale, ad eccezione dei percorsi formativi tecnici e professionali. L'introduzione dell'EE nelle attività curriculari dei giovani studenti richiede un lavoro d'integrazione delle metodologie d'insegnamento finalizzate all'acquisizione di nuove competenze e abilità ritenute ormai essenziali per lo sviluppo di quella che viene definita "mentalità imprenditoriale". Obiettivo dell'EE non è solamente l'acquisizione da parte degli studenti di conoscenze specifiche, ma è soprattutto quello di rendere i giovani studenti protagonisti attivi del proprio apprendimento, della propria carriera e della loro vita in generale. In questo articolo si descrive il modello di formazione all'EE definito nell'ambito del progetto europeo "Posso ... Non Posso ... Vado! Rev. 2", finanziato dal programma Leonardo da Vinci - Transfer of Innovation (TOI), ed è fornita una prima valutazione qualitativa dell'attività di sperimentazione condotta con gli studenti del 4° anno di un Istituto Tecnico per il Turismo di Palermo.
KEYWORDS:
Entrepreneurship Education; Experiential Learning; Game Based Learning; Serious Game
Dettori, G. (2014). Recensione del libro "Digital humanities pedagogy, di D.B. Hirsch". British journal of educational technology (Print), E42-E42. ISBN: 0007-1013.
ABSTRACT:
This interesting book, the target audience of which is teachers of digital humanities at university level, highlights the need to teach methodological approaches and not simply technological skills. Thus we nurture scholars who are culturally literate as well as digitally adept, and foster the development of critical thinking skills. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use.
KEYWORDS:
book; reviews
Dettori, G. (2014). Recensione del libro "Multimodal composing in classrooms, di S.M. Miller & M.B. McVee". British journal of educational technology (Print), E6-E6. ISBN: 0007-1013.
ABSTRACT:
Multimodal composing in classrooms aims to encourage school teachers to change their view of literacy, through the analysis of experiences of multimodal literacies in a variety of learning contexts. Literacy entails not only reading and writing, but, working in different modes, effectively expressing oneself and understanding others' expressions. Developing multimodal literacies is a powerful tool to foster learning and understanding and hence to improve school education. If what this book is about is likely to appeal to you, I recommend that you arrange to borrow a copy for a while.
KEYWORDS:
book; reviews
Caci, B., Chiazzese, G. & D'Amico, A. (2014). Robotica e Mondi Virtuali: un'esperienza di Edutainment con Lego Mindstorm e Kodu Game Lab. Rivista italiana di ergonomia, 30-37. ISBN: 2037-3910.
ABSTRACT:
Allo scopo di esplorare le abilità cognitive coinvolte e stimolate dall'uso di tecnologie quali LEGO® Mindstorm e KODU Game Lab (KGL), è stato realizzato uno studio su un gruppo di studenti frequentanti il primo anno della scuola secondaria di primo grado. I risultati della ricerca dimostrano che l'utilizzo di queste due tecnologierichiede l'applicazione di processi cognitivi e competenze accademiche differenti. Nello specifico, di LEGO® Mindstorm sollecita maggiormente l'?mpiego di abilità di ragionamento logico-deduttivo, di problem solving geometrico, di lettura e comprensione del testo, nonché la capacità di elaborare velocemente target visivi. L'uso di KGL coinvolge, invece, la memoria di lavoro visuo-spaziale, la capacità di aggiornamento delle informazioni e le abilità di lettura e comprensione del testo. Entrambe le tecnologie, inoltre, risultano efficaci ai fini dell'incremento delle abilità di memoria di lavoro visuo-spaziale.
KEYWORDS:
abilità cognitive; mondi virtuali; Robotica educativa
Bottino, R.M., Ott, M. & Tavella, M. (2014). Serious Gaming at School: Reflections on Students' Performance, Engagement and Motivation. International Journal of Game-Based Learning (IJGBL), 21-36. ISBN: 2155-6849. DOI: 10.4018/IJGBL.
ABSTRACT:
The concept of Serious Gaming refers to the adoption of classical entertainment games for purposes other than entertainment, including learning and instruction. In this paper the authors report on a Serious Gaming field experiment where typical board games (such as battleship, master mind and domino) were employed with the shifted purpose of triggering and sustaining primary school students' reasoning and logical abilities. The results of the field experiment showed that: 1) there is a strong correlation between school achievement and the ability to play and solve this kind of games and that 2) motivation and engagement in game-based learning tasks is very high, irrespective of the level of achievement of the subjects. Final considerations are drawn about the potential and the opportunity of adopting the considered games to support those reason - ing skills that are widely recognized as transversal to any kind of learning and thus deeply affecting overall school performance.
KEYWORDS:
Game-enhanced learning; Mind Games; motivation; Primary education; School Performance; Serious Gaming
Manca, S. & Ranieri, M. (2014). Social network e dimensioni educative. Bricks, 11-19. ISBN: 2239-6187.
ABSTRACT:
Uno dei fenomeni più rilevanti della recente storia delle tecnologie didattiche è costituito dallo sviluppo e dalla diffusione dei cosiddetti siti di social network. In italiano con questa espressione ci si riferisce a quei servizi telematici nati per ospitare reti sociali in riferimento ad ambienti come Facebook, Twitter o MySpace, solo per citare i più noti.
KEYWORDS:
Facebook; social network
Chiappini, G.P., Delfino, M., Gibelli, C., Lombardo, L., Urgeghe, S. & Villani, P. (2014). Tecnologia e innovazione didattica. Storia trentennale di un percorso didattico di geografia quantitativa. TD. Tecnologie didattiche, 21-30. ISBN: 1970-061X.
ABSTRACT:
Questo articolo riguarda un progetto di innovazione educativa mediata dall'uso del calcolatore nell'insegnamento della geografia che viene condotto presso la scuola media sperimentale "don Milani" di Genova. Si tratta di un percorso didattico di geografia quantitativa che ha contribuito a modificare il metodo di insegnamento della disciplina in questa scuola. Questa esperienza, per caratteristiche e durata nel tempo (28 anni), costituisce un riferimento per studiare sia il modo in cui un progetto di innovazione educativa mediato dall'uso della tecnologia digitale ha preso vita ed è evoluto, coinvolgendo tutte le classi di una scuola, sia le condizioni che hanno garantito la sua sostenibilità nel tempo.
KEYWORDS:
Activity Theory; Geografia quantitativa; Innovazione Educativa
Manca, S. (2014). The Culture of Connectivity. A Critical History of Social Media. Media Education (Online, Gardolo), 249-251. ISBN: 2038-3010.
KEYWORDS:
critical studies; social media
Bocconi, S. & Trentin, G. (2014). The Effectiveness of Hybrid Solutions in Higher Education: A Call for Hybrid-Teaching Instructional Design. Educational Technology, 12-21. Educational Technology Publications. ISBN: 0013-1962.
ABSTRACT:
In order to design learning solutions that effectively embed face-to-face and online dimensions, it is crucial to identify the key components underpinning hybrid solutions. Furthermore, once these components have been identified, there is the need to clarify how to recombine them to meet a specific learning objective. The paper aims to highlight the role of network and mobile technologies (NMTs) in enhancing the particular characteristics of hybrid solutions (HS) with a view to (a) potentiating/enriching the teaching/learning processes, (b) exploiting the varied opportunities it offers for their observability, and hence for their monitoring addressed to formative and summative assessment. The article will emphasize how this potential can only be captured by solidly integrating the process of teaching/learning design with that of monitoring and assessment. After a brief overview of hybrid solutions in higher education, a possible breakdown of HS into its key dimensions (onsite/online/individual/collaborative learning) will be proposed. The aims is to understand how the characteristics of those dimensions can be used to enrich/potentiate both the teaching/learning and the assessment processes. The role of NMTs in supporting and fully exploiting the special features of HS will be explored using concrete examples. The third part of the article will address the question of how to combine and/or use singly the various components of HS, providing guidelines for applying the HS dimensions to the specific goals of the teaching path and to the activities which are functional to the achievement of learning goals. To conclude, the emerging contexts and evolutionary models of Massive Online Open Courses (MOOCs) will be discussed as an example in line with the proposed HS model. Keywords: hybrid learning; network and mobile technologies; assessment; collaborative learning; instructional design; university teaching.
KEYWORDS:
assessment; collaborative learning; hybrid learning; instructional design; network and mobile technologies; university teaching
Allegra, M., Dal Grande, V., Gentile, M., La Guardia, D. & Ottaviano, S. (2014). Using Agents to Simulate a Tourist Market in an Educational Game. International journal of education and information technologies, 235-243. ISBN: 2074-1316.
ABSTRACT:
The full implementation of European policies on Entrepreneurship Education requires an effective change in teaching programmes at the different educational levels. Recent developments in the serious game sectorshow how simulation games allow studentsto tacklecomplex situations through learning by doing. In the last few years,some researchers have suggested simulatingmarket dynamics by using the agent based approach. Consequently, a serious game has been designed and implemented within the framework of the European project "Posso ... Non Posso ... Vado! PNPV Project Rev.2 (I can ... I cannot ... I go!), whichaims to introduce and foster an entrepreneurial mindset among young /13. After a brief overview ofthe blended learning model and the layered structure of the game,the paper describes the interactions between the agents and their behavior, these being the key elements in the design of the market simulation model.
KEYWORDS:
Business Games; EducationalGames; Entrepreneurship Education; Soft -Agent; Tourism Market
Giglio, A. (2014). WORDPRESS: UNO STRUMENTO ONLINE PER LA GESTIONE DELLA DIDATTICA?. TD. Tecnologie didattiche, 114-118. ISBN: 1970-061X.
ABSTRACT:
La presenza dei Learning Management System (LMS), ovvero delle piattaforme che aggregano e gestiscono i processi di apprendimento in contesti di formazione online, è da tempo consolidata in una buona parte delle realtà educative italiane. La diffusione di queste piattaforme è testimoniata, ad esempio, dal convegno nazionale Unimoodle, nella cui ultima edizione, tenutasi a Genova nel 2007, sono state discusse le numerose esperienze in ambito universitario basate sull'uso del celebre LMS Moodle. Anche nelle scuole, l'esperienza di utilizzo di Moodle si fa strada: già dal 2005 lo si utilizza nella scuola media di primo grado genovese Don Lorenzo Milani, come testimoniano i numerosi contributi scientifici pubblicati sul tema, tra cui ad esempio (Ferraris, 2007), (Cortigiani, 2007), (Gibelli, 2008), (Cortigiani, P., & Gibelli, C., 2010), (Lupi, 2011). Sebbene Moodle la faccia da padrone per ciò che riguarda la gestione dei contenuti in contesti di apprendimento (Bicciolo, 2012), è tuttavia interessante sottolineare che essa non è l'unica risorsa di questo tipo: esistono diverse altre soluzioni come, ad esempio, ATutor, Docebo, Sakai (per citare alcune delle più conosciute piattaforme open ), ma anche Blackboard (famosa piattaforma a pagamento) o Edmodo (piattaforma che emula un social network per docenti e studenti delle scuole di primo e secondo grado ). Moodle rimane, comunque, una soluzione piuttosto diffusa per due ragioni: si tratta di una piattaforma open source, con ricadute economiche ed etiche non indifferenti; inoltre, ha un carattere intrinsecamente "generalista" che ne permette l'utilizzo per realizzare percorsi didattici a prescindere dal contesto formativo o disciplinare in cui si inserisce. Tuttavia, questa seconda caratteristica di Moodle può risultare talvolta "indigesta", in quanto l'approccio generalista è poco compatibile con la possibilità di specializzare il sistema in modo tale da permettere un'articolazione dei contenuti personalizzata e funzionale a specifici processi di apprendimento. In questo contributo intendiamo presentare un "nuovo" strumento come possibile alternativa ai più conosciuti LMS succitati: nuovo tra virgolette, perché di fatto WordPress viene utilizzato da tempo nella creazione di blog personali e, per estensione, di siti privati. "Nuovo", però, perché l'uso didattico di una piattaforma tradizionalmente utilizzata in altri contesti presenta, a nostro parere, una serie di interessanti elementi che vale la pena analizzare in questa sede.
Dettori, G. & Torsani, S. (2014). Yahoo!Answers as a space for informal language learning. Social sciences (Basel), 841-853. ISBN: 2076-0760. DOI: 10.3390/socsci3040841.
ABSTRACT:
Online social spaces, where users can exchange information, opinions and resources, have achieved wide popularity and are gaining attention in many research fields, including education. Their actual potential support to learning, however, still requires investigation, especially because portals can widely differ as concerns purpose and internal structure. This paper aims to contribute in this respect, by concentrating on question answering, a kind of social space not yet widely discussed in education. We analyzed a small corpus of posts from the Languages section of Yahoo! Answers Italy, checking if the questions reveal some inclination to learning or just the desire to obtain a service and if the answers provided by the community members can be considered as reliable sources of knowledge. Our analysis highlights the presence of a variety of question/answer types, from mere information exchange or help for task completion, up to language-related questions prompting valuable short lessons. The quality of answers may widely vary as concerns pertinence, correctness and richness of supporting elements. We found a high number of purely task-oriented questions and answers, but also a higher number of learning-oriented questions and correct, informative answers. This suggests that this kind of social space actually has valuable potential for informal learning.
KEYWORDS:
informal learning; language learning; online communities; online social space; peer learning; Question answering; Yahoo! Answers
Dagnino, F.M., Ott, M. & Pozzi, F. (2014). Intangible Cultural Heritage: Towards collaborative planning of educational interventions. Computers in Human Behaviour, Elsevier.
ABSTRACT:
The paper discusses how to design innovative educational interventions in the field of Intangible Cultural Heritage (ICH). This field is peculiar, as it is characterized by the urgency to preserve and disseminate some of the most peculiar intangible artistic expressions, especially those at risk of disappearing; so far these cultural expressions have been passed down mainly through imitation and oral tradition, so now technologies can play a role in fostering their preservation and documentation. Drawing on the discussion held in recent years in the field of Technology Enhanced Learning (TEL), the paper describes a web-based tool aimed to support the collaborative design and planning of innovative ICT-based learning/teaching activities in ICH education. While providing an overview of the main functionalities of such a tool, the paper solicits some reflections on how TEL approaches, techniques and tools can fruitfully be employed to sustain ICH education.
Antonaci, A., Bellotti , F., Berta , R., Dagnino, F.M., De Gloria, A., Lavagnino, E., Mayer , I.S., Ott, M. & Romero, M. (2014). A gamified collaborative course in entrepreneurship: Focus on objectives and tools. Computers in Human Behaviour,
ABSTRACT:
The paper deals with the hot issue of entrepreneurship education and describes the rationale behind the gamified and collaborative courses for university students conceived, developed and deployed in the framework of the eSG (stimulating entrepreneurship through Serious Games) project, funded under the EU lifelong learning (LLP) Programme. The project aims to help students becoming familiar, mainly through practice, with basic concepts of entrepreneurship and company management and to stimulate the emergence of their entrepreneurial attitudes. In the framework of the project specific courses mainly grounded on the concepts of gamification and collaboration were designed and carried out in three different partner countries: Italy, Spain and the Netherlands. The main objectives of the courses are presented in this paper and a theoretical model supporting the choice of Serious Games is shown which keeps into account usability, pedagogy and the entrepreneurship skills expressed by state of the art models.
KEYWORDS:
Technology Enhanced Learning, Serious Games, Entrepreneurship education, Gamification, Higher education, Collaboration
Dagnino, F.M., Hadjileontiadis, L.J., Ott, M. & Pozzi, F. (2014). An Integrated Platform Supporting Intangible Cultural Heritage Learning and Transmission: Definition of Requirements and Evaluation Criteria. Vlado Glavinic (Ed.), Journal of Computing and Information Technology (CIT), 277-292.
ABSTRACT:
KEYWORDS:
Information systems, Intangible Cultural Heritage, Cultural Heritage Education, Requirements, Learning Management System
Bottino, R.M., Canessa, A, Ott, M. & Tavella, M. (2014). Supporting the development of Spatial Intelligence through Serious Games. MIMOS SERIGAMEX 2014 Rome,
ABSTRACT:
Freina, L. & Ott, M. (2014). Discussing Implementation Choices for Serious Games Supporting Spatial and Orientation Skills. Proceedings of ICERI2014 Conference 17th-19th November 2014, Seville, Spain, 5182-5191. ISBN: 978-84-617-2484-0.
ABSTRACT:
Games are widely considered effective educational tools. They have been profitably adopted to foster the learning of a variety of educational subjects and to sustain the development of those horizontal, cross-disciplinary, non-subject-based competences that are commonly defined as key or transversal skills. Spatial Intelligence (which actually refers to a set of competences involving space awareness and self-perception in space) is included among the basic transversal skills underpinning a variety of cognitive tasks and is a prerequisite for autonomous mobility.
Relevant scientific studies show that people can improve their spatial skills with appropriate training and a variety of experiments shows that both adults and children, after a short training have significantly improved their ability in this area. In this line, two games were developed with the aim of sustaining the development of spatial and orientation skills of people cognitive impairments.
One game is oriented to the comprehension of the terms and the concepts of right/left, with the overall goal of helping cognitive disabled people to be able to understand and follow simple instructions while moving around town. The other one is aimed at exercising “perspective-taking” skills: the ability of identifying the position and the orientation of other people in the space and understanding that their perspective can be different from our own.
Specific choices (both technological and pedagogical) directly linked to the “special needs” of the target population have guided the implementation of the games, which, nevertheless, can also be adopted in mainstream primary education.
In particular, the technological choices reflect the needs linked to each game constraints (e.g. the need for optimal 3D representation or for table touch employment) as well as general specifications emerging from users’ requirements (e.g. the need for adaptive features, multiple interaction formats).
Pedagogical choices, instead, are linked to the established educational objectives (e.g. the nature and level of difficulty of the tasks and their optimal sequence). They regard the definition of the most appropriate educational strategies (e.g. drill and practice vs exploratory exercises) and the suitability of the type of feedback and assessment (e.g. formative vs summative evaluation actions; in itinere vs final assessment).
KEYWORDS:
Serious games, inclusion, disabilities, cognitive disabilities, spatial awareness, mobility, orientation, perspective
Ott, M. (2014). Capturing the Intangible: An Introduction to the I-Treasures Project. VISAPP 2014, VISIGRAPP- 9th International Joint Conferenceon Computer Vision, Imaginng and Computer Graphics theory and Application, 773-781. SCITEPRESS - Science and Technology Publications.
Antonaci, A., Bellotti , F., Berta , R., Dagnino, F.M., De Gloria, A., Lavagnino, E. & Ott, M. (2014). Educazione all'imprenditorialità: Spunti di riflessione. TD-Tecnologie Didattiche, 22, 2, 68-73. Menabò, Ortona.
ABSTRACT:
Il contributo affronta il tema dell'educazione all'imprenditorialità, un settore educativo in continua crescita che è da considerare oltre gli stretti limiti di studi economici e di gestione d'impresa. L'educazione all'imprenditorialità deve, piuttosto, essere funzionale a sviluppare nei giovani la mentalità imprenditoriale fornendo sia competenze di tipo generale (quali autostima, adattabilità, creatività, capacità di rapportarsi con altri attori del sistema, capacità di riconoscere i bisogni delle persone e di pensare a possibili soluzioni…) sia abilità specifiche relative alla gestione funzionale e profittevole delle imprese.
Dopo aver brevemente delineato la situazione italiana in questo settore, sulla base di un'esperienza concreta condotta nell'ambito del progetto europeo eSG, si propongono anche alcune riflessioni sulla valenza didattica di strumenti innovativi quali i Serious Games (SGs) e di strategie didattiche non tradizionali come la gamification
KEYWORDS:
Educazione all'imprenditorialità, Competenza imprenditoriale, Mentalità imprenditoriale, Gamification, Serious Games
Caponetto, I, Earp, J. & Ott, M. (2014). Gamification and Education: a Literature Review. Professor Dr.-Ing. Carsten Busch (ed.), Proceedings of the 8th European Conference on Games-Based Learning - ECGBL 2014, 50-57. Academic conferences and publishing international Limited, London (Regno Unito). ISBN: 978-1-910309-55-1.
ABSTRACT:
The term “gamification” is generally used to denote the application of game mechanisms in non-gaming environments with the aim of enhancing the processes enacted and the experience of those involved. In recent years, gamification has become a catchword throughout the fields of education and training, thanks to its perceived potential to make learning more motivating and engaging.
This paper is an attempt to shed light on the emergence and consolidation of gamification in education/training. It reports the results of a literature review that collected and analysed around 120 papers on the topic published between 2011 and 2014. These originate from different countries and deal with gamification both in training contexts and in formal educational, from primary school to higher education. The collected papers were analysed and classified according to various criteria, including target population, type of research (theoretical vs experimental), kind of educational contents delivered, and the tools deployed.
The results that emerge from this study point to the increasing popularity of gamification techniques applied in a wide range of educational settings. At the same time, it appears that over the last few years the concept of gamification has become more clearly defined in the minds of researchers and practitioners. Indeed, until fairly recently the term was used by many to denote the adoption of game artefacts (especially digital ones) as educational tools for learning a specific subject such as algebra. In other words, it was used as a synonym of Game Based Learning (GBL) rather than to identify an educational strategy informing the overall learning process, which is treated globally as a game or competition. However, this terminological confusion appears only in a few isolated cases in this literature review, suggesting that a certain level of taxonomic and epistemological convergence is underway.
KEYWORDS:
Gamification, Serious Games, Game-based learning, Technology Enhanced Learning, Engagement, Motivation
Earp, J. (2014). Games in education - some key trends and initiatives in Europe. Katerina Kasimatis, Maria Argyriou (Eds.), International and European Trends in Education and their Impact on the Greek Educational System, 156-157. School of Pedagogical and Technological Education (ASPETE), Atene (Grecia). ISBN: 9786188152809.
ABSTRACT:
Game Based Learning (GBL) is being embraced with increasing enthusiasm and confidence in the education sector, from primary school right through to university. A growing number of teachers in Europe are integrating game based activities in the effort to enhance their practice and provide learning experiences that engage and motivate their students. GBL is also making headway at educational policy-making level. Here, the challenge is to bring Europe's education systems more closely into line with the requirements and expectations of the 21st Century knowledge society. This is a tough challenge, one that calls for innovation across the board, from teaching practices to curricula and, ultimately education management.
In this presentation we will look at some key GBL initiatives within the European landscape of educational research and practice. The aim of this panorama is twofold. The first is to provide orientation by illustrating some current and emerging trends in this field that are exemplified by European projects. The second objective is to give useful points of reference to teachers who are considering adopting GBL and who are looking to access the know-how, tools and resources they need to help them integrate games in an effective, efficient and pedagogically sound manner.
KEYWORDS:
Game Based Learning, educational innovation, educational research
Earp, J. (2014). Digital game making: a MAGICAL learning experience. Katerina Kasimatis, Maria Argyriou (Eds.), International and European Trends in Education and their Impact on the Greek Educational System, 241. School of Pedagogical and Technological Education (ASPETE), Atene (Grecia). ISBN: 9786188152809.
ABSTRACT:
Advocates and practitioners of Game Based Learning the world over are increasing turning to game making as a path to learning that’s a “level up” from the simple playing of digital games. This workshop will examine the current state of the art in the field and present best practices emerging from MAGICAL, a European project dedicated to collaborative game making and the affordances this approach offers for activating 21st century skills in primary schools. These outcomes are the fruit of pilot experiences carried out in a variety of school settings across Europe, including primary music classes in Greece.
Following a short introduction, workshop participants will engage in game making first-hand using MAGICAL-developed tools. They’ll have the chance to create educational games and to test different ways to implement game-making activities. Attention will be focused on deploying the approach in support of curriculum-specific learning and also for activating key transversal skills such as collaboration, creativity and problem solving. Participants should come away with:
- an overview of the theoretical rationale underpinning learning by game making;
- insight into successful pedagogical practices for implementing the approach;
- know-how in using and deploying simple game making tools;
- useful resources and support for integrating game making in their teaching.
The workshop will be run by members of the MAGICAL project team.
KEYWORDS:
game making, 21st century skills, collaborative learning,
Ott, M., Romero, M. & Usart, M. (2014). Can Serious Games Contribute to Developing and Sustaining 21st Century Skills?. Games and Culture, SAGE.. DOI: 10.1177/1555412014548919.
ABSTRACT:
Serious Games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This paper addresses the question of whether and how SG can contribute to the development of the so-called “21st century skills” in general education. The paper starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature review of studies analyzing SG impact on the development of one or more 21st century skills; and finally it analyses which, among the most relevant game characteristics, are those that could facilitate 21st century skills development. This study offers a multi-folded perspective on the use of SG for supporting 21st century skills development that may be helpful for both teachers and SG designers.
KEYWORDS:
education, serious games, 21st century skills, game based learning, competence-based education
Ott, M. & Romero, M. (2014). Serious games in post-secondary education, an opportunity for the curriculum and the 21st century skills development. ISSOTL 2014, 84. Universit Laval- Quebec.
ABSTRACT:
Games are often associated with childhood and unconditional playfulness; the use of games as learning artifacts in post-secondary education is still limited. Games can be powerful tools for learning, offering complex learning systems to the learners (Prensky, 2006), a participative interaction with the learning content to the students (Aldrich, 2009) and providingrisk-free environments to explore (Kirriemuir, & McFarlane, 2004) that could be integrated into the curricula of primary, secondary and post-secondary education. According to Ott, Popescu, Stanescu and de Freitas (2013), Game Based Learning (GBL) could be integrated into the curriculum, to contribute not only to achievinig specific pedagogical objectives linked to educational subjects but also to the development of the 21st Century skills. Post-secondary education should combine both the traditional learning objectives curriculum and 21st Century skills in order to prepare learners for future job market needs. Collaboration, communication, ICT literacy and social and cultural skills are the main skills recognized by the different 21st century skills frameworks (Voogt, & Pareja Roblin, 2012). Digital computer based games can effectively contribute to develop the ICT skills of learners/players, especially in situations where the learners are engaged in the co-creation process of the games through computer game-making authoring tools such as Scratch (Hayes, & Games, 2008) or MAGOS (Kiili et al., 2012). Moreover, the use of serious games in collaborative learning activities could contribute to developing collaboration, communication and social skills when the game is pedagogically integrated into the curriculum to promote these social skills. Serious games can also be profitably used in the field of entrepreneurship education to help students acquire an entrepreneurial mindset, sense of initiative and specific entrepreneurial skills (Bellotti et al., 2012), which also are considered key competencies needed by those wanting to be leading actors in the Knowledge Society (Gordon et al., 2009). Not only individual serious games played in collaborative learning settings in the postsecondary classroom but also Massive Multiplayer Online (Serious) Games (MMOGs) could be integrated into the post-secondary curriculum for achieving the most important 21st century skills. The presentation will introduce some case studies of serious games that could be used in the context of post-secondary education and it will also put forward some ideas and opportunities for developing new serious gamesthat could contribute to developing skills for the 21st century.
KEYWORDS:
Serious games, Game- based learning, Technology enhanced learning, key skills
Antonaci, A., Bellotti , F., Berta , R., Dagnino, F.M., De Gloria, A., Mayer , I.S., Ott, M., Romero, M. & Usart, M. (2014). Serious Games and the Development of an Entrepreneurial Mindset in Higher Education Engineering Students. Entertainment Computing, Elsevier.
ABSTRACT:
The paper discusses adoption of Serious Games (SGs) for supporting development of an entrepreneurial mindset in university students of technical and scientific universities. The paper relies on the authors experience in the eSG project, which aims at introducing students, mainly through practice, to basic concepts of entrepreneurship and company management. In the framework of the project, courses have been designed and carried out in three different countries: Italy, Spain and the Netherlands.
The paper discusses the main requirements for the courses and presents a table template, based on state of the art models for entrepreneurship education, that we have used for the scouting of the most suited SGs and defining the most appropriate mix for their use in the courses, keeping into account targeted competences and skills, usability and pedagogical effectiveness.
Using the template, the paper draws a comprehensive overview of relevant SGs available on the market and identifies, through an expert analysis, key benefits and issues concerning their adoption in teaching entrepreneurship for the target students. Finally, the paper critically analyzes the state of the art, indicating directions for future research that should lead to development of more effective SGs for entrepreneurship education.
KEYWORDS:
entrepreneurship education, technology enhanced learning, serious games
Antonaci, A. & Ott, M. (2014). Exploiting Innovative Learning Strategies with Virtual museums. JADLET (Journal of Advanced Distributed Learning Technology), 40-50. Romania Advanced Distributed Learning Partnership Lab.
ABSTRACT:
The paper explores how Virtual Museums (VMs) can contribute to foster cultural heritage learning by adopting innovative learning/teaching strategies. VMs are innovative software applications that use vision, narration and interaction to create immersive experiences that bring visitors, students, scientists inside history, past landscapes, art, towns etc…..They deal with a wide variety of contents and adopt various approaches to support information delivery, awareness raising, knowledge creation and, ultimately, learning. Three different examples of Virtual Museums are briefly presented in the paper with the final aim to show that, despite the specificity of the contents displayed, each of them can contribute to sustain learning by exploiting the potential of three different learning/teaching, strategies, able to support the students’ motivation by fully engaging them in the learning process. In this line, VMs can be considered adaptive learning tools effectively supporting learning innovation
KEYWORDS:
Technology enhanced learning, Cultural Heritage education, Virtual Museums
Busi, M., Canessa, A, Caponetto, I, Freina, L. & Ott, M. (2014). Learning To Cope With Street Dangers: An Interactive Environment For Intellectually Impaired. Proceedings EDULEARN 2014,
ABSTRACT:
Intellectual disabilities are one of the main causes due to which people can never reach a completely independent living. Among these, congenital disabilities that affect people from birth cause a deep limit, they have a lifelong impact and reduce their learning skills.
Down Syndrome is the world’s most common chromosomal disorder and cause of intellectual disability. Cognitive development is usually delayed and learning difficulties persist throughout life.
Typically, individuals with Down Syndrome tend to learn more slowly, so learning requires a longer time. They also have difficulty in learning transfer (generalization), the ability to apply old knowledge or skills in a different situation or environment, they seem to forget learned skills from one day to the next, as previous learning is often not transferred to future experiences. This is a problem in every learning context, including mobility.
One way to support learning is to provide them a multisensory learning experience, using as many input channels as possible and involving repetition with expansion and reinforcement of previously learned skills. Furthermore, the approaches that are more concrete and similar to the real life world are often those that give better results.
As far as mobility issues are concerned, there is a problem related to the physical dangers that moving freely in the road implies. People with the Down Syndrome need a long training period that has necessarily to be carried out with the constant presence of an educator, usually starting from a simulated environment and moving into the real streets in a second moment. The simulated environment traditionally used guarantees safety but lacks in similarity to the real world.
The paper deals with the development of a system that tries to address this problem by providing a safe “real life” like environment in which the user can train to move safely in the road. This is reached through the immersion in a virtual environment through a multidisplay setup, a close reproduction of the street noises and a natural computer interaction based on gestures and body movements recognition.
Sight and hearing stimulations along with the free movements allow a total immersion of the end user, who is emotionally involved and therefore learns how to best react to frightening or emotionally stressing situations.
The foreseen advantages are that this innovative approach will reduce significantly the time needed to complete the “on the street” training and the risk of accidents. The system is still under development and will be tested on a significant sample of the target population
KEYWORDS:
disability, cognitive impairments, Down Syndrome, mobility, serious games, simulated learning environment
Bocconi, S. & Ott, M. (2014). Bridging the concepts of Educational Software and Assistive Technology. M. Khosrow-Pour (Ed.), Educational Technology Use and Design for Improved Learning Opportunities, 185-202. IGI-Global.
ABSTRACT:
The paper looks at the educational resources available for students with disabilities. It aims at defining the boundaries and interconnections between the concepts of assistive technologies and educational software, starting from the consideration that students with disabilities could highly benefit from the adoption of both these categories of tools. Here the question arises of whether educational software products can be considered per se as assistive devices or, if not, under which con-ditions. The paper explores the matter, with the specific objective of providing teachers and educa-tors with a conceptual key to properly explore the specific databases containing information on the educational available tools and, finally, to find the needed, suitable material for students with disabilities. The creation of the European ETNA portal for assistive technologies represented the occasion for starting the reflections reported in this paper and for defining a specific methodology for the introduction of educational software in disability-related databases. The ETNA portal itself, whose aims and foundations are also briefly described, coherently instantiates the adopted methodology by referring to the emerging concept that educational software can be considered and adopted as an assistive device for learning, provided that it meets key accessibility requirements and/or that specific practices with disabled students are fully documented and reported.
KEYWORDS:
Educational software, Assistive Technology, Inclusive learning, Documentation system, Disability
Earp, J., Kiili, K., Koskela, M. & Tuomi, P. (2014). Learning by Creating Educational Exergames: Creative Pedagogy That Gets Students Moving. Hannele Niemi, Jari Multisilta, Lasse Lipponen, Marianna Vivitsou (eds.), Finnish Innovations and Technologies in Schools, 87-96. Sense Publishers.
ABSTRACT:
With the rapid social, economic, and technological changes currently taking place in our society, collaboration skills and creativity are nowadays seen as basic survival and success factors. Technology-driven changes are also generating new challenges in the knowledge society. For example, the widening gap between daily information-centered activities carried out inside and outside school is undermining students' engagement in school studies. What's more, they are leading increasingly sedentary lifestyles and consequently obesity is becoming an increasing problem in many countries. So there is a clear call for educators to introduce innovative learning solutions and practices that engage students, support the development of 21st century skills, and increase the level of physical activity performed in schools. In this paper we propose a new pedagogical approach, learning by creating educational exergames, an approach that entails user-generated content and gets children moving during school hours. We report the results of a pilot study in which students created educational exergames for their peers. The aim was to explore what happens when the learning-by-creating-educational-exergames approach is introduced in primary school and how students experience the creation of educational exergames. The results clearly indicate that this innovative approach can be successfully implemented in classroom teaching, it can make the school day more physically active, and help to engage and motivate students.
KEYWORDS:
creative pedagogy, exergames, learning
Antonaci, A. & Ott, M. (2014). Virtual Museums and Learning Innovation. Innovative learning: technology-enhanced approaches and strategies, 28-33. The 10th International Scientific Conference eLearning and software for Education Bucharest, April 24-25, 2014.
ABSTRACT:
The paper puts forward the idea that Virtual Museums (VMs) can effectively support learning innovation. In the light of a comprehensive definition of learning innovation where the adoption of both innovative tools and methods is taken into account, the paper presents the concept of Virtual Museum and discusses around their educational potential and value. Actually, VMs are innovative software applications that use vision, narration and interaction to create immersive experiences that bring visitors, students, scientists inside history, past landscapes, art, towns etc….They deal with a wide variety of contents and adopt various approaches to support information delivery, awareness raising, knowledge creation and, ultimately, learning. In order to correctly frame the adoption of VMs for educational purposes, three different Virtual Museums are briefly presented by also underlining how, despite the specificity of the contents displayed, all of them can contribute to foster the students’ motivation and effectively engage them in the learning process.
KEYWORDS:
Cultural Heritage; Virtual Museums; Learning Innovation; Pedagogical planning, Motivation
De Smedt, B, Howard-Jones, P. , Ott, M. & van Leeuwen, T (2014). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media & Technology, Taylor & Francis. DOI: 10.1080/17439884.2014.919321.
ABSTRACT:
There is increasing interest in the application of cognitive neuroscience in educational thinking and practice, and here we review findings from neuroscience that demonstrate its potential relevance to technology-enhanced learning (TEL). First, we identify some of the issues in integrating neuroscientific concepts into TEL research. We caution against seeking prescriptive neuroscience solutions for TEL and emphasize the need, instead, to conceptualize TEL at several different levels of analysis (brain, mind and behaviour, including social behaviour). Our review emphasizes the possibility of combining TEL and neuroscience concepts in adaptive educational systems, and we consider instances of interdisciplinary technology-based interventions drawing on neuroscience and aimed at remediating developmental disorders. We also consider the potential relevance of findings from neuroscience for the development of artificial agency, creativity, collaborative learning and neural insights into how different types of multimodality may influence learning, which may have implications for the future developments of tangibles. Finally, we identify a range of reasons why dialogue between neuroscience and the communities involved with technology and learning is likely to increase in the future.
Dagnino, F.M., Earp, J. & Ott, M. (2014). Learning through Game Making: an HCI Perspective. Stephanidis, C., Antona, M. (Eds.), Universal Access in Human-Computer Interaction. Universal Access to Information and Knowledge. Lecture Notes in Computer Science Vol. 8514. , 513-524. Springer International Publishing. ISBN: 978-3-319-07439-9.
ABSTRACT:
One of the areas of Game-Based Learning (GBL) that has been attracting considerable interest in recent years is digital game making, whereby learners play games but also design, construct and share them as active participants in a learning community. Human Computer Interaction (HCI) is a critical aspect of processes and tools within game making, and plays a key role in ensuring that learning experiences are both engaging and educationally fruitful. In this light, this paper examines two different game authoring environments from an HCI perspective, taking account of certain interface characteristics can affect and shape the authoring process and thus have a potential bearing on educational effectiveness. The investigation draws on findings from an EU co-funded project called MAGICAL (MAking Games In CollaborAtion for Learning), which is exploring the potential that game making offers for activating key transversal skills such as problem-solving, creativity and ICT competency, particularly at primary school level.
KEYWORDS:
Game Making, Game-Based Learning, Technology Enhanced Learning, Human Computer Interaction, Usability, Accessibility,
Bottino, R.M., Canessa, A, Ott, M. & Tavella, M. (2014). SMART VIEW: A Serious Game Supporting Spatial Orientation of Subjects with Cognitive Impairments. Constantine Stephanidis, Margherita Antona (Eds,), Universal Access in Human-Computer Interaction. Universal Access to Information and Knowledge, 489-500. Springer International Publishing.
ABSTRACT:
The paper presents SMART VIEW a serious game developed with the aim of helping young people with moderate cognitive disabilities acquire those spatial abilities that are key prerequisites to autonomous mobility. The game was conceived for cognitively impaired teenagers; it proposes exercises supporting the acquisition and consolidation of competences related to space awareness and self-perception in the space; such skills are necessary to develop the sense of spatial orientation, which is critical for the target population. SMART VIEW makes use of Touch Screen tables so to allow easier access to the game content and augmented interaction. Particular attention has been devoted to the game interface design, so to make it free from cognitive barriers and fully accessible to the target population. Contents are as close as possible to reality and the educational strategy entails slow and gradual increase of the game complexity, so to properly sustain the users’ cognitive effort.
KEYWORDS:
Serious Games, Spatial Orientation, Cognitive Disabilities, Perspective Taking, E-inclusion, Technology Enhanced Learning
Dagnino, F.M., Ott, M., Pozzi, F. & Tavella, M. (2014). Widening Access to Intangible Cultural Heritage: towards the Development of an Innovative Platform. Constantine Stephanidis, Margherita Antona (Eds,), Universal Access in Human-Computer Interaction. Universal Access to Information and Knowledge, pp 705-713. Springer International Publishing.
ABSTRACT:
The paper discusses around Human Computer Interaction aspects of advanced learning systems. It underlines the added value (in terms of widening the learning possibilities and enhancing the learning experience) of designing the system itself only after having carefully taken into account the users’ requirements regulating the interactions between the learners and the technological environments. In doing so, it offers the view of what has been done in the EU project i-Treasures, which focuses on Intangible Cultural Heritage (ICHs) and investigates whether and to what extent new technology can play a role in widening the access to the underpinning rare know-how, and possibly sustaining its transmission / passing down to next generations. The project can be regarded as exemplar since it instantiates a very peculiar situation where HCI aspects are deeply affected by the fact that the i-Treasures technological system foresees the massive use of cutting edge sensors.
KEYWORDS:
Cultural Heritage Education, Intangible Cultural Heritage, Human Computer Interaction, Learning Management Systems, Educational platforms, Accessibility, Usability
Arnab, S., Baalsrud Hauge, J., Bellotti , F., Berta , R., Carvalho, M.B., Earp, J., Lim, T., Louchart, S., Moreno-Ger, P., Ortiz, I. M., Ott, M., Stanescu, I. & Suttie, N. (2014). Narrative Serious Game Mechanics (NSGM) - Insights into the Narrative-Pedagogical Mechanism. Stefan Gobel, Josef Wiemeyer, Games for Training, Education, Health and Sports, 23-34. Springer International Publishing. ISBN: 978-3-319-05971-6.
ABSTRACT:
Narratives are used to construct and deconstruct the time and space of events. In games, as in real life, narratives add layers of meaning and they engage players by enhancing or clarifying content. From an educational perspective, narratives are a semiotic conduit for evoking critical thinking skills and promoting knowledge discovery/acquisition. While narrative is central to Serious Games (SG), the relationships between gameplay, narrative and pedagogy in SG design remain unclear, and narrative’s elemental influence on learning outcomes is not yet fully understood. This paper reports efforts to shed light on these issues by way of a purpose-processing methodology, the ultimate aim of which is to help map serious game design patterns and pedagogical practices. In the case of narrative, the intention is to establish whether Narrative Serious Game Mechanics (NSGM) provide players with opportunities for reasoning and reflective analysis that may even transcend the game-based learning environment.
Bottino, R.M., Ott, M. & Tavella, M. (2014). Serious Gaming at School: Reflections on Students' Performance, Engagement and Motivation. in International Journal of Game-Based Learning (IJGBL), N.4,1, 21-36. IGI Global, Hershey (Stati Uniti d'America). DOI: 10.4018/IJGBL.
ABSTRACT:
The concept of Serious Gaming refers to the adoption of classical entertainment games for purposes other than entertainment, including learning and instruction. In this paper the authors report on a Serious Gaming field experiment where typical board games (such as battleship, master mind and domino) were employed with the shifted purpose of triggering and sustaining primary school students' reasoning and logical abilities. The results of the field experiment showed that: 1) there is a strong correlation between school achievement and the ability to play and solve this kind of games and that 2) motivation and engagement in game-based learning tasks is very high, irrespective of the level of achievement of the subjects. Final considerations are drawn about the potential and the opportunity of adopting the considered games to support those reason - ing skills that are widely recognized as transversal to any kind of learning and thus deeply affecting overall school performance.
KEYWORDS:
Game-enhanced learning, Mind Games, Motivation, Primary
Caponetto, I (2014). Is Internet an accessible learning resource for sight impaired students?. L. Gmez Chova, A. Lpez Martnez, I. Candel Torres, INTED2014 Proceedings, 4284/4293. IATED Academy.
ABSTRACT:
The importance of Internet use in education is widely recognized. Advanced net-technologies can well improve the quality of learning by facilitating access to educational resources and services and also by providing new and enlarged opportunities for interpersonal communication thus allowing for meaningful, content-rich and educationally effective exchanges.
Online learning environments offer to students interesting, flexible and highly customizable learning solutions and, generally speaking, are characterized by a high degree of usability and ease to use. Despite this, if we take into account students with disabilities, we see that a number of accessibility issues often arise that make web use highly problematic for them with the upshot that the differences are exacerbated rather than smoothed out.
In this paper we take the viewpoint of sight-impaired students and try to answer the research question whether can Internet be considered an accessible learning resource for them and/or to what extent. In particular, we explore the specific difficulties that pupils with visual impairment encounter when surfing the net with the aim of exploring, retrieving and using web- based educational material.
In the light of the accessibility principles of the Web Content Accessibility Guidelines (WCAG), the specific requirements for low vision and blind students are examined and possible solutions are envisaged and discussed.
KEYWORDS:
Accessibility, Universal Access, Technology Enhance Learning, Collaborative Learning
Arnab, S., Bellotti , F., Berta , R., de Freitas, S., Dunwell, I., Friedrich, E.V.C, Hannemann, A., Kober, S.E., Kravcik, M., Lim, T., Louchart, S., Neuper, C., Ninaus, M., Ott, M., Thin, A.G. & Wood, G. (2014). Neurophysiological methods for monitoring brain activity in serious games and virtual environments: a review. IJTEL, 78-103. IGI-Global.
ABSTRACT:
The use of serious games and virtual environments for learning is increasing worldwide. These technologies have the potential to collect live data from users through game play and can be combined with neuroscientific methods such as EEG, fNIRS and fMRI. The several learning processes triggered by serious games are associated with specific patterns of activation that distributed in time and space over different neural networks. This paper explores the opportunities offered and challenges posed by neuroscientific methods when capturing user feedback and using the data to create greater user adaptivity in game. Existing neuroscientific studies examining cortical correlates of game-based learning do not form a common or homogenous field.
In contrast, they often have disparate research questions and are represented through a broad range of study designs and game genres. In this paper, the range of studies and applications of neuroscientific methods in game-based learning are reviewed
KEYWORDS:
neurophysiological methods; brain; serious games; games; virtual environments,virtual reality; NIRS; near infrared spectroscopy; EEG;
Bottino, R.M., Persico, D. & Pozzi, F. (2014). Enhancing human capital in TEL research: A case study from STELLAR Network of Excellence. Computers in Human Behavior, 31 (Feb. 2014), 425-431. Elsevier.
ABSTRACT:
KEYWORDS:
Theme Team (TT), Human Capital, Cooperation, Research capacity, Integration, Interdisciplinarity
Antonaci, A., Dagnino, F.M., Ott, M., Pozzi, F. & Tavella, M. (2014). A Participatory Approach to Define User Requirements of a Platform for Intangible Cultural Heritage Education. In: Sebastiano Battiato, Josè Braz (Eds.), VISAPP 2014: 9th International Conference on Computer Vision Theory and Applications, 5-8 January 2014, Lisbon, Portugal, Vol. 2, 782-788. SCITEPRESS - Science and Technology Publications.
ABSTRACT:
In the last years the protection and safeguarding of cultural heritage has become a key issue of European cultural policy and this applies not only to tangible artefacts (monuments, sites, etc.), but also to intangible cultural expressions. The i-Treasures project focuses on some Intangible Cultural Heritages (ICH) and investigates whether and to what extent new technology can play a role in the preservation and dissemination of these expressions. To this aim, the project will develop a system, based on cutting the edge technology and sensors. The main purpose of this paper is to describe how the user requirements of this system were defined. The requirements definition process was based on a participatory approach, where ICH experts, performers and users were actively involved through surveys and interviews, and extensively collaborated in the complex tasks of identifying specificities of rare traditional know-how, discovering existing teaching and learning practices and finally identifying the most cutting edge technologies able to support innovative teaching and learning approaches to ICH.
KEYWORDS:
Intangible Cultural Heritage, User and System Requirements, Participatory Design Approach, Interdisciplinarity, Collaboration.
Earp, J., Ott, M., Popescu, M., Romero, M. & Usart, M. (2014). Supporting Human Capital development with Serious Games: An analysis of three experiences. In: Lytras M.D., Kurilovas, E. (Eds.), Computers in Human Behavior, 30, 715-720. Elsevier, Paris.
ABSTRACT:
Serious Games (SGs) are increasingly being used in formal educational settings and it is almost universally acknowledged that they have strong potential for bringing innovation to education and for enhancing learning, this way also contributing to the development of Human Capital. This paper proposes some reflections on the usefulness and effectiveness of SGs when used in formal learning contexts. The considerations are derived from a set of SG-based educational experiences carried out in three European countries: Italy, Spain and Romania. The paper briefly summarizes the key aspects of the three research experiences and, by referring to the main lessons learnt, it also draws some general conclusions as to the potential of SGs to support the development of Human Capital both from the cognitive and from the affective/behavioural standpoint.
KEYWORDS:
Human Capital; Serious Games, Formal education, Technology enhanced learning, Game-based learning, Learning scenarios
Ferlino, L., Oliva, L. & Piemontese, E. (2013). Il progetto Uno per tutor, tutor per uno: un’occasione per ripensare la didattica in un Liceo Classico. ‘Sessione Buone prassi - orientamento, educazione e disabilità’, Atti del 9° Convegno internazionale “La qualità dell’integrazione scolastica e sociale”, 2013,
Ferlino, L. & Oliva, L. (2013). Il progetto Vindis: un’occasione per costruire una rete di esperienze significative a supporto dei DSA. Sessione ‘Buone prassi - bisogni educativi speciali’, Atti del 9° Convegno internazionale “La qualità dell’integrazione scolastica e sociale”, 2013,
Ferlino, L. & Oliva, L. (2013). Il ragazzo con discalculia nella scuola secondaria di secondo grado. Biancardi A. Mariani E. e Pieretti M. (a cura di), Intervento logopedico nei DSA – La discalculia, 313-346. Erickson. ISBN: 978-88-590-0417-2.
Trentin, G. (2013). Network and mobile technologies in education: a call for e-teachers. G. Trentin, M. Repetto, Using Network and Mobile Technology to Bridge Formal and Informal Learning, 153-182. Woodhead/Chandos Publishing Limited. ISBN: 978-1-84334-699-9.
ABSTRACT:
There are still barriers hindering the widespread use of network and mobile technologies (NMTs) at school. The main issue is the diffusion of the new pedagogical approaches required to best exploit that technology for the improvement of learning processes. Take for example so-called ‘e-pedagogy’, which relies greatly on learning-by-doing, connectivity and the strong integration of formal education with the informal learning processes which are typical of peer-learning,
experiential learning, etc. At least two conditions favour wide propagation of e-pedagogy: (a) an organisational development of the school institution to foster didactic innovation in which NMT use is the normal condition, just as use of the blackboard, paper and pen were for a long time the normal condition;
and (b) a process of continuous professional development of teachers which is not only based on formal training so much as on informal learning processes specifi cally centred on NMT use. To act on both these conditions we must be aware of the rapid changes in the context and consequently of how the figure of the ‘e-teacher’ should be modelled to produce someone who is able to use NMTs both for their students’ learning and for their own continuous professional development.
De Liddo, A., Ferguson, R., Sandor, A., Shum, S. B., Simsek, D. & Taibi, D. (2013). Visualizing the LAK/EDM Literature Using Combined Concept and Rhetorical Sentence Extraction. Proceedings of the LAK Data Challenge, held at LAK 2013, the Third Conference on Learning Analytics and Knowledge,
ABSTRACT:
Scientific communication demands more than the mere listing of empirical findings or assertion of beliefs. Arguments must be constructed to motivate problems, expose weaknesses, justify higher-order concepts, and support claims to be advancing the field. Researchers learn to signal clearly in their writing when they are making such moves, and the progress of natural language processing technology has made it possible to combine conventional concept extraction with rhetorical analysis that detects these moves. To demonstrate the potential of this technology, this short paper documents preliminary analyses of the dataset published by the Society for Learning Analytics, comprising the full texts from primary conferences and journals in Learning Analytics and Knowledge (LAK) and Educational Data Mining (EDM). We document the steps taken to analyse the papers thematically using Edge Betweenness Clustering, combined with sentence extraction using the Xerox Incremental Parser's rhetorical analysis, which detects the linguistic forms used by authors to signal argumentative discourse moves. Initial results indicate that the refined subset derived from more complex concept extraction and rhetorically significant sentences, yields additional relevant clusters. Finally, we illustrate how the results of this analysis can be rendered as a visual analytics dashboard.
KEYWORDS:
Corpus Analysis; Learning Analytics; Natural Language Processing; Network Analysis; Scientific Rhetoric; Visualization
Besnik, F., Stefan, A. & Taibi, D. (2013). Towards Integration of Web Data into a Coherent Educational Data Graph. Proceedings of the 22nd International Conference on World Wide Web Companion, 419-424. ISBN: 978-1-4503-2038-2.
ABSTRACT:
Personalisation, adaptation and recommendation are central aims of Technology Enhanced Learning (?) environments. In this context, information retrieval and clustering techniques are more and more often applied to filter and deliver learning resources according to user preferences and requirements. However, the suitability and scope of possible recommendations is fundamentally dependent on the available data, such as metadata about learning resources as well as users. However, quantity and quality of both is still limited. On the other hand, throughout the last years, the Linked Data (LD) movement has succeeded to provide a vast body of well-interlinked and publicly accessible Web data. This in particular includes Linked Data of explicit or implicit educational nature. In this paper, we propose a large-scale educational dataset which has been generated by exploiting Linked Data methods together with clustering and interlinking techniques to extract import and interlink a wide range of educationally relevant data. We also introduce a set of reusable techniques which were developed to realise scalable integration and alignment of Web data in educational settings.
KEYWORDS:
Linked Data; recommender system; Semantic Web; tel
Persico, D. & Pozzi, F. (2013). The role of representations for the development of a participatory culture of Learning Design among educators. 365-372. ATEE aisbl, Bruxelles. ISBN: 9789081563956.
ABSTRACT:
This paper proposes an analysis of current research research in learning design (LD), a field aiming to improve the quality of educational interventions by supporting their design, and in particular by focusing on the development, among educators and designers, of a participatory culture concerning the educational use of digital media. The paper draws upon the history of the field to advocate not only the importance of the objective of creating a participatory culture of LD, but also the need for a slight shift of emphasis in LD research, from the current approach focused on the quest for ways to represent the results of the design of an educational process to one where the focus is on supporting also the decision making process taking place during design.
KEYWORDS:
Communities of practice; Learning design; learning design representations; Participatory culture; teacher professional development; teacher training
Dietze, S. & Taibi, D. (2013). The Learning Analytics and Knowledge Dataset. ISBN: 978-3-941055-22-3.
ABSTRACT:
In this abstract we describe an initiative aimed at providing a public corpus of structured data covering the research literature on Learning Analytics (LA) and Educational Data Mining (EDM). This work is jointly promoted by the Society for the Learning Analytics Research (SoLAR) with the collaboration of the Institute for Educational Technologies of the National Research Council of Italy, and the LinkedUp project (http://linkedup-project.eu/). The resulting Learning Analytics and Knowledge (LAK) Dataset (solaresearch.org/events/lak/lak-dataset) contains more than 300 papers collected from: - the Proceedings of the ACM International Conference on Learning Analytics and Knowledge (LAK) for the year 2011 and 2013, - the special issue on "Learning and Knowledge Analytics" of the journal of Educational Technology & Society published in 2012, - the proceedings of the International Conference on Educational Data Mining (from 2008 to 2013). The dataset represents a so far unprecedented body of knowledge for researchers in the field of LA and EDM due to a number of reasons: - the LAK Dataset is published according to Linked Data principles in a machine understandable format using Semantic Web technologies - the corpus contains structured metadata as well as the full text body of all publications - some of the publications have not been publicly available before and were published with a dedicated license from the ACM Digital Library - the LAK Dataset is published using established (RDF) schemas and is publicly accessible via standard interfaces such as SPARQL - the dataset is being constantly updated to provide a living corpus for research into the emerging field of LA and EDM
KEYWORDS:
Educational Data Mining; Learning Analytics; Linked Data; Semantic Web
Bottino, R.M. (2013). Reflections on Educational Technology, Research and School Innovation. Information Systems, E-learning, and Knowledge Management Research, 365-373. Springer, Berlin Heidelberg. ISBN: 978-3-642-35878-4. DOI: 10.1007/978-3-642-35879-1_28.
ABSTRACT:
In this paper four main perspectives are sketched as a framework to consider accomplishments in the educational technology research field and, in particular, in the school education sector: (a) the computational perspective which is focused on what technology makes possible; (b) the cognitive perspective which is focused on what the individual can learn under certain conditions; (c) the pedagogical perspective which considers how the design of ICT mediated situations can provide an answer to concrete educational problems; (d) the social and cultural perspective which is focused on the opportunities and needs brought about by different contexts. In the paper, these perspectives are exemplified making reference to research studies carried out at the Institute of Educational Technology of the Italian National Research Council (ITD-CNR) in the specific field of school education.
KEYWORDS:
educational technology; research perspectives; School innovation
Dettori, G. (2013). Non solo storytelling: Progettare storie interattive.
ABSTRACT:
Creare storie multimediali non è l'unica forma di Storytelling possibile. Questa presentazione illustra potenzialità e vincoli delle storie interattive.
Arrigo, M., Fulantelli, A. & Taibi, D. (2013). MELOD Mobile Environment for Learning with Linked Open Data.
ABSTRACT:
In the last few years, many applications for mobile devices have been developed to support learning experiences both in formal and informal contexts. One of the main limits of these applications concerns the development of learning materials suitable for mobile learning contexts. In fact, learning content must be usually prepared in advance by teachers and maintained during the whole lifespan of the application. MeLOD is a mobile learning environment, which exploits the huge amount of dataset in the Linked Open Data (LOD) cloud to overcome the previous issue, and provides contextualized and continuously updated information based on students' location. Moreover, students social activities like voting and commenting are used to enhance the knowledge base of the environment and to provide recommendations for next students' visits.
KEYWORDS:
Linked Open Data; Mobile Learning; Semantic Web
Allegra, M., Dal Grande, V., Gentile, M., La Guardia, D. & Ottaviano, S. (2013). Integrating Entrepreneurship Education activities into school curricula through a Serious Game. Entrepreneurship education conference in Helsinki, 26th-27th September 2013,
ABSTRACT:
The Communication from the European Commission entitled "Entrepreneurship Action Plan 2020" highlights the role of Entrepreneurship Education (EE) as a key strategy for stimulating economic growth in Europe. As stated in the report "Entrepreneurship Education at School in Europe", EE is not yet sufficiently integrated into the school curricula in European countries. In the last few years the Italian school system has undergone a profound revolution. This paper analyses how European policies on entrepreneurship education have been taken into account in this reform process within the tourism school sector. Moreover, a blended learning model is presented which was developed within the framework of the EU project "I can ... I can not ... I go!" Rev. 2 co-financed by the EU under the LLP programme. The model is based on a serious game and was designed in order to foster the integration of EE into curricular activities.
Allegra, M., Edlira, P. & Shpresa, A. (2013). Integrating audiovisual practies in the design of online courses of laboratory of physics. Quality and efficiency in e-learning, 344-349. Universitatea Nationala de Aparare "Carol I", Bucharest. DOI: 10.12753/2066-026X-13-164.
Bocconi, S., Kampylis, P. & Punie, Y. (2013). Innovazione dei sistemi educativi e di formazione supportata dalle nuove tecnologie: la sfida delle Classi Creative.
Bocconi, S. (2013). How classrooms can be turned into creative learning spaces.
Casanova, M. A., Dietze, S., Fetahu, B., Pereira, N. B. & Taibi, D. (2013). Generating structured Profiles of Linked Data Graphs. Proceedings of the ISWC 2013 Posters & Demonstrations Track, 113-116.
ABSTRACT:
While there exists an increasingly large number of Linked Data, metadata about the content covered by individual datasets is sparse. In this paper, we introduce a processing pipeline to automatically assess, annotate and index available linked datasets. Given a minimal description of a dataset from the DataHub, the process produces a structured RDF-based description that includes information about its main topics. Additionally, the generated descriptions embed datasets into an interlinked graph of datasets based on shared topic vocabularies. We adopt and integrate techniques for Named Entity Recognition and auto- mated data validation, providing a consistent work ow for dataset profiling and annotation. Finally, we validate the results obtained with our tool.
KEYWORDS:
Annotation; Datasets; Linked Data; Metadata
Chiazzese, G., Chifari, A., Merlo, G., Mirisola, A. & Seta, L. (2013). Functional analisys across the life setting of individuals with ADHD:Reflecting on the importance of function-based intervention in school setting.
Dettori, G. (2013). Fostering teachers professional growth by promoting a culture of educational sharing.
ABSTRACT:
The constant evolution of technology entails to periodically re-think its use in education and prepare teachers to take advantage of new possibilities in a pedagogically sound way. This paper argues that an effective way to train teachers in this respect could consist in supporting the creation of online communities where teachers can share educational materials together with their related pedagogical experience. Such communities have the potential to value teachers' competence, enrich it through joint reflection, and help to diffuse innovation in the school.
KEYWORDS:
Communities of practice; Learning objects; teacher training
Dietze, S. & Taibi, D. (2013). Fostering Analytics on Learning Analytics Research: the LAK Dataset. Proceedings of the LAK Data Challenge, held at LAK 2013, the Third Conference on Learning Analytics and Knowledge,
ABSTRACT:
This paper describes the Learning Analytics and Knowledge (LAK) Dataset, an unprecedented collection of structured data created from a set of key rese arch publications in the emerging field of learning analytics. The unstructured publications have been processed and exposed in a variety of formats, most notably according to Linked Data principles, in order to provide simplified access for researchers and practitioners. The aim of this dataset is to provide the opportunity to conduct investigations, for instance, about the evolution of the research field over time, correlations with other disciplines or to provide compelling applications which take advantage of the dataset in an innovative manner. In this paper, we describe the dataset, the design choices and rationale and provide an outlook on future investigations.
KEYWORDS:
Data; Educational Data Mining; Learning Analytics; Linked Data; Semantic Web
Persico, D. & Pozzi, F. (2013). For a participatory culture of learning design among educators. Abstract Book of the ATEE Winter Confenence, Learning & Teaching with Media & Technology, 90-91.
KEYWORDS:
learning esign; teacher education; teacher training
Manca, S. & Ranieri, M. (2013). Facebook tra apprendimento formale e informale: potenzialità, criticità e linee guida. Atti del convegno Didamatica 2013, 1049-1058. ISBN: 978-88-98091-10-2.
ABSTRACT:
Nonostante la crescente popolarità di Facebook anche come strumento didattico, le sue potenzialità in chiave educativa non sono state ancora del tutto esplorate, né c'è consenso unanime sulle criticità che emergono nel momento in cui le pratiche della cultura partecipativa dei social media si combinano con le esigenze dell'apprendimento formale. In questo contributo verranno presentate, alla luce dei più recenti esiti della letteratura, le principali potenzialità educative di Facebook così come le maggiori criticità evidenziate dai numerosi studi del settore. Verranno, inoltre fornite, alcune linee guida per orientare educatori, insegnanti e progettisti educativi nella complessa rete di intrecci tra apprendimento formale e informale.
KEYWORDS:
apprendimento formale; apprendimento informale; Facebook; social network
Dietze, S., Fetahu, B., Fulantelli, A. & Taibi, D. (2013). Evaluating relevance of educational resources of Social & Semantic Web. Scaling up Learning for Sustained Impact 8th European Conference, on Technology Enhanced Learning, EC-? 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings, 637-638. Springer Heidelberg Dordrecht London New York, New York. ISBN: 978-3-642-40813-7. DOI: 10.1007/978-3-642-40814-4.
ABSTRACT:
The social web paradigm has modified the way people behave on the Web. Amongst the many consequences of this change the amount of online resources directly produced and shared by users has increased considerably. In this scenario the importance of methods to evaluate the educational relevance of the resources raises up. In this poster we propose an approach based on recent advancements of Linked Open Data.
KEYWORDS:
Educational relevance of resource; Linked Open Data; OER
Allegra, M. & Ottaviano, S. (2013). Cultural heritage and educational web sites. Quality and efficiency in e-learning, 1, 622-627. Universitatea Nationala de Aparare "Carol I", Bucharest. DOI: 10.12753/2066-026X-13-101.
ABSTRACT:
ICT and Internet have identified new educational objects in an innovative and original way, in particular in the field of the recovery, preservation and knowledge of cultural heritage and art. The link between these two worlds led to a different way for learning and studying that reveals itself in projects where space and time vanish, giving rice to a new relationship between the individual and the culture. The "digital" world, offering many potentialities and chances, enters in museum bringing with him substantial changes allowing new experiences to life and perceive the exhibition places, making available the art products and stimulating interest, curiosity, imagination and emotions of the users. This is possible through the use of innovative ways to communicate with people using a more extensive advertising that can reach a wide audience and through the creation of attractive and smart websites that allow access to collections through interactive guided tours in all languages, consultation of databases, 3D reconstructions of environments, educational section dedicated to children and students, online meeting with experts and assistants. The paper describes an overview of the current state of the websites of the main Italian museums, archives and libraries that make available to users online information and learning resource. The study of these sites and their functionalities consent an analysis about methodological and pedagogical implications of the impact that ICT tools and the related educational models have on the Cultural Heritage Education; moreover it is an attempt to assess the applicability of ICT tools and methods in this sector. Finally, the contribution investigates how new technological tools can be used to create open access-museums for disabled people and which are the technological device and techniques necessary to develop appropriate frameworks and to outline the future directions to support Cultural Heritage.
KEYWORDS:
cultural heritage; multimedia; museums.; web
Chiappini, G.P. (2013). Cultural affordances of digital artefact in the teaching and learning of mathematics. ICTMT 11, 99-105. ISBN: 978-88-6629-000-1.
ABSTRACT:
The last two decades have seen a great development of research on the use of technology in teaching and learning of mathematics but, to date, these studies have not had a significant influence on teaching practice because research was unable to take sufficiently into account the challenges that digital technology poses in this context of use (Joubert, 2013). These challenges mainly concern the use of technology to facilitate reasoning in mathematics and to facilitate the construction of meanings, principles, values that are rooted in the historical, cultural development of this discipline. This contribution aims to develop a methodology centred on the concepts of affordance and narrative for describing and evaluating the potential of educational mediation of an artefact for the indicated objectives. The article is based on a previous work by Chiappini (2012) and the observations to this work carried out by Monaghan and Mason (2012)
Dettori, G. (2013). Constructing a story world: what contribution to learning?.
ABSTRACT:
Narrative is a powerful tool to enhance learning: conceiving a plot implies gaining awareness of logical constraints among events; narrating it entails developing expression skills, and narrating with digital tools adds the ability to suitably use different codes as expressive means. But what if we construct virtual interactive stories? In this case the story creator does not conceive a story plot but a story world: a set of somehow related events, within which (partially) different plots emerge, at every run time, from the interaction between user and story-environment. In this contribution, I will report my own experience with conceiving a story world, highlighting how this type of construction implies a different mental activity than traditional stories. Discussing the experience will start from questions which are relevant for the educational use of any kind of digital narrative: Can such activity be beneficial for learning, in school or in work environments? What appears to be its main source of learning potential? How does it compare with other kinds of narrative activities?
KEYWORDS:
narrative learning; story world; virtual narrative
Bocconi, S. (2013). Case of ICT-enabled innovation for learning from Asia and Europe: the 1:1 learning in Europe.
Daricello, L. & Ottaviano, S. (2013). Astrokids INAF: l'evoluzione di un'esperienza per la diffusione dell'astronomia ai più piccoli.
Daricello, L. & Ottaviano, S. (2013). ASTROKIDS INAF: A Nationwide Experience of Communicating Astronomy with Kids.
ABSTRACT:
Following the positive experience started in 2009 by the Palermo Observatory (INAF - OAPa), since 2011 the Italian National Institute for Astronomy (INAF) has been carrying on Astrokids as a nationwide project to communicate astronomy with kids, in an informal context, such as the one of bookshops. Thus the INAF entered into an agreement with a well known bookstore chain and started the Astrokids experience in nine different cities, using traditional and innovative methodologies and many opportunities offered by the ITC. Many Astrokids are at disposal on the web (at the moment in Italian) and are very used by teachers and families. The Astrokids experience is going to be published on a book, whose authors are astronomers and researchers of the INAF.
KEYWORDS:
astronomy outreach; mobile apps; web technologies
Allegra, M., Dal Grande, V., Gentile, M., La Guardia, D. & Ottaviano, S. (2013). A serious game to promote and facilitate entrepreneurship education for young students. Recent Advances in Education and Educational Technologies, 256-263. ISBN: 978-1-61804-203-3.
ABSTRACT:
The paper describes a serious gamedesigned and implemented within the framework of the European project "Posso ... Non Posso ... Vado! PNPV Project Rev.2 (I can ... I cannot ... I go!) which aims to introduce and foster an entrepreneurial mindset among young people. The focus of the game is on the management of a touristic company, in a complex market in which players compete with other companies/players. After a brief overview on Entrepreneurship Education, the paper describes the structure of the gamethat allows players to face increasingly complex situations, through learning by doing and learning by failing methodologies. Thenthetools integrated in the game to support teachersin analyzing students' activities are described.
KEYWORDS:
Business Games; Entrepreneurship Education; game-based learning; Market modeling and simulation; Serious Games
Arrigo, M., Fulantelli, A. & Taibi, D. (2013). A Semantic Approach to Mobile Learning Analytics. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, 287-292. ACM, Association for computing machinery, New York. ISBN: 978-1-4503-2345-1. DOI: 10.1145/2536536.2536579.
ABSTRACT:
Mobile learning has reached a considerable level of maturity in recent years, and its role is widely acknowledged in school contexts, university, vocational training, formal and non-formal learning settings, and more generally as an opportunity for lifelong learning. Despite its maturity, evaluation of mobile learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance mobile learning experiences. In recent years Learning Analytics has been highly successful in different contexts, but mobile learning exhibits particular characteristics related to the technologies used, student mobility, the possibility of having localized data and information and the social dynamics that characterize the context in which learning takes place. In this paper we propose an innovative approach to support analytics of learners' activities in a mobile learning setting based on the Semantic Web paradigm and on the semantic relationships expressed in the Linked Open Data cloud. MeLOD, a mobile environment for learning with Linked Open Data, is also introduced as a demonstrator for the ideas illustrated in the paper. Potentials and pitfalls of the proposed approach, both for teachers and learners, are reported in the conclusions.
KEYWORDS:
Learning Analytics; Linked Open Data; Mobile Learning; Semantic Web
Arrigo, M., Fulantelli, A. & Taibi, D. (2013). A mobile environment for learning with Linked Open Data. Proceedings of the 2013 International Conference on Education and Modern Educational Technologies, 158-163. ISBN: 978-1-61804-210-1.
ABSTRACT:
In the last few years, many applications for mobile devices have been developed to support learning experiences both in formal and informal contexts. One of the main limits of these applications concerns the development of learning materials suitable for mobile learning contexts. In fact, learning content must be usually prepared in advance by teachers and maintained during the whole lifespan of the application. In this paper, we present MeLOD, a mobile learning environment, which exploits the huge amount of dataset in the Linked Open Data (LOD) cloud to overcome the previous issue, and provides contextualized and continuously updated information based on students' location. The position of the student sent by the mobile device is used to interlink Geonames DBpedia and Europeana datasets to provide information about all the interesting cultural heritage sites close to the student. Moreover, students social activities like voting and commenting are used to enhance the knowledge base of the environment and to provide recommendations for next students' visits.
KEYWORDS:
Linked Open Data; Mobile Learning; Semantic Web
Dietze, S., Fetahu, B., Fulantelli, A. & Taibi, D. (2013). A Linked Data approach to evaluate Open Education Resources. Proceedings of the 2013 International Conference on Education and Modern Educational Technologies, 154-157. ISBN: 978-1-61804-210-1.
ABSTRACT:
The social environments based on the Web 2.0 paradigm have modified the way people behave on the Web. One of the direct consequences of this change is that the amount of online resources produced and shared by users has increased considerably. Amongst them, it is possible to find materials that can be exploited for educational purposes. For example, YouTube, Flickr, Slideshare, more and more often collect resources that can be used in educational contexts. In this scenario, finding methods to support the evaluation of the educational relevance of online resources is becoming one of the greatest challenges faced by the educational technologists today. In this paper we propose an approach for the evaluation of the relevance of educational resources based on recent advancements of Linked Open Data.
KEYWORDS:
Educational resource relevance; Linked Open Data; OER
Benigno, V., Repetto, M. & Trentin, G. (2013). The WISE Project and the Support for Social/Educational Inclusion. G, Trentin, V. Benigno, Network Technology and Homebound Inclusive Education, 123-139. Nova Science, Hauppauge. ISBN: 978-1-62808-537-2.
ABSTRACT:
Problems due to physical or health disabilities which are either congenital or have been acquired through traumas or degenerative diseases, often hinder normal participation in school, university or professional education and training, either temporarily or permanently. Can network and mobile technologies offer new opportunities for proper social/educational inclusion in these cases? This is the key question which from 2009 to 2012 guided the research and development of the project known as WISE (Wiring Individualized Special Education). The project was funded by the Ministry of Education, University and Research (MIUR) with the funds for investment in basic research (FIRB). The main aim of the project was to develop a support system for the education and special training of so-called homebound subjects, those who for physical or health reasons are confined to their homes or other closed environments (hospitals, temporary homes). Essential parts of the WISE support system are: tools for sharing the knowledge and good practices of homebound special education (HBSE); the assisted planning of educational interventions directed at a special user base; the training of social/educational workers. The project was developed through the combined action of six Research Units (RU), coordinated by the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR), and belonging to six university centers of excellence specialized in research on the educational use of network technologies. This chapter will present the main features of the project, together with the results deriving from it in terms of research and prototype development.
Trentin, G. (2013). Tecnologie di rete e istruzione domiciliare (special issue). TD - Tecnologie Didattiche, 21(2), 66-67.
ABSTRACT:
Ci sono situazioni che impediscono agli studenti, in modo temporaneo o permanente, di partecipare ai normali percorsi di istruzione, e questo per problemi psico-fisici (disturbi della sfera emozionale, disabilità fisico-motorie), o di salute (lungodegenze, degenze cicliche dovute a specifici protocolli terapeutici, particolari sindromi).
Dato l’incremento numerico dei casi, si rendono necessari lo studio e la messa a punto di nuovi modelli di scolarizzazione che tengano conto dei disagi indotti dalle diverse situazioni di svantaggio.
Tali modelli sempre più si affidano e si affideranno a un uso regolare e metodico delle nuove tecnologie dell’informazione e della comunicazione (in particolare quelle mobili); questo non solo per favorire la gestione del processo di insegnamento e apprendimento, ma anche la comunicazione fra tutti i soggetti (insegnanti, compagni di classe, genitori, personale sanitario) a contatto del giovane e fra gli stessi insegnanti che, nelle diverse discipline e nei diversi anni scolari, hanno cura di seguire il suo percorso di studi.
L’utilizzo delle tecnologie informatiche e della comunicazione a supporto dell’istruzione di studenti con bisogni speciali non rappresenta certo una novità. Nel tempo, infatti, si sono susseguiti numerosi studi e ricerche indirizzati a esplorare e sperimentare le potenzialità delle tecnologie hardware, software e di rete nella didattica speciale.
Per quanto tali studi abbiano contributo a fornire diverse chiavi di lettura su come le risorse tecnologiche possano intervenire a supporto della didattica speciale, ognuno si è in genere concentrato su situazioni e/o problematiche specifiche, talvolta privilegiando più gli aspetti tecnologici legati alla comunicazione (vedi il caso degli ausili hardware per i disabili o delle tecnologie della comunicazione per gli alunni lungodegenti), altre volte più quelli psico-pedagogici (vedi il caso delle tecnologie come strumento di rinforzo e/o recupero in presenza di disabilità di tipo cognitivo).
Ciò di cui si sente ancora il bisogno è un approfondimento su come favorire l’inclusione educativa in modo sistemico, attraverso l’attivazione delle reti sociali che si formano in modo spontaneo attorno allo studente svantaggiato.
Si tratta di un’esigenza molto forte, anche perché, nonostante vi siano normative nazionali sul diritto allo studio tese a tutelare tali situazioni (si pensi al protocollo d’intesa fra i Ministeri dell’Istruzione e della Salute sulla base del quale è stata istituita formalmente l’Istruzione Domiciliare), non sempre sul lato pratico il supporto in presenza offerto agli studenti e alle famiglie consente una reale ed efficace inclusione socio-educativa.
E’ per questa ragione che grandi aspettative sono oggi riposte sulle possibilità offerte dalle nuove tecnologie di rete e mobili, data anche la loro massiccia diffusione a livello personale e domestico.
Si tratta di tecnologie che hanno già dimostrato di essere un insostituibile alleato nel favorire sia l’apprendimento individuale e collaborativo in rete degli studenti confinati per periodi medio-lunghi presso la propria abitazione o in ambiente di cura, sia la gestione e il supporto a distanza delle attività di studio da parte dei docenti.
Come s’è detto, però, c’è l’esigenza di andare oltre gli aspetti strettamente didattico-pedagogici legati all’uso delle nuove tecnologie, studiando come quelle stesse tecnologie siano in grado di potenziare i processi di inclusione educativa degli studenti in situazione di svantaggio facendo leva e amplificando l’interazione sociale, a rete, di tutti i soggetti coinvolti direttamente e indirettamente dalla specifica problematica (studenti, educatori, famiglie, istituti di cura, associazioni, enti locali, ecc.).
E’ la ragione per cui in questo numero speciale di TD il tema dell’istruzione domiciliare viene affrontato da quattro differenti angolature, benché fra loro strettamente complementari: quella dello studente; quella dei docenti; quella del sistema di relazioni sociali alla cui intersezione si trova lo studente svantaggiato; quella della scelta delle più efficaci tecnologie in funzione dello specifico processo di inclusione.
La maggior parte dei contributi raccolti nel numero ruotano attorno ai risultati di WISE (Wiring Individualised Special Education), un progetto di ricerca finanziato con fondi Firb dal Ministero dell'Istruzione, dell'Università e della Ricerca, che per tre anni (2009-12) ha investigato il contesto della cosiddetta homebound special education, facendo il punto sull’esistente e proponendo approcci e strumenti tecnologici finalizzati a supportarla.
A corredo degli articoli strettamente legati a WISE, nel numero sono riportate alcune esperienze sviluppate al di fuori del progetto, ma che testimoniano come, in presenza di difficoltà alla normale frequenza scolastica, sia istintivo pensare all’uso delle tecnologie di rete per cercare di attenuare le situazioni di svantaggio. È interessante osservare come in tali esperienze non ci si limiti a pensare al collegamento casa-scuola per surrogare, per quanto in parte, la “presenza a scuola”, consentendo cioè allo studente di partecipare a distanza alle lezioni d’aula. Ciò che emerge, infatti, è la costante ricerca di soluzioni in grado di recuperare, seppur nei limiti di una comunicazione mediata, quella dimensione sociale dell’apprendimento entro cui si sviluppa lo studio, insieme ai compagni di classe, al di fuori dello spazio fisico della scuola.
Anche per questo, la riflessione generale che deriva dal quadro tracciato in questo numero, è che sia sempre più imprescindibile il processo di osmosi fra il mondo della ricerca e chi quotidianamente affronta nella pratica i problemi di inclusione socio-educativa. Anche perché, come dice Andrea Canevaro:
… spesso a produrre vera innovazione è chi vive i problemi non solo da vicino, ma abitandoli.
Dettori, G. & Lupi, V (2013). Self-observation and shared reflection to improve pronunciation in L2. International Handbook of Metacognition and Learning Technologies, 615-25. ISBN: 978-1-4419-5545-6.
ABSTRACT:
This study concerns the use of audio technology and metacognition to improve pronunciation in the learning of a second language (L2). It describes a methodological approach to guide L2 learners to observe their utterances and become aware of their pronunciation errors, with the support of peer collaboration and metacognitive prompts. Identifying pronunciation errors is not easy because it requires good self-observation, evaluation and reflection skills. A meaningful episode from a pilot test of our methodological approach is presented, together with some reflections on the potential implications of our work.
KEYWORDS:
language learning; Metacognition
Bottino, R.M., Ott, M. & Tavella, M. (2013). Scaffolding Pedagogical Planning and the Design of Learning Activities: An On-Line System. Governance, Communication, and Innovation in a Knowledge Intensive Society, 222-235. IGI Global, Hershey.
ABSTRACT:
This paper focuses on pedagogical planning and illustrates the on-line system IAMEL aimed at supporting teachers in the process of designing, structuring and planning educational activities for their students. Pedagogical planning is meant as the description, at different level of granularity, of the playing out of a learning situation or a unit of learning aimed at the acquisition of a precise body of knowledge through the specification of roles, activities, educational theories and methods. The use of ICT-based pedagogical planners has a particularly important role since it: 1) has a maieutic function in that it helps teachers to express his/her didactical ideas, finalize approaches and educational methods 2) serves as a mean for sharing practices among teachers and communities of teachers and 3) is a useful basis to foster "a posteriori" reflections on the planned educational experiences once implemented in real school settings.
KEYWORDS:
Formal education; Learning Innovation; Net -Technologies; Pedagogical planning; Technology Enhanced Learning
Caci, B., Chiazzese, G. & D'Amico, A. (2013). Robotics and Virtual Worlds: An Experiential Learning Lab. Biologically Inspired Cognitive Architectures 2012, 196, 83-87. Springer, Berlin Heidelberg. ISBN: 9783642342738.
ABSTRACT:
Aim of the study was to investigate the cognitive processes involved and stimulated by educational robotics (LEGO© robots and Kodu Game Lab) in lower secondary school students. Results showed that LEGO© and KGL artifacts involve specific cognitive and academic skills. In particular the use of LEGO© is related to deductive reasoning, speed of processing visual targets, reading comprehension and geometrical problem solving; the use of KGL is related to visual-spatial working memory, updating skills and reading comprehension. Both technologies, moreover, are effective in the improvement of visual-spatial working memory. Implications for Human-Robot Interaction and BICA challenge are discussed.
KEYWORDS:
academic performance; cognitive skills; Educational robotics; human-robot interaction
Trentin, G. & Trentin, G. (2013). Hospital and Home School Education: A Potential Crucible for 2.0 Teachers. G. Trentin, Network Technology and Homebound Inclusive Education, 85-98. Nova Science, Hauppauge. ISBN: 978-1-62808-537-2.
ABSTRACT:
The body of individual experiences deriving from sometimes "extreme" didactic needs, such as those of students who are unable to attend normal education regularly (if at all), has provided and continues to provide school and research worlds with useful specific material for reflection and for the experimentation of new forms of teaching.
An example may be found in hospital and/or home teaching, that is to say an "open" type of teaching which ignores the usual physical perimeter of the class (understood as an aggregation of individuals with the respective roles of students and teachers), while guaranteeing the same social and communicative dimension which must be allowed to develop within a class.
Paradoxically these situations have shown themselves to be ideal for the development of a teaching style aimed at stimulating the active role of the student, at fostering a learning process based more on doing than on listening, hence in line with so-called "2.0 pedagogy". And, as will be argued in this chapter, it is in this sense that special pedagogy can and must be considered as a potential crucible for "2.0 teachers". But how can the transition from "potential" to “actual” crucible be effected?
In answering this question, we will begin with some considerations on the current relationship between technology and pedagogy, then attempt to understand if and how it is possible to capitalize on the numerous individual experiences of hospital and home teachers, in order to achieve a didactic innovation which is supported by the new technologies and which can be extended to the whole school system.
Bottino, R.M. (2013). Network and mobile technologies in education: a call for e-teachers. Using Network and Mobile Technology to Bridge Formal and Informal Learning, 153-182. Chandos publishing, Oxford. ISBN: 978-1-84334-699-9.
ABSTRACT:
At present an ever-widening gap exists between how students and how schools use network and mobile technologies (NMTs). In fact, there are still various barriers hindering widespread use of NMTs at school. We are obviously not referring so much here to the diffusion of technology in itself as to diffusion of the new pedagogical approaches required to best exploit that technology for the reinforcement and improvement of learning processes (Thorpe, 2012). Take for example so-called "e-pedagogy" (Elliot, 2008), which relies greatly on learning-by-doing, connectivity and the strong integration of formal ( school) education with the informal learning processes (Cook, 2012) which are typical of peer-learning, experiential learning, etc. Considering that today personal availability of technology to students is (almost) no longer the main obstacle to educational use of the new technologies, there remain essentially two conditions which favour wide propagation of e-pedagogy: (a) an organisational development of the school institution to foster didactic innovation in which NMT use is the normal condition, just as use of the traditional blackboard, paper and pen used for a long time to be the normal condition; (b) a process of continual professional development of teachers which is no longer (or not only) based on formal training so much as on informal learning processes specifically centred on NMT use. They are two absolutely necessary, strongly interdependent conditions. Organisational development aimed at pedagogical innovation cannot work without adequate corresponding professional development of teachers. Viceversa, professional development of teachers without any guarantee of the institutional conditions for putting a real pedagogical renewal into practice would end up by blocking any large-scale diffusion of such a renewal (Trentin, 2010). In order to act on both these conditions we must be aware of the rapid changes in the context and consequently of how the figure of the "e-teacher" should be "modelled" to produce someone who is able to use NMTs both for their students' learning and for their own continuous professional development. These are the themes which will be dealt with in the present chapter.
Manca, S. & Ranieri, M. (2013). LIBRI DI TESTO DIGITALI E NUOVE TECNOLOGIE A SCUOLA. Pedagogia nell'Era Digitale, 58-64. Menabo, Ortona. ISBN: 9788895535425.
ABSTRACT:
L'introduzione dei libri di testo digitali a scuola, considerata nell'ambito più generale dell'uso delle nuove tecnologie a supporto dei processi di insegnamento e apprendimento
Bocconi, S. & Ott, M. (2013). Identity, Credibility, and Trust in Social Networking Sites: Old Issues, New Mechanisms, and Current Challenges for Privacy and Security. Social Network Engineering for Secure Web Data and Services, 5-31. IGI Global, Hershey. ISBN: 978-1-4666-3926-3.
ABSTRACT:
Over recent years, the notions of identity, credibility and trust in digital contexts have been gaining renewed interest from scholars in different fields (from social studies to engineering and computer science), especially for their consequences for privacy and security. Emerging and urgent questions are: What does the management of online personal data entail? How much personal information are we entitled to share with others? What measures do people usually adopt to protect their identity and privacy? Are they always aware of the risks they may run? What consequences may emerge in the long term if cautions are ignored? These are some of the questions that should be addressed by users, experts and scholars engaged with digital environments, especially social networking sites. This chapter focuses on these issues trying to provide a wide overview of the current literature on identity, credibility and trust, and their implications for privacy and security, from the perspective of social and behavioral sciences. Some measures provided by experts on how to protect against the most common security and privacy threats are also outlined.
KEYWORDS:
Credibility; Identity; Privacy; Security; Social Networking Sites
Trentin, G. (2013). ICT and Universal Access to Education: Towards a Culture of Accessibility. Information Systems, E-learning, and Knowledge Management Research, 278, 330-337. Springer-Verlag, Berlin/Heidelberg. ISBN: 978-3-642-35878-4.
ABSTRACT:
This paper deals with the issue of evaluating, documenting and spreading information about the accessibility of ICT-based educational products and also provides an example of how this can be done. This mainly goes in the direction of concretely supporting e-inclusion and Universal Access to education. As a matter of fact, provided that the accessibility of digital educational resources is carefully assessed and documented, teachers and educators have the possibility to choose and adopt those products that are fully "accessible" by "all" their students. From a wider perspective, this approach also goes in the direction of spreading the "culture of accessibility" and represents a further step onwards to guarantee the inclusion of students with disabilities.
KEYWORDS:
Accessibility; Digital resources; Educational software; E-inclusion
Trentin, G. (2013). I social network nell'educazione (prefazione). M. Ranieri e M. Stefania, I social network nell'educazione, 7-12. Centro Studi Erickson, Frazione Gardolo. ISBN: 9788859004288.
ABSTRACT:
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Repetto, M. (2013). Hospital and Home School Education: A Potential Crucible for "2.0 Teachers". Network Technology and Homebound Inclusive Education, 85-98. Nova Science, Hauppauge. ISBN: 978-1-62808-537-2.
ABSTRACT:
The body of individual experiences deriving from sometimes "extreme" didactic needs, such as those of students who are unable to attend normal education regularly (if at all), has provided and continues to provide school and research worlds with useful specific material for reflection and for the experimentation of new forms of teaching. An example may be found in hospital and/or home teaching, that is to say an "open" type of teaching which ignores the usual physical perimeter of the class (understood as an aggregation of individuals with the respective roles of students and teachers), while guaranteeing the same social and communicative dimension which must be allowed to develop within a class. Paradoxically these situations have shown themselves to be ideal for the development of a teaching style aimed at stimulating the active role of the student, at fostering a learning process based more on doing than on listening, hence in line with so-called "2.0 pedagogy". And, as will be argued in this chapter, it is in this sense that special pedagogy can and must be considered as a potential crucible for "2.0 teachers". But how can the transition from "potential" to "actual" crucible be effected? In answering this question, we will begin with some considerations on the current relationship between technology and pedagogy, then attempt to understand if and how it is possible to capitalize on the numerous individual experiences of hospital and home teachers, in order to achieve a didactic innovation which is supported by the new technologies and which can be extended to the whole school system.
Persico, D. & Pozzi, F. (2013). Cultura partecipativa nella progettazione didattica. Pedagogia nell'era digitale, 134-141. Edizioni MENABO' s.r.l., Ortona/CH. ISBN: 978-88-95535-42-5.
ABSTRACT:
Considerazioni sullo stato della ricerca sui metodi e gli strumenti per progettare la formazione
KEYWORDS:
cultura partecipativa; Learning design; Participatory culture; progettazione didattica
Bocconi, S., Kampylis, P. & Punie, Y. (2013). Case report 2: 1:1 learning initiatives in primary and secondary education in Europe. ICT-enabled innovation for learning in Europe and Asia. Exploring conditions for sustainability, scalability and impact at system level, 26199 EN, 36-51. Publications Office of the European Union, Luxembourg. ISBN: 978-92-79-33421-4.
ABSTRACT:
The case of 1:1 learning initiatives in primary and secondary education in Europe (1:1 Learning in Europe in short) is a collection of 31 1:1 learning initiatives recently launched in 19 European countries, equipping all students of a given school, class or age group with a portable computing device. Most of the identified initiatives (23 out of 31) are integral parts of national/regional ICT programmes launched by education authorities in order to promote school innovation.47 Furthermore, selected initiatives included in the study were launched after 2008 and with significant scale and/or impact on teaching and learning.
Allegra, M., Dal Grande, V., Gentile, M., La Guardia, D. & Ottaviano, S. (2013). An Agent Based Methodology to Design Serious Game in Social Field. Games and Learning Alliance, 8605. ISBN: 978-3-319-12156-7.
ABSTRACT:
Training and simulation games are a type of serious game that allow learners to deal with realistic scenarios, to test their behavior under controlled conditions and to increase their understanding of the simulated system/process. In these games, the educational goal changes the issues related to the simulation design. In particular, achieving right balance between realism and teaching effectiveness is an essential design criterion. The difficulties in designing this type of serious games are particularly evident in the social field. In fact, this area is characterized by a complexity that is hard to design in formal terms. Starting from recent evolutions in the field of social simulation, this paper proposes the agent paradigm as a methodological tool to guide the design of serious games in the social field. The PNPV game, designed within the framework of the European project "I can ... I cannot ... I go!" Rev. 2 (PNPV project), which aims to introduce and foster an entrepreneurial mindset among young people, is described as a case study of a serious game developed by means of the agent based approach.
Midoro, V & Persico, D. (2013). Albori di una pedagogia digitale. Pedagogia nell'era digitale, 7-15. Edizioni MENABO' s.r.l., Ortona/CH. ISBN: 978-88-95535-42-5.
ABSTRACT:
Considerazioni sullo stato della ricerca sui metodi e gli strumenti per progettare la formazione
KEYWORDS:
digital era; era digitale; pedagogia; pedagogy
Benigno, V., Chifari, A., Chiorri, C. & Manca, S. (2013). Adattamento italiano della Intrapersonal Technology Integration Scale, uno strumento per misurare gli atteggiamenti degli insegnanti nei confronti delle TIC. Giornale italiano di psicologia, 815-835. ISBN: 0390-5349.
ABSTRACT:
Introduzione. Oltre alle competenze effettivamente possedute, le credenze e gli atteggiamenti degli insegnanti relativamente all'impiego delle Tecnologie dell'Informazione e della Comunicazione (TIC) giocano un ruolo fondamentale nell'integrazione di questi strumenti nei diversi contesti educativi. Questi atteggiamenti possono essere misurati mediante la Intrapersonal Techonology Integration Scale (ITIS) di Niederhauser e Perkmen (2008). Il presente studio ha l'obiettivo di adattare in italiano lo strumento e di valutarne le proprietà psicometriche. Metodo. 144 insegnanti (%F = 85,4, età media 46,63±8,70 anni) appartenenti a scuole di ogni ordine e grado hanno compilato lo strumento insieme a una breve scheda socio-demografica e a un questionario di auto-valutazione delle proprie competenze nell'uso delle tecnologie; un sottoinsieme di questi insegnanti (n=61) ha compilato anche una scala per la valutazione dell'efficacia personale percepita in ambito scolastico. Risultati. I risultati hanno mostrato che, per quanto riguarda la struttura fattoriale e l'attendibilità delle sotto-scale, la versione italiana della ITIS presenta proprietà psicometriche sovrapponibili a quelle della versione originale e hanno fornito supporto empirico alla validità di costrutto della scala, per quanto non in modo conclusivo. Conclusioni. Per quanto alcune caratteristiche psicometriche (es. attendibilità test-retest, validità discriminante) restino ancora da valutare, ITIS si propone come un utile strumento per la valutazione degli atteggiamenti degli insegnanti verso le TIC nel contesto italiano.
KEYWORDS:
aspettative sui risultati; auto-efficacia; insegnanti; Tecnologie dell'Informazione e della Comunicazione; tecnologie didattiche
Bocconi, S., Kampylis, P. & Punie, Y. (2013). Analysis of recent 1:1 learning initiatives in primary and secondary schools in Europe. UNESCO Bangkok newsletter (Online), 7-11. ISBN: 2071-8535.
ABSTRACT:
The project Overview and analysis of one-to-one computing initiatives for Education and Training in Europe" (1to1Learning) was launched by JRC-IPTS1 and was carried out by European Schoolnet (EUN) from January 2012 to December 2012. The project aimed to provide an overview of recent 1:1 learning initiatives in primary and secondary schools across European countries, and to identify major bottlenecks and barriers to the implementation of 1:1 learning in schools. The study's findings were discussed with experts and stakeholders in order to reach a consensus on policy options for scaling-up 1:1 learning experiences that successfully promote technological, pedagogical and organizational innovation in Education and Training.
KEYWORDS:
1:1 learning; ICT-enabled innovation for learning
Delfino, M., Manca, S., Persico, D., Pozzi, F. & Scancarello, I. (2013). Boosting innovation in an Italian online university. International journal of online pedagogy and course design (Print), 29-43. ISBN: 2155-6873. DOI: 10.4018/ijopcd.2013100103.
ABSTRACT:
This paper describes the process of boosting an innovative e-learning system in an online university in Italy. The system relies on a satellite-terrestrial telecommunication infrastructure and allows for different interaction types, including synchronous, asynchronous, textual, audio and video communication modes. The adoption of this infrastructure was preceded by a training initiative proposed to the university staff to favor its intake. The paper analyses the effects of both the training initiative and the technological innovation based on qualitative data derived from the observed differences between the pre-existing courses and their re-design and quantitative data tracked by the system during a pilot test that lasted eleven months. These data show a trend reversal in the e-learning approach, from a prevalence of transmissive mode to a more interactive one, although there is still a long way to go before more radical changes can take place.
KEYWORDS:
e-learning system; instructional design; online learning; teacher training; virtual universities
Dettori, G. (2013). Demystifying Self-Regulated Learning. Future Learning, 55-59. ISBN: 2211-5609.
ABSTRACT:
This paper argues that self-regulation is an essential competence that all learners should develop, not only to successfully deal with the challenges and exploit the benefits of the current cultural and technological context, but also to go successfully though formal education and develop their own learning and intellectual potential. The paper also claims that its implementation is not so difficult and demanding as the complexity of its theoretical framework might induce one to think.
KEYWORDS:
knowledge society; life-long learning; open educational resources; self-regulated learning
Persico, D. (2013). Dove sta andando la ricerca sul learning design?. TD. Tecnologie didattiche, 58-60. ISBN: 1970-061X.
KEYWORDS:
instructional design; Learning design; progettazione didattica
Bocconi, S. (2013). Editorial: future evolution of learning, education and training. Future Learning, 1-2. ISBN: 2211-5609. DOI: 10.7564/13-FULE11.
ABSTRACT:
Acknowledging technology and media as an integral part of the world in which we live, the Future Learning journal looks at fundamental questions about the evolution of learning in this digital, hyper-connected world and how the nature of learning is changing, in any learning context (NMC, 2013). This issue of the journal aligns with current discussions on innovation, policy and practice for learning (Sharples et al., 2013), offering evidence-based and theoretical insights on deep transformations needed in the education and training field.
Dettori, G. & Torsani, S. (2013). Enriching Formal Language Learning with an Informal Social Component. Journal of educational technology & society, 93-103. ISBN: 1176-3647.
ABSTRACT:
This paper describes an informal component that we added to an online formal language learning environment in order to help the learners reach relevant Internet pages they can freely use to complement their learning activity. Thanks to this facility, each lesson is enriched, at run time, with a number of links automatically retrieved from social bookmarking sites. The learners also have at disposal a micro-evaluation system allowing them to share within the environment their like or dislike of the visited web sites, giving their fellow learners indirect guidance for fruitful web exploitation. Our analysis of the retrieved bookmarks for different kinds of learning contents shows that suitable links are actually retrieved by this facility. Moreover, a pilot experimentation revealed that students actually feel inclined to make use of this facility and appreciate both the proposed links and the possibility to receive advice from their peers by means of the micro-evaluation system. This suggests that the added facility actually constitutes an opportunity of informal learning suitably connected with formal one.
KEYWORDS:
informal learning; language learning; online learning; Social bookmarking
Earp, J., Ott, M. & Pozzi, F. (2013). Facilitating educators' knowledge sharing with dedicated Information Systems. Computers in human behavior, 445-455. ISBN: 0747-5632. DOI: 10.1016/j.chb.2012.05.009.
ABSTRACT:
The process of knowledge sharing can be seen as the lifeblood for the establishment of a true Knowledge Society. Such a society must be grounded on an iterative process whereby existing knowledge is constantly shared, consolidated and - crucially - enriched with new knowledge. And knowledge sharing is the means by which that enrichment can take place. Without doubt, these processes play a vital role in the context of education, which ultimately has a strong bearing on the formation of the Knowledge Society. In this paper, knowledge sharing among educators is discussed within the context of long-term research work that the authors have carried out in the field. The paper reports on the design and development of a series of Information Systems conceived for the sharing of practices among educational practitioners. It discusses the thinking behind these different but related systems and examines how this is borne out in the implementation of key system features.
KEYWORDS:
educators; information sharing; information systems; knowledge sharing; teachers
Manca, S. & Ranieri, M. (2013). I social network nell'apprendimento. TD. Tecnologie didattiche, 24-29. ISBN: 1970-061X.
ABSTRACT:
Potenzialità e criticità dei social network aperti come ambienti di apprendimento e di sviluppo professionale
KEYWORDS:
apprendimento; Facebook; social network; sviluppo professionale
Manca, S. & Ranieri, M. (2013). I Social Network nello sviluppo professionale. Formare (Online), 1-9. ISBN: 1825-7321.
KEYWORDS:
Facebook; social network; sviluppo professionale
Trentin, G. (2013). Il progetto WISE e il supporto all'inclusione socio-educativa. TD - Tecnologie Didattiche, 21(2), 68-74. ISBN: 1970-061X.
ABSTRACT:
Spesso, problemi dovuti a disabilità fisiche o di salute, congenite o acquisite a seguito di traumi o di malattie degenerative, impediscono, in modo temporaneo o permanente, la normale partecipazione all'istruzione scolastica, universitaria e professionale. Possono in questi casi le tecnologie di rete e mobili offrire nuove opportunità per una reale inclusione socio-educativa? Si tratta della questione chiave che dal 2009 al 2012 ha guidato l'attività di ricerca e sviluppo del progetto denominato WISE (Wiring Individualised Special Education) finanziato dal Ministero dell'Istruzione, Università e Ricerca con fondi di investimento per la ricerca di base (FIRB). Scopo principale del progetto è stato lo sviluppo di un sistema di supporto all'educazione e alla formazione speciale dei cosiddetti homebound, ossia di coloro che per ragioni fisiche e di salute sono confinati presso la propria abitazione o altro ambiente (ospedale, domicilio temporaneo). Parti essenziali del sistema di supporto WISE sono i tool per la condivisione delle conoscenze e delle buone pratiche sulla homebound special education (HBSE), la progettazione assistita di interventi didattici indirizzati all'utenza speciale, la formazione degli operatori socio-educativi. L'attività progettuale si è sviluppata attraverso l'azione concertata di sei Unità di Ricerca (UR), coordinate dall'Istituto Tecnologie Didattiche del CNR di Genova e afferenti ad altrettanti centri di eccellenza universitari specializzati in ricerche sull'uso educativo delle tecnologie di rete. In questo contributo verranno illustrati i tratti salienti del progetto e i risultati che ne sono scaturiti in termini di ricerca e sviluppo prototipale.
Chiappini, G.P., Cozzani, G. & Filocamo, G. (2013). INTEGRAZIONE DI APPRENDIMENTO FORMALE E NON FORMALE PER PROMUOVERE IL CAMBIAMENTO EDUCATIVO IN MATEMATICA. L'Educazione matematica, 5-18. ISBN: 1120-4850.
ABSTRACT:
The educational transformation in the mathematical field is a well established need in all educational systems. The change should concern the competences to be thought and above all the way they are thought and learnt. The European lifelong learning policies led us to distinguish among different forms of learning; formal, informal and non-formal in which people may be involved. This study is based on the assumption that the integration among these different forms of learning could foster an educational change in the mathematical field meeting the needs of today's society. This work shows the experiences of AlgebricaMente Lab, promoted by CNR. It underlines the main features of the educational settlement carried out in this lab and the contribution it can give to promote and foster an educational transformation.
KEYWORDS:
AlgebricaMente Lab; AlNuSet; formal learning; informal learning; MateFitness; non-formal learning; pragmatic and digital artifacts
Manca, S. & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. Journal of computer assisted learning (Print), 487. ISBN: 0266-4909. DOI: 10.1111/jcal.12007.
ABSTRACT:
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasising its pedagogical affordances (e.g. widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles which were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
KEYWORDS:
cultural issue; Facebook; implicit pedagogies; Social Networking Sites; Technology-enhanced learning
Anastopoulou, S., Conole, G., Craft, B., Dimitriadis, J., Hernández-Leo, D., Kali, Y., Mor, Y., Pérez-Sanagustín, M., Persico, D., Pozzi, F. & Walmsley, H. (2013). Learning design Rashomon I - supporting the design of one lesson through different approaches. Research in Learning Technology, ISBN: 2156-7077.
ABSTRACT:
This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al., 2013), devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. The common thread followed in these two contributions is inspired by Kurosawa's Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on ''Healthy Eating'' is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion), but rather it moves froman introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative) and then to a discussion of their similarities and differences to inform the choice of potential users.
KEYWORDS:
inquiry learning; learning design approaches; Pedagogical planning
Manca, S. (2013). Psicologia dell'educazione. TD. Tecnologie didattiche, 62-62. ISBN: 1970-061X.
KEYWORDS:
dell'educazione; Psicologia
Dettori, G. (2013). Recensione del libro " Classroom communication and diversity, di R.G. Powell and D.L. Powell. British journal of educational technology (Print), E105-E105. ISBN: 0007-1013.
ABSTRACT:
This interesting book, addressed to both novice and experienced teachers, provides a theoretical and practical framework to foster positive communication in today's diverse classroom and help educators to view diversity as a valuable resource. It highlights the importance of the context in which communication takes place, because it can determine the emergence of different facets of diversity.
KEYWORDS:
Communication; learning
Dettori, G. (2013). Recensione del libro "Design research on learning and thinking in educational settings, di D. Y. Dai". British journal of educational technology (Print), E171-E172. ISBN: 0007-1013. DOI: 10.1111/bjet.12096.
ABSTRACT:
This rich and very interesting book, addressed to professionals and graduate students interested in educational innovation, investigates the creation of optimal learning conditions andhowthese can support personal and context resources. This is to help learners achieve not only content knowledge and competence but also a favourable disposition to learn and to make use of higher-order thinking skills. If the content of this book is likely to be relevant to your research and development, I recommend that you borrow a copy to study.
KEYWORDS:
book; review
Manca, S. & Ranieri, M. (2013). Reti professionali di insegnanti su Facebook: studio di un caso. Formare (Online), 44-54. ISBN: 1825-7321.
ABSTRACT:
Questo lavoro presenta i risultati di due indagini esplorative sull'uso dei SN nell'ambito di alcune comunità professionali di insegnanti. Un primo studio basato sulla somministrazione di un questionario rivolto a dieci fondatori e amministratori di gruppi online ha investigato le motivazioni, le finalità e i livelli di partecipazione. Un secondo studio, che ha riguardato i membri di cinque gruppi in Facebook, ha comportato la somministrazione di un questionario volto a esplorare alcune ipotesi di ricerca relative alla relazione tra tipologie di gruppi e dinamiche socio-relazionali, da un lato, e implicazioni professionali, dall'altro. I risultati mostrano che i manager di gruppi tendono a fondarli non solo per la condivisione di risorse professionali ma anche per ragioni etico-partecipative o sociali. I dati rilevati permettono anche di riscontrare l'esistenza di differenze tra diverse tipologie di gruppi, oltre all'attivazione di processi continui di contaminazione tra reale e virtuale in grado di dar vita a nuove iniziative professionali
KEYWORDS:
apprendimento lungo tutto l'arco della vita; Facebook; insegnanti; reti di pratiche; sviluppo professionale
Caci, B., Chiazzese, G. & D'Amico, A. (2013). Robotic and Virtual World Programming Labs to Stimulate Reasoning and Visual-Spatial Abilities. Procedia: social & behavioral sciences, 1493-1497. ISBN: 1877-0428. DOI: 10.1016/j.sbspro.2013.10.070.
ABSTRACT:
The individual's cognitive skills, academic performance and their relations with robot programming or virtual learning environment is a topic of a particular interest in the field of human-robot interaction. A pilot study was performed on a group of 36 lower secondary school students involved in the 32-hours laboratory activity based on the LEGO© Mindstorm NXT and the Microsoft Kodu Game Lab (KGL) tools. The laboratory was aimed at-first programming a robot and then at a more complete virtual world based on a narrative-designed scenario. The findings of the research are discussed in the light of the effectiveness of the use of robotics and virtual world programming as a meaningful and playful learning environment for improving children cognition.
KEYWORDS:
learning; Programming; Robotics; Virtual Worlds; Visual-spatial Working Memory
Dietze, S., Dovrolis, E., Giordano, E., Hendrix, M., Kaldoudi, E., Protopsaltis, A., Spampinato, C., Taibi, D. & Yu, H. Q. (2013). Socio-semantic Integration of Educational Resources - the Case of the mEducator Project. Journal of universal computer science (Print), 1543-1569. ISBN: 0948-695X.
ABSTRACT:
Research in technology-enhanced learning (TEL) throughout the last decade has largely focused on sharing and reusing educational resources and data. This effort has led to a fragmented landscape of competing metadata schemas, such as IEEE LOM or ADL SCORM, and interface mechanisms, such as OAI-PMH, SQI and REST-ful services in general. More recently, semantic technologies were taken into account to improve interoperability. However, so far Web-scale integration of resources is not facilitated, mainly due to the lack of take-up of shared principles, datasets and schemas. On the other hand, the Linked Data approach has emerged as the de facto standard for sharing data on the Web and is fundamentally based on established W3C standards. This paper presents results of the European Commission-funded project mEducator, which exploits Linked Data principles for (1) semantic integration and (2) social interconnecting of educational data, resources and actors. We describe a general approach to exploit the wealth of already existing educational data on the Web by allowing its exposure as Linked Data and by taking into account automated enrichment and interlinking techniques to provide a rich and well-interlinked graph for the educational domain. Additionally, the paper presents an evaluation of our work with respect to a set of socio-semantic dimensions. Experimental results demonstrate improved interoperability and retrievability of the resulting resource descriptions as part of an interlinked resource graph.
KEYWORDS:
Clustering; Linked Data; Semantic Web; SOA; Technology-enhanced learning
Persico, D. & Pozzi, F. (2013). Sustaining learning design and pedagogical planning in CSCL. Research in Learning Technology, ISBN: 2156-7077.
ABSTRACT:
This paper tackles the issue of learning design and pedagogical planning in the context of computer-supported collaborative learning (CSCL). In this sector, we witness the same variety of approaches and tools that we find in the technologyenhanced learning (TEL) research field. In particular, in the CSCL context, notions such as ''Collaborative Learning Flow Patterns'' (CLFP) or ''collaborative scripts'' have been used to describe and/or run online collaborative learning activities and, consequently, tools have been implemented to reify these concepts and visualise the designs. Despite the differences, most of the existing tools support the representation of learning designs that are already ''?n the designer's mind'', while fewer tools specifically aim to provide guidance and support to CSCL designers in the early phases of the design process, that is, when they have to make critical decisions concerning the educational approach, the tools to be used, and the ways to engage the target population. This paper, while focusing on this gap in CSCL research, proposes a unifying model, aimed at supporting pedagogical planning and decision making in the CSCL design process based on the interplay of four model components: Task, Teams, Time and Technology.
KEYWORDS:
4Ts model; computer-supported collaborative learning; design process; Learning design
Taibi, D. (2013). The LAK Dataset - Check.point eLearning - interview. Check.point eLearning, ISBN: 1613-4710.
D'Aquin, M., Dietze, S., Drachsler, H., Herder, E. & Taibi, D. (2013). Using linked data in learning analytics. E-learning papers, 1-10. ISBN: 1887-1542.
ABSTRACT:
Learning Analytics has a lot to do with data, and the way to make sense of raw data in terms of the learner's experience, behaviour and knowledge. In this article, we argue about the need for a closer relationship between the field of Learning Analytics and the one of Linked Data, which in our view constitutes an ideal data management layer for Learning Analytics. Based on our experience with organising the "Using Linked Data in Learning Analytics" tutorial at the Learning Analytics and Knowledge conference, we discuss the existing trends in the use of linked data and semantic web technologies, in general in education and in learning analytics specifically. We find that the emerging connections between the two fields are still, at the time of writing, much less prominent than one would expect considering the complementary nature of the considered technologies and practices. We therefore argue that specific efforts, somehow materialised through the tutorial and the work in the LinkedUp support action, are needed to ensure the realisation of the potential cross-benefits that combining Learning Analytics and Linked Data research could bring.
KEYWORDS:
integration; Learning Analytics; Linked Data; Semantic Web; Web Data
Manca, S. (2013). Webinar professionali. TD. Tecnologie didattiche, 128-128. ISBN: 1970-061X.
KEYWORDS:
e-learning; webinar
Arrigo, M., Kukulska-Hulme, A. & Seta, L. (2013). What have we learnt about mobile LifeLong Learning (mLLL)?. International journal of lifelong education, ISBN: 0260-1370. DOI: 10.1080/02601370.2013.831954.
ABSTRACT:
Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues.
Antonaci, A., Bravi, P., Dagnino, F.M., Lutzu, M., Ott, M., Pilosu, S. & Pozzi, F. (2013). Digital Technology and Transmission of Intangible Cultural Heritage: the case of Cantu a Tenore. Alonzo C Addison, Livio De Luca, Gabriele Guidi, Sofia Pescarin (Eds.), Proceedings of the Digital Heritage International Congress 2013, volume 2, 1. Institute of Electrical and Electronics Engineers, Inc.(IEEE).
ABSTRACT:
The “Cantu a Tenore” is a typical artistic expression from Sardinia Italy, which is also recognized by UNESCO as one of the ICH (Intangible Cultural Heritage), those “traditions or living expressions inherited from our ancestors” to be passed down to our descendants. The transmission modalities of the rare know behind “Cantu a Tenore” is progressively changing. Can digital technology affect the way this particular type of singing is/can be transmitted? For sure, it is gradually becoming and, what’s more important, is increasingly being “felt” as a suitable means not only to spread knowledge but also to sustain the transmission process
itself. In particular new possibilities are opened by the adoption of cutting the edge sensor technologies as proposed by the i-Treasures EU project, which proposes novel methodologies and new technological paradigms for the analysis and modeling of a variety of different ICHs, including the “Cantu a Tenore”.
KEYWORDS:
Intangible Cultural Heritage, Transmission, Preservation, Digital Technologies, Cultural Heritage Education, Cantu a Tenore.
Caponetto, I, Earp, J. & Ott, M. (2013). Aspects of the Integration of Games into Educational Processes. International Journal of Knowledge Society Research, 4(3), 11-21, July-September. IGI Publishing.
ABSTRACT:
This paper presents the results of a literature search and review focused on the integration of digital games into educational processes, specifically in primary schools. It briefly analyses around 78 papers reporting research carried out in a range of different countries and with a variety of educational objectives. The study confirms the increasing wealth of scientific studies dealing with game based learning and its implementation in formal educational contexts. This also holds true for primary education, which is at the core of this study. The review reveals that in this sector there is a predominance of papers that could be classified as theoretical or as position papers; only 78 out of more than 700 published papers surveyed actually reported concrete school experiences of any kind. Detailed analysis of this sub-group has highlighted some clues that may prove useful for interpreting the data as a whole and for reflecting on the current and future trends that they may indicate.
KEYWORDS:
Educational Process, Game-Based Learning, Literature Review, Primary Education, Serious Games
Repetto, M. & Trentin, G. (Eds.) (2013). Using Network and Mobile Technology to Bridge Formal and Informal Learning. 248. Woodhead Publishing. ISBN: 978-1-84334-699-9.
ABSTRACT:
An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education.
KEYWORDS:
network and mobile technology, formal learning, informal learning
Ott, M. (2013). Serious Gaming, Gamification and Game making: new avenues towards learning innovation?. in EACEA - Education, Audiovisual and Culture Executive Agency (Ed.), Conference Online EDUCA 2013 Berlin 5-6 December 2013, Preconference Workshop Openness, Innovation, and Inclusion: European Policies and Programmes in ICT for Learning, Available at: http://eacea.ec.europa.eu/llp/events/2013/online_educa_en.php.
ABSTRACT:
La comunicazione esplora le potenzialità dell'uso educativo dei giochi con riferimento alle tre categorie Serious Gaming, Gamification e Game making; investiga il loroo potenziale educativo sulla base di esperienze educative condotte in contesti reali di educazione formale.
KEYWORDS:
serious games, technology enhanced learning, gamification, game-based learning
Benigno, V. & Trentin, G. (Eds.) (2013). Network Technology and Homebound Inclusive Education. Nova Science Publishers. ISBN: 978-1-62808-537-2.
ABSTRACT:
Speaking about the integration of communication technology into teaching and learning processes we cannot ignore the wide and indeed ever-widening gap that divides the students’ personal/daily use of web 2.0 and mobile technology and the way schools propose them for educational activities: on the one hand, there are the newest generation of students (sometimes called “digital natives”) with their innate capacity for mastering technologies, using them for both social and learning purposes, albeit with little or no method; on the other hand, there are the teachers (“digital migrants”) who, while making admirable attempts to innovate their teaching, tend to propose an educational use of 2.0 resources based on conventional methods and practices of study, anchored to old teaching schemes. It would instead be necessary to conceive and introduce new methodologies inspired by the so-called e-pedagogy, which are able to fully exploit the potential of network technologies both for social interaction and for accessing information.
e-Pedagogy presents an innovative approach to teaching/learning processes, characterised by informal processes (among both students and teachers) aimed to answer specific, localised knowledge needs, in which serendipity is often synonymous of incidental learning.
But since this type of learning is not planned by either student or teacher, the problem of its connection to formal learning paths arises. In this sense we need to understand how much of this “activism”, which is frequently immediate and instinctive and expresses itself through videos on YouTube and posts and links on social networks, might be transferred to formal learning contexts and adapted to formal curricula.
In other words, it is worth considering how the uses of network and mobile technology (NMT) which have been autonomously acquired by students and teachers outside the school context could be channelled towards new educational paradigms which combine formal and informal learning processes centred on accessing information and social interaction.
With this in mind, the aim of the book is to analyse and discuss: a) the conditions that should ensure real sustainability in the integration of informal and formal/institutional learning dimensions; (b) the potentialities offered by NMT exploitable in favour of such integration.
Baalsrud Hauge, J., Bellotti , F., Berta , R., Carvalho, M.B., De Gloria, A., Lavagnino, E., Nadolski, R & Ott, M. (2013). Field assessment of Serious Games for Entrepreneurship in Higher Education. Journal of Convergence Information Technology (JCIT), Vol. 8, No. 13, pp. 1-12. Advanced Institute of Convergence Information Technology Research Center.
ABSTRACT:
The potential of Serious Games (SGs) in education is widely recognized, and their adoption is significant in particular in children instruction. However, the deployment rate of SGs in higher education (HE) and their proper insertion in meaningful curricula is still quite low. This paper intends to make a first step in the direction of a better characterization of the pedagogical effectiveness of SGs in HE, by providing a qualitative analysis based on our field experience using three games for entrepreneurship, that we have studied in the light of two well established pedagogical paradigms, such as the Revised Bloom’s taxonomy and the Kolb’s Learning stages. In general, we observe that SGs address several goals of the Bloom’s taxonomy, in particular at the lower levels. Moreover, the cyclical nature of the business simulations can be directly mapped to the sequential steps described by Kolb. However, our analysis also shows that SGs have still to significantly evolve in order to become an effective and efficient tool that could be successfully and reliably used in HE. In the light of our experience, we also propose a schema for a proper integration of SGs by supporting different goals in different steps of a formal education process, Our study finally suggests directions for future research in the field.
KEYWORDS:
Serious Games, Technology Enhanced Learning, Business simulations, Entrepreneurship, Game-based Learning
Antonaci, A., Bravi, P., Dagnino, F.M., Lutzu, M., Ott, M., Pilosu, S. & Pozzi, F. (2013). Exploring the "Intangible" through ICT . In: L. Gómez Chova, A. López Martnez, I. Candel Torres (Eds.), Proceedings of the 6th International Conference of Education, Research and Innovation November 18th-20th, 2013 - Seville, Spain, 3962-3970. International Association of Technology, Education and Development (IATED).
ABSTRACT:
In recent times in most EU countries educational policies encourage schools to sustain and promote awareness of local cultures and heritage; as a consequence, spreading knowledge about local traditions is becoming a target also for educators, who need suitable tools and pedagogies, as well as appropriate sources of information.
This paper refers to those cultural expressions that are defined by UNESCO as ICH (Intangible Cultural Heritage) and argues that ICT-based tools can contribute to their diffusion and to the “passing down” to the new generations of the rare know- how behind them.
After briefly dealing with the concept of ICH and its value within local communities, the paper refers, as an example, to Cantu a Tenore, a typical singing expression from Sardinia-Italy which is listed in the “Representative List of the Intangible Cultural Heritage of Humanity”. The Cantu a Tenore is a cultural practice that is not yet well known outside Sardinia and so far its transmission has been mainly based on practicing together with peers, looking at and listening to master singers.
Corrently, Net –Technologies can play a major role in supporting the diffusion of information regarding the Cantu a Tenore and also its “learning” and “transmission”. This feeling is also widespread among the “living human treasures” themselves, namely in those humans who are the depositary of this peculiar and relevant cultural heritage.
As a matter of fact, on the one hand a huge amount of information and data (historical, geographical, technical, etc.) are accessible on the web and, on the other, web 2.0 tools can effectively contribute to spreading the rare know- how behind Cantu a Tenore beyond the local communities, to reach learners, general public and researchers.
In addition, cutting edge ICT tools can well serve the scope of contributing to the transmission of specific skills to apprentices; the educational platform developed in the framework of the i-Treasures project (an Integrated Project co-financed under the 7th Framework Programme) is an outstanding example of how to exploit the potential of tools and technologies to this end.
KEYWORDS:
Cultural Heritage Education, web 2.0, Educational Technology, Innovation, Intangible Cultural Heritage.
Antonaci, A., Ott, M. & Pozzi, F. (2013). Virtual Museums, Cultural Heritage Education and 21st Century skills. In: Parmigiani Davide, Pennazio Valentina & Traverso Andrea (Eds.), ATEE-SIREM Winter Conference Proceedings "Learning & Teaching with Media & Technology" 7-9 March 2013, Genoa, Italy, 185-195. ATEE Association for Teacher Education in Europe, Brussels, Belgium.
ABSTRACT:
A wide variety of Virtual Museums (VMs) exist, which are different not only as to the contents, but also as to structure, objectives, implementation techniques, presentation methods, as well as interaction approaches. Nowadays the educational potential of VMs is widely acknowledged, although their actual use for educational purposes is still very limited (at least in formal educational contexts). This is what emerges from a survey conducted by the authors among Italian teachers and students, showing that the adoption of VMs in schools is still infrequent and not fully integrated in the standard educational practice. In the paper, after defining the concept of VMs and giving the results of a survey conducted by the authors witnessing the limited use of these tools in formal educational contexts, a reflection is conducted on their educational potential: VMs, besides addressing cultural heritage education, can often contribute to enhance some of the "transversal" 21st Century skills, referred to as "social, cultural skills and citizenship", as well as communication, collaboration, digital literacy and creativity.
KEYWORDS:
Virtual Museums, technology enhanced learning, cultural heritage education, 21st Century skills.
Dagnino, F.M., Earp, J., Kiili, K., Kiili, C., Tuomi, P. & Whitton, N. (2013). Learner Collaboration in Digital Game Making: An Emerging Trend. In: Parmigiani, D., Pennazio, V., Traverso, A. (Eds.), Learning & Teaching with Media & Technology. ATEE-SIREM Winter Conference Proceedings 7-9 March 2013, Genoa (Italy), 439-447. Brussels: ATEE aisbl.. ISBN: 9789081563956.
ABSTRACT:
Twenty-First Century skills like creativity, problem solving and collaboration are acknowledged as fundamental in the technology-driven knowledge society. Increasingly, education is being called on to support the development of such skills from the earliest years. This paper examines a promising methodology for this purpose, Learners' Digital Game Building (LDGB) and more specifically the design and construction of digital games by learners working together in collaboration. Advocates of Game-Based Learning (GBL) have long espoused its wide-scale adoption as a pillar of modern, learner-centred education. LDGB takes this a step further: when students design and make games rather than just play them, they invest themselves holistically in the learning process. The authors believe that setting LDGB within an explicitly collaborative framework will not only enhance educational affordances, but will also prove an effective way to nurture learners' capacity to collaborate fruitfully, which itself is a key Twenty-First Century Skill. The paper discusses the theoretical basis for LDGB and describes its actuation in a European research project called MAGICAL. The project aims to generate tools, resources and teacher know-how for implementing collaborative LDGB activities, and to verify the validity and applicability of the methodology in primary and lower secondary school.
KEYWORDS:
Game-Based Learning, Digital Game Building, collaboration, 21st century skills
Earp, J., Ott, M. & Pozzi, F. (2013). Facilitating educators' knowledge sharing with dedicated Information Systems. Computers in human behavior, 29 (2), 445-455. Elsevier, Paris (Paesi Bassi).
ABSTRACT:
The process of knowledge sharing can be seen as the lifeblood for the establishment of a true Knowledge Society. Such a society must be grounded on an iterative process whereby existing knowledge is constantly shared, consolidated and - crucially - enriched with new knowledge. And knowledge sharing is the means by which that enrichment can take place. Without doubt, these processes play a vital role in the context of education, which ultimately has a strong bearing on the formation of the Knowledge Society. In this paper, knowledge sharing among educators is discussed within the context of long-term research work that the authors have carried out in the field. The paper reports on the design and development of a series of Information Systems conceived for the sharing of practices among educational practitioners. It discusses the thinking behind these different but related systems and examines how this is borne out in the implementation of key system features.
KEYWORDS:
Information Systems, knowledge sharing, information sharing, educators, teachers
Bermingham, S, Charlier, N., Dagnino, F.M., Duggan, J., Earp, J., Kiili, K., Luts, E., Van Der Stock, L. & Whitton, N. (2013). Approaches to Collaborative Game Making for Fostering 21st Century Skills. In: Dr Carlos Vaz de Carvalho, Dr Paula Escudeiro (Eds.), Proceedings of the 7th European Conference on Games-Based Learning, 8. Academic Publishing International, Reading (Regno Unito). ISBN: 978-1-909507-63-0.
ABSTRACT:
Many examples exist of the effective use of digital games for learning, both in the classroom and informally, for developing subject knowledge, skills (cognitive, (psycho)motor and psychodynamic), attitudes and behaviours. However, educational games are often limited in scope to the topic of the game itself and position learners as 'players' in the game space, rather than giving them control over the gaming environment. In fact, the increasing body of research literature suggests that making games could better address the needs of learners than just playing existing learning games. Collaborative game-making provides a model in which learners can work together to create something that is meaningful for them, giving them input into both the process and product, and facilitating the development of a range of 21CS (21CS), such as digital literacy. Intuitive digital game-making tools have become increasingly available in recent years, allowing students to directly access game-making environments and support the growth in use of collaborative game-making learning activities in schools. Making Games in Collaboration for Learning (MAGICAL) is an EU-funded project that aims to explore the use of collaborative game-making as a pedagogic model. It seeks to establish whether, and in what ways, the approach can support collaboration, problem-solving, creativity and digital literacy skills. This paper starts by considering the literature on digital game-making, particularly highlighting the benefits, drawbacks and research gaps. It then goes on to describe the MAGICAL project in more detail, particularly focusing on the way in which the 21CS can be defined, communicated to learners, and assessed. Next, the different approaches to collaborative game-making in the classroom are discussed. The paper concludes by highlighting lessons learned
KEYWORDS:
21CS; collaborative game making; collaborative learning; digital games; making
Earp, J., Moreno-Ger, P., Ott, M., Popescu, M. & Roceanu, I. (2013). Aspects of Serious Games Curriculum Integration - A Two-Fold Approach. Internet Learning. 2,1. Spring 2013. Article 5, pp 40-50. Policy Studies Organisation - WASHINGTON, DC, USA.
ABSTRACT:
Over the years, there have been numerous definitions of curriculum integration, where the curriculum is interwoven, connected, thematic, interdisciplinary, multidisciplinary, correlated, linked, and holistic (Fogarty and Pete 2007). Curriculum integration is based on both philosophy and practicality, drawing together knowledge, skills, attitudes, and values from within or across subject areas to develop a more powerful understanding of key information. Curriculum integration is best done when components of the curriculum are connected and related in meaningful ways by both students and teachers. With the large uptake of SGs in education nowadays, one must consider SGs curriculum integration an issue at large since effectiveness of SGs use in training and education is getting more and more proponents. This paper looks at SGs curriculum integration issues from two perspectives--of the teacher connecting the content of the game and the learning outcomes into the whole educational context on the one hand, and of the researcher who sees the connection between the pedagogical state-of-the art in SG and what realia can offer, on the other. By drawing on the experience of three teams of researchers and educators from Romania, Italy, and Spain, based on common activities conducted by same partners and others in the Games and Learning Alliance (GaLA), an EC-funded Network of Excellence on SGs, joint perspectives over curriculum integration will be presented, with a view to sharing the experience in orderto give guidelines for a future extension of SGs into education and training, into well-built curricula. The situations presented of SGs curriculum integration in three different educational contexts are to showcase the framework for building an SGs curriculum design, the way SGs are effective for instruction, to present forms of integrating an SG into the curriculum--how, where, how long, and showcase trans- and inter-disciplinarity within SG curriculum integration. A set of guidelines will be just a quick overview on what both practitioners,researchers, and policymakersshould considerforthe nearfuture in terms of SG currriculum integration, to enhance a large-scale uptake of SGs into all levels of education and training, to betterrespond to the twenty-first century student and current social needs. All of the statements and observations will be outspoken based on genuine results of the experiments and long-term practice of the authors in the realm of SGs integration into the training programs
KEYWORDS:
serious games, curriculum integration, pedagogy, psychology
Bottino, R.M., Ott, M. & Tavella, M. (2013). Children's Performance with Digital Mind Games and Evidence for Learning Behaviour. In: Miltiadis D. Lytras, Da Ruan, Robert D. Tennyson, Patricia Ordonez De Pablos, Francisco Jos Garca Pealvo, Lazar Rusu (Eds.), Information Systems, E-learning, and Knowledge Management Research, 235-243. Springer-Verlag berlin, Heidelberg (Germania) .
ABSTRACT:
This paper investigates the relationship between the possession of some of the reasoning abilities required to play digital mind games and the school performance of primary school pupils. It draws on an in-field experiment involving 60 Italian primary school children; the experiment was based on the use of the standardized test LOGIVALI which foresees ten one-hour gaming sessions with five mind games. The pupils were divided in three groups according their school achievement (high, medium and low achievers) and their performance at the test was studied; a substantial consistency was found between school achievement and ability to solve the adopted digital games. A closer insight was also given into the specific reasoning abilities actually possessed by the three different categories of pupils, thanks to the fact that the LOGIVALI test also allows a finer distinction among the different types/levels of reasoning abilities required to perform the proposed gaming tasks.
KEYWORDS:
Game-based learning, reasoning abilitie, s mind games, primary education, students' performance
Bottino, R.M., Ott, M. & Tavella, M. (2013). Investigating the Relationship Between School Performance and the Abilities to Play Mind Games. in: Carlos Vaz de Carvalho, Paula Escudeiro (Eds.), Proceedings of the 7th European Conference on Games-Based Learning, 62-71. ISBN: 978-1-909507-63-0.
ABSTRACT:
Is there any relationship between school performance and the ability to play digital mind games? This paper tries to answer this key question and in doing so, it draws on a long-term research experiment conducted in primary schools and dealing with the use of mainstream mind games (namely those games that deeply require the enactment of thinking and reasoning skills and are almost independent from knowledge/competence in specific school subjects). It reports on an experiment involving 60 Italian primary school children, which was based on the use of the LOGIVALI Test, a game-based standardized test assessing primary school pupils reasoning abilities. The games adopted in the experiment were five digital mind games (mostly public domain products) falling into the category of "mini-games"; some of them were the computerized versions of well-known board games (e.g. battleship, master mind, domino). The main characteristic common to all the adopted games was that they do not require specific prerequisites in curricular school subjects, beyond very basic literacy and, most importantly, do not imply the possession of specific mathematical skills. During the experiment, the possible relationships between gaming and learning performance of primary school students were investigated; a strong correlation between the students' possession of the reasoning skills necessary to successfully play with mind games and their school performance was found. These considerations corroborate the hypothesis that games exercise a set of specific reasoning abilities that are "transversal" to most curricular activities. The targeted experiment also showed that the great majority of students (including low achievers), independently from the level of their school performance, are very attentive and engaged in game-based learning tasks. These findings, together with the results of other experiments carried out by the authors in different frameworks (but with the same target population and with the same games), concretely support the idea that early interventions to support the development of reasoning abilities carried out by means of engaging and motivating game-based activities can positively impact on students school performance. In a proactive perspective, the obtained results corroborate the idea that a carefully designed, teacher-driven and well-focused use of specific mind games can contribute to sustain and foster students' reasoning and problem solving skills and that these skills may have, in the long run, a positive impact on the students' global school achievement.
KEYWORDS:
games based learning, mind games, transversal skills, game-enhanced learning, technology enhanced learning, primary education
Ferlino, L. & Oliva, L. (2012). Progetto VinDis - Per vincere la dislessia: quando è necessario il gioco di squadra. Pensieri a margine di un’esperienza. XI Convegno sulla dislessia “Imparare: questo è il problema”, Sessione Poster, 2012,
Ferlino, L. (2012). Gli strumenti compensativi per leggere, scrivere e studiare. Chiocca E. (a cura di), Strumenti di supporto per studenti con disturbi specifici di apprendimento e deficit di attenzione e iperattività, seconda edizione, Forum Media. ISBN: 978-88-96097-09-0.
Ferlino, L. (2012). Le banche dati e i siti web. C. Cappa, L. Grosso, V. Rossi, E. Albanesi, P. Guglielmino, C. Muzio, P. Damiani (a cura di), Alunni speciali - non solo dislessia, 109-110. DeAgostini scuola.
Bocconi, S. & Trentin, G. (Eds.) (2012). Wiki Supporting Formal and Informal Learning. Nova Science Publishers Inc.. ISBN: 978-1-61324-849-2.
ABSTRACT:
Already in common use outside the educational arena, wikis are rapidly moving into education as a form of learner communication and expression, and as a means to facilitate collaboration and working in groups. Many uses of wikis in formal education have been outlined by scholars and practitioners mainly focused on the students' perspective. However, further investigations are needed on how teachers are actually using this tool to support the design and development of educational materials as well as the evaluation of both individual contribution and active participation to collaborative learning projects. Literature also lacks of established and documented experiences in using wikis to support knowledge flow processes for informal learning. Drawing together relevant contributions from lead international experts in the field, this book will seek to provide a valuable tool and a source of knowledge for all those involved in enhancement of formal and informal learning both in higher and adult education: for example, in the case of formal learning, faculty members and researchers in the educational field; human resources managers and content/knowledge managers in organizational informal learning.
The main topics dealt with are:
The underlying assumption shared by the prominent authors of this book is that wiki-based approaches is one of the keys to supporting and improving the quality of formal and informal learning in higher education and adult education.
The book is articulated into two main parts. The first part consists of Chapters 1-5 which through a panorama of the state of the art and various theoretical frameworks, explore wiki-based learning processes and deal with critical issues that emerge from this new approach to learning and knowledge building. The second part, consisting of the next five chapters (Chapters 6-10), describes a series of experiences and good practices in the use of wiki-based approaches in both university settings and organizational context, also considering its potential to collaboration and evaluation of individual contributions in informal settings.
KEYWORDS:
wiki, formal learning, informal learning
Earp, J., Emin, V. & Ney, M. (2012). Paving the Way to Game Based Learning: A Question Matrix for Teacher Reflection. Muriel Ney, Valrie Emin, Jeffrey Earp, Procedia Computer Science, Volume 15, 17-24. Elsevier.
ABSTRACT:
We developed a conceptual tool intended to help teachers make a good start in using digital games in the classroom. The tool is a matrix of questions based on a literature search and an empirical study with teachers. Its primary aim is to foster self-reflection and communication with other practitioners or designers. It was produced in the context of the GEL Theme Team of the STELLAR European Network of Excellence.
KEYWORDS:
Motivation, Pedagogical scenario, Practitioners, Game Based Learning, Engagement
Dagnino, F.M., Earp, J. & Ott, M. (2012). Investigating the MAGICAL Effects of Game Building on the Development of 21st Century Skills. In: L. Gómez Chova, A. López Martnez, I. Candel Torres (Eds.), Proceedings of the 5th International Conference of Education, Research and Innovations (ICERI), 5778-5785. International Association of Technology, Education and Development (IATED).
ABSTRACT:
This paper tackles the issue of ICT-enhanced development of so-called 21st Century skills. In doing so, it draws on the experience gained in the framework of MAGICAL (MAking Games In CollAboration for Learning), an EU project funded in 2011 under the LLP transversal ICT Programme. The core mission of MAGICAL is to exploit the potential of collaborative game building as an innovative learning approach for primary school students. The paper first analyses the concept of 21st Century skills and goes on to propose and explore the idea that game building activities can contribute to the development of a variety of such abilities. The paper also offers some reflections on the key role of teachers in guiding and monitoring the entailed learning processes, and briefly discusses some ideas on the new competences demanded of teachers.
KEYWORDS:
Game-Based Learning, Game Building, 21 st Century Skills
de Freitas, S., Earp, J., Kiili, K., Ney, M., Ott, M., Popescu, M., Romero, M., Stanescu, I. & Usart, M. (2012). Hot Issues in Game Enhanced Learning: The GEL Viewpoint. in: Alessandro De Gloria, Sara de Freitas (Eds.), Procedia computer science. Volume 15. 4th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES'12), 25-31. Elsevier - Amsterdam.
ABSTRACT:
The territory of Game Based Learning has been widely explored, yet much has still to be done in the field. Both the methodological and the empirical aspects of adopting games for educational purposes require further in-depth investigation. What are, then, the current hot issues in the field? What relevant research questions are still to be answered? This is the a rea that this paper showcases, encapsulating in a nutshell the efforts of the GEL Theme Team, a working group on Game Enhanced Learning active in the framework of the STELLAR European Network of Excellence.
KEYWORDS:
Game-Based Learning; Education; Technology Enhanced Learning, Learning Scenarios, Game Design Patterns
Ceregini, A, Chioccariello, A. & Tavella, M. (2012). UniSchooLabs Toolkit: Tools and Methodologies to Support the Adoption of Universities" Remote and Virtual Labs in Schools. International journal of online engineering, Vol. 8, S3, 60-64.
ABSTRACT:
The UniSchooLabs project aims at creating an infrastructure supporting web access to remote/virtual labs and associated educational resources to engage learners with hands-on and minds-on activities in science, technology and math in schools. The UniSchooLabs tool-kit supports the teacher in selecting a remote or virtual lab and developing a lab activity based on an inquiry model template. While working with the toolkit the teacher has access to three main features: a) a catalogue of available online laboratories; b) an archive of activities created by other users; c) a tool for creating new activities or reusing existing ones.
KEYWORDS:
Laboratories, Science education, Remote and virtual labs, Virtual learning environment
Ceregini, A, Chioccariello, A. & Tavella, M. (2012). UniSchooLabs toolkit: Tools and methodologies to support the adoption of universities" remote and virtual labs in schools. 2012 9th International Conference on Remote Engineering and Virtual Instrumentation, 394-398. IEEE, Institute of electrical and electronics engineers, New York (Stati Uniti d"America) .
ABSTRACT:
The UniSchooLabs project aims at creating an infrastructure supporting web access to remote/virtual labs and associated educational resources to engage learners with hands-on and minds-on activities in science, technology and math in schools.
KEYWORDS:
Laboratories, Remote and virtual labs, Science education, Virtual learning environment
Bottino, R.M., Ott, M. & Tavella, M. (2012). Reasoning on reasoning through serious games. Carlo Giovannella, Demetrios G. Sampson, Ignacio Aedo (eds.), 12th IEEE International Conference on Advanced Learning Technologies, 690-691. IEEE Computer Society, Los Alamitos [CA] (Stati Uniti d'America) .
ABSTRACT:
This paper, based on a long term experience conducted in primary schools, investigates the cognitive abilities involved in playing with digital mind games. The experimental work with pupils was first focused on game dynamics and aimed to identify some general cognitive skills required to children to successfully interact with the games. Subsequently, a more detailed investigation was carried out focusing on the actual cognitive abilities required to solve specific reasoning tasks proposed in a variety of selected mind games. The different number of information to be taken into account and processed while tackling each reasoning task appeared to be the key element that differentiates pupils' performance. This finding was in-depth analyzed also in respect to the children's level of school achievement and some considerations were drawn confirming the potential of mind games for developing young students' reasoning abilities and also paving the way for better tuning related game-based interventions, from a methodological standpoint.
KEYWORDS:
Technology Enhanced Learning; game-based learning; cognitive skills, reasoning abilities, logical thinking
Cook, J., Manca, S., Packler, N. & Ranieri, M. (2012). Editorial: Social Networking and Mobile Learning. British Journal of Educational Technology, 43, 5, 707-710. Johm Wiley & Sons Inc..
Fini, A., Manca, S. & Ranieri, M. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43, 5, 754-769. John Wiley & Sons.
Arnab, S., Berta , R., de Freitas, S., Earp, J., Popescu, M., Romero, M., Stanescu, I. & Usart, M. (2012). Framing the adoption of serious games in formal education. Electronic Journal of e-Learning - EJEL, 10, 2, 159-171. Academic Publishing Ltd, Readng, UK.
ABSTRACT:
Bottino, R.M., Earp, J. & Ott, M. (2012). MAGICAL - Collaborative game building as a means to foster reasoning abilities and creativity. ICALT, Proc. ICALT, 744-745. IEEE Computer Society.
Caruso, G., Ferlino, L. & Oliva, L. (2012). WIKIMINDMAP: an open source tool for a comprehensive view of a wikipedia item. Gomez Chova, L., Candel Torres I. Lopez Martinez A., Proc. 4th Intern. Conf. on Education and New Learning Technologies -EDULEARN12, 4620-4629. IATED.
Earp, J., Moreno-Ger, P., Ott, M., Popescu, M. & Roceanu, I. (2012). Aspects of serious games curriculum integration - a two-folded approach. Universitatea Nationala de Aparare "Carol I", Bucharest, Romania, Proceedings of the 8th International Scientific Conference "eLearning and Software for Education", 359-366. Universitatea Nationala de Aparare "Carol I", Bucharest, Romania.
Earp, J., Ott, M., Romero, M. & Usart, M. (2012). Learning through playing for or against each other? Promoting collaborative learning in digital game based learning. AIS Electronic Library, Proceedings ECIS 2012 , Paper 93. http://aisel.aisnet.org/ecis2012/03.
KEYWORDS:
Game Based Learning, Serious Games, Multi-player Games, Collaborative Learning Positive Interdependence, Competition
Bottino, R.M., Persico, D. & Pozzi, F. (2012). Fare rete per affrontare le sfide della ricErca sul "Technology Enhanced Learning". Roselli T., Andronico A., Berni F. et al., Atti Didamatica 2012 Informatica per la Didattica, supporto digitale.
Trentin, G. (2012). An approach to evaluating contributions to wiki-based collaborative writing in an informal learning context. Bocconi S., Trentin G., Wki supporting formal and informal learning, 175-197. Nova Science Publishers, Inc., New York, N.Y.. ISBN: 978-1-61324-849-2 .
ABSTRACT:
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Bocconi, S. (2012). A conceptual architecture for wiki-based learning processes in the area of argumentation. Bocconi S., Trentin G., Wki supporting formal and informal learning, 119-143. Nova Science Publishers, Inc., New York, N.Y..
Bocconi, S. & Trentin, G. (Eds.) (2012). Wiki supporting formal and informal learning. 234. Nova Science Publishers, Inc., New York, N.Y.. ISBN: 978-1-61324-849-2.
ABSTRACT:
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Trentin, G. (Ed.) (2012). Educational Technology in Europe. A special Issue of Educational Technology, LII, 2, p.64. Educational Technology Publications, Englewood Cliffs, NJ, USA. ISBN: 0013-1962.
ABSTRACT:
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Fini, A., Manca, S. & Ranieri, M. (2012). Promuovere comunit professionali di insegnanti e professionisti attraverso i siti di social network. TD-Tecnologie Didattiche, 20, 1 24-30. Menabò, Ortona, Italia.
Trentin, G. (2012). Comunità professionali online. Aspetti valutative delle performance e dell'ambiente comunitario virtuale. ISFOL, Oservatorio ISFOL, 1, 13-26. ISBN: 978-88-6250-360-0.
ABSTRACT:
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Bottino, R.M. (2012). Framing technology enhanced learning environments: some perspectives and notions. International Journal of Knowledge Society Research-IJKSR, 2, 1, 67-81. IGI Global, Hershey, PA, USA.
Repetto, M. & Trentin, G. (Eds.) (2011). Faculty Training for Web-Enhanced Learning. Nova Science Publishers Inc.. ISBN: 978-1-61209-335-2.
ABSTRACT:
The pedagogy of faculty members is usually characterized by spontaneity, developed first as a student and later as a teacher. Teachers, especially those at higher education level, hardly ever have the opportunity to approach instructional design methodologies. While in the case of traditional classroom activities this limit can be ignored, it cannot when a teacher chooses to adopt Web-Enhanced Learning (WEL) strategies.
WEL provides students with access to electronic resources and learning activities that would not be available to them in traditional classroom-based study. Simple forms of WEL envisage access to the Web from within the classroom, using the Web as a platform for real-time demonstration or as a digital library. More sophisticated forms of WEL blend activities in the classroom with Web-enabled learning activities that promote collaborative learning among students, even when they are distant from the classroom.
In putting together important contributions from leading international experts in the field, this book will seek to provide a valuable tool and source of knowledge for all those involved in the enhancement of learning through network technology in higher education: faculty members, researchers in the educational field, academic managers.
The main topics dealt with are:
The underlying assumption shared by the prominent authors of this book is that faculty members’ training in WEL is one of the keys to improving the quality and pedagogical sustainability of ICT use in higher education.
The book is divided into two parts. The first part consists of Chapters 1-5 which through various theoretical frameworks explore WEL sustainability and deal with critical issues that in some cases hinder WEL diffusion. The second part, consisting of the next eight chapters (Chapters 6-13), describes a series of experiences and good practices in the use of WEL approaches.
Trentin, G. (Ed.) (2011). Technology and Knowledge Flow. Chandos Publishing Limited. ISBN: 978-1-84334-646-3.
ABSTRACT:
The early approaches to knowledge management (KM) have focused on knowledge as a thing, because in those days technology focused on codification, but forgot the flow aspects. Now, with social computing, we can also manage flow, although we still need human contact and interaction. Trying to privilege one form over another is a mistake, but an all too common one .
This is a key aspect, and it has provoked the reflections in this book as to how Network Technology (NT) can support, foster and enhance knowledge management, sharing and development processes in professional environments, through the activation of both formal and informal knowledge flows dynamics. Dynamics which are peculiar to a direct formative action (e.g. e-learning) belong to the former type of flow, whilst NT used to access and share both explicit Web knowledge and tacit knowledge stimulated by interactions within online communities belong to the latter type.
Understanding how NT can be made available to such dynamics in the knowledge society is a need that cannot be disregarded, and this need is confirmed by companies’ increasing interest in new forms of software-mediated social interaction. Their interest depends on their wish to speed up both in-house communication and problem-solving processes, and to improve staff knowledge growth.
It is the reason why this book will focus specifically on knowledge flow (KF) processes occurring within networked communities of professionals (NCP) and the associated virtual community tools that foster horizontal dynamics in the management, sharing and development of fresh knowledge. Along this line, a further key issue to be dealt with will be the impact of NT use on both community knowledge flow and NCP performance.
The book is divided into 7 chapters, each of which offers a different point of view on how communication technologies (particularly online ones) can support knowledge flow processes.
KEYWORDS:
network technology, knowledge flow
Dimitriadis, J., Persico, D. & Pozzi, F. (2011). Tecniche e strategie per strutturare la collaborazione in un KBC in rete. CKBG, QWERTY, 6, 2, 4-5. PROGEDIT, Bari.
Bartolomé, A., Bergamin, P., Persico, D., Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: problems and promises. Aachen, Germany: Shaker Verlag. ISBN: 978-3-8440-0195-2 .
ABSTRACT:
Self-Regulated Learning (SRL) is the process through which individuals control their own learning from a cognitive, meta-cognitive, behavioural, emotional and motivational point of view. SRL requires an important interdisciplinary set of competences which has increasingly gained attention in the past couple of decades because it leads to better learning and it helps people to cope with the challenges of life-longlearning. Today it is important for individuals to find ways of coping with the explosion of information and knowledge.
While the field of SRL has been widely and deeply investigated, at least from the point of view of educational psychology, there is a strong need to better understand the interplay between SRL and Technology Enhanced Learning (Greene & Azevedo, 2010; Schraw, 2007) because the latter has profoundly changed and is posing special challenges to the way we learn and live. It is on these grounds that the Targeted Cooperative Network on Self- Regulated Learning in Technology Enhanced Learning Environments (TACONET1), a community of researchers interested in this subject, was founded in 2004 and, after a number of years, keeps attracting new scholars. TACONET organizes regular conferences allowing its members to exchange ideas and discuss their research results.
On October 1, 2010, the fourth TACONET conference on Self-Regulated Learning (SRL) in Technology Enhanced Learning Environments (TELEs) took place at the Universitat de Barcelona in Spain. The conference was organized by Antonio Bartolomé and his team on behalf of both the TACONET and the STELLAR Theme Team “Selfregulated learning in technology enhanced learning environments”. We would like to thank the STELLAR Network of Excellence2 for funding the Barcelona conference as well as the publication of these proceedings. We also would like to thank the Universitat de Barcelona for hosting the conference and we are very grateful for the friendliness and care with which Antonio’s team helped us to enjoy the conference.
KEYWORDS:
Self-regulated learning, Technology-Enhanced Learning Environments, auto-regolazione dell'apprendimento, tecnologie didattiche
Bottino, R.M., Ott, M. & Tavella, M. (2011). Progettazione pedagogica e sostenibilità degli interventi educativi: il sistema IAMEL. TD Tecnologie Didattiche, Vol 54 147-154. Menabò, Ortona, Italia.
ABSTRACT:
Questo articolo presenta IAMEL (Insegnamento e Apprendimento della Matematica ed E-Learning), un ambiente online per la progettazione di piani pedagogici creato e realizzato da ITD-CNR nell'ambito del Progetto PRIN 2007" Insegnamento-apprendimento della matematica ed e-learning". Il sistema supporta i docenti nella definizione e nella pianificazione di attività didattiche strutturate, consente di descrivere, a diversi livelli di granularità, piani di lavoro che possono comprendere attività didattiche di diversa natura finalizzate al raggiungimento di obiettivi specifici.
KEYWORDS:
Technology Enhanced Learning, Pianificazione pedagogica, Innovazione didattica, Matematica
Delfino, M. & Persico, D. (2011). Unfolding the potential of ICT for SRL development. Carneiro R., Lefrere P. et al., Sel-regulated Learning in Technolgy Enhanced Learning Environments. A European Perspective, 53-74. Sense Publishers, Rotterdam, The Netherlands.
Delfino, M., Persico, D., Pozzi, F. & Sarti, L. (2011). Un'esperienza di formazione dei docenti di un'universit telematica. Ligorio MB., Mazzoli E. et al., Didattica Universitaria Online, vol.II. Esperienze, 133-152. ScriptaWeb, Napoli.
Chiappini, G.P. (2011). The role of technology in developing principles of symbolical algebra. Pytlak M., Rowland T., Swoboda E. (eds), Proc. CERME 7, 429-439. University of Rzeszow, Poland.
Fischer, F., Hofmann, L., Persico, D., Pozzi, F. & Stegmann, L. (2011). Structuring CSCL through collaborative techniques and scripts. International Journal of Online Pedagogy and Course Design, 1, 4, 39-49. IGI Global, Hershey, PA, USA.
Pozzi, F. (2011). The impact of scripted roles on online collaborative learning processes. International Journal of Computer-Supported Collaborative Learning, 6, 471-484. Springer Verlag, Berlin, Heidelberg.
Arnab, S., Berta , R., de Freitas, S., Earp, J., Popescu, M., Romero, M., Stanescu, I. & Usart, M. (2011). Serious games in formal education: discussing some critical aspects. Gouscos D. and Meimaris M. (eds), Proc. 5th Eur. Conf. on Game-Based Learning, 486-493. Academic Publ. Ltd, Reading, UK.
ABSTRACT:
Innovation in technology together with evolution in pedagogical approaches is encouraging increased integration of technology-supported interventions in mainstream teaching practices. One area attracting particularly close attention in this respect is Serious Games (SGs), which offer considerable potential for facilitating both formal and informal learning experiences in supported and standalone contexts.
Advances in technology and in technology enhanced learning are raising learners’ expectations for immersive and engaging game-based experiences. This trend is underpinned by the emergence of young learners adept at using digital technologies and the internet; there is an attendant risk that, as students, they may be alienated by traditional education and its failure to engage them fully in a lifelong learning process and prepare them adequately for the challenges of the 21st Century.
SGs would appear to offer an attractive solution in this regard. However, there are a number of inhibitors preventing their wider take-up in mainstream education, with the result that the considerable potential on offer has yet to be fully exploited. This situation is the background for the joint efforts of partners in the Games and Learning Alliance (GALA), an EC-funded Network of Excellence on SGs, especially the sub-group dedicated to the pedagogical dimension of SGs. In its discussions on the key challenges for more wide-scale and effective SG use, the group has focused in particular on aspects related to the central role played by the educator in formal education settings. Specifically, discussion has focused on the challenges posed when educators are called on to modify their practice, adopting the new roles and approaches demanded for effective SG deployment.
This paper presents the outcome of the group’s exploration. It frames the question of the educator’s central role by drawing on research work that, in the view of the different authors, embodies the major references for shedding light on this multi-faceted aspect. As well as the new role that the educator assumes in games-based learning environments, particular attention is also dedicated to the innovative pedagogical approaches that can be applied to SG deployment, especially those inspired by peer collaboration.
KEYWORDS:
game-based learning, serious games, pedagogical issues, formal learning
Arnab, S., Bellotti , F., Berta , R., de Freitas, S., De Gloria, A., Kiili, K. & Ott, M. (2011). Designing serious games for education: from pedagogical principles to game mechanisms. In: Gouscos D. and Meimaris M. (Eds), Proc. 5th Eur. Conf. on Game-Based Learning, 26-34. Academic Publ. Ltd, Reading, UK.
ABSTRACT:
SGs represent an important opportunity for improving education thanks to their ability to compel players and to present realistic simulations of real-life situations.
The scientific community is aware that we are just at the beginning of a proper use of gaming technologies for education and training and, in particular, there is a need for scientific and engineering methods for building games not only as more realistic simulations of the physical world, but as means that provide effective learning experiences.
This requires an ever closer cooperation among the various actors involved in the overall SG life-chain, putting pedagogy in a central role, given the educational target of the SGs.
This paper addresses the till-now inadequate integration of educational and game design principles and proposes techniques, methods and mechanisms that allow designers with different background to dialogue among each other and to define games that are able to integrate – by design – entertainment and educational features. In particular, the paper follows a design path that starts from the definition of reference frameworks and then analyses the typical categories of design patterns, before focusing on the user-interaction modalities – seen from a pedagogical point of view – given their relevance for the end-users. In the end, we discuss the sandbox serious game model, that looks suited to implement - by design – joint pedagogical and entertainment features.
We believe that the indications provided in this paper can be useful for researchers and stakeholders to understand the typical issues in SG design and to get inspiration about possible solutions that take into account the need to implement tools that are effective both as an entertainment medium and as an education tool.
KEYWORDS:
Serious games, Pedagogical strategies, Game design, Game-based learning, Technology Enhanced learning, virtual worlds, user profiling
Dagnino, F.M., Ott, M. & Tavella, M. (2011). Uso della tecnologia per progettare l'integrazione e per condividere modelli e metodi educativi: riflessioni sull'esperienza PROGESIS. Pozzo G. (a cura di), PROGESIS tra svantaggio e sicurezza un'autonomia possibile, 61-72. Regione Marche, Dip. Protezione Civile, Ufficio Scolastico Regionale.
ABSTRACT:
Il progetto"Tra Svantaggio e Sicurezza" ha affrontato in maniera innovativa e strutturata una problematica sociale di sicuro interesse e di profonda attualità: quella di garantire, tramite un adeguato processo di formazione e informazione, pari opportunità e sicurezza ai disabili nel caso del verificarsi di situazioni di emergenza.
Di fatto, il progetto ha portato alla luce un problema che è insieme culturale, di sensibilità e di educazione;percontribuire a risolverlo, ha definito un processo di educazione alla consapevolezza e all'adozione di comportamenti efficaci che, partendo dalla scuola, intende e può trovare riscontri e applicazione in molti altri ambiti del vivere sociale.
Nell'ambito del progetto è stata realizzata, dunque, un' esperienza pilota nella scuola che aveva come obiettivo non solo l'acquisizione di specifiche conoscenze e competenze (sapere e saper fare) da parte di tutti gli attori coinvolti nel processo formativo (studenti, docenti, dirigenti e personale della scuola), ma anche una diffusione di informazioni più capillare e una sensibilizzazione mirata di più ampia portata.
Uno dei principali valori aggiunti delle esperienze innovative e pilota è sempre, infatti, da ricercarsi non soltanto nei risultati obiettivi (quantitativi e qualitativi) che ottiene sulla popolazione oggetto ma anche, forse soprattutto, nella sua potenzialità di espansione e nella sua capacità di travalicare il contesto in cui nasce per estendersi ad altri contesti (per es., nello specifico , ad esempio, ad altre scuole e ad altri ordini di scuola) e ad altri ambiti (per es., luoghi di lavoro, luoghi pubblici).
Uno sguardo alla piattaforma informatica PROGESIS che ha supportato l'intero sviluppo del progetto, può rendere ragione e da un lato di come si è articolato e, dall'altro, di come è stato affrontato il problema della sua sopravvivenza al di là dei termini temporali del processo: che cosa si è inteso che rimanesse non soltanto a coloro che alÂÂÂ progetto hanno partecipato, ma piuttosto anche a coloro che non direttamente coinvolti nella sperimentazione intenderanno muoversi nella stessa direzione, accogliendo le idee chiave, valutando e adattando principi, metodi di lavoro strumenti e materiali operativi. Nel seguito,dunque, proprio a partire dall'illustrazione della piattaforma PROGESIS, ci addentreremo in alcuni aspetti del progetto "Tra Svantaggio e Sicurezza", sottolineando quale uso è stato fatto delle tecnologie informatiche e come esso abbia contribuito al raggiungimento degli scopi di progetto.
Si tratta di una piattaforma Moodle (www.moodle.org); Moodle è un prodotto opensource ideato per la formazione a distanza, cioè un pacchetto software per erogare e gestire corsi di formazione on-line. La piattaforma fornisce una serie di strumenti utili nella didattica come il forum, diari, quiz, etc.; è possibile caricare materiali multimediali e creare collegamenti a contenuti es temi presenti sul web.
Manca, S. & Vanin, L. (2011). Orientare per formare. Modelli e strumenti per la familiarizzazione e la socializzazione nella formazione a distanza. Ligorio MB., Mazzoli E. et al., Didattica Universitaria Online, vol.1. Modelli e Teorie, 206-238. ScriptaWeb, Napoli.
Iodice, M., Ligorio, M.B. & Manca, S. (2011). Metafore e apprendimento online. Ligorio MB., Mazzoli E. et al., Didattica Universitaria Online, vol.1. Modelli e Teorie, 84-108. ScriptaWeb, Napoli.
Bocconi, S., Dagnino, F.M. & Gallinari, L. (2011). Italiani allo specchio tra storia e attualità: una proposta didattica per lavorare sul tema dell'immigrazione attraverso le tecnologie. Rinnovare la Scuola, 51, ott-dic. 3-12. ANSI, Roma.
Benigno, V. & Tavella, M. (2011). Percorsi di didattica inclusiva con l'uso delle TIC: il progetto AEsseDi. TD-Tecnologie Didattiche, 52, 1, 12-18. Menabò, Ortona, Italia.
ABSTRACT:
Il contesto educativo è uno dei principali luoghi per prevenire l'esclusione sociale e per garantire delle opportunità di partecipazione attiva in tutti gli ambiti della vita per tutti i soggetti con bisogni speciali. La scuola e in generale i sistemi deputati all'istruzione hanno come obiettivo principale promuovere la partecipazione di tutti i soggetti ai processi di apprendimento e acquisizione di competenze. Nell'ambito di questo lavoro verrà presentato uno studio pilota finalizzato all'ideazione e sperimentazione in classe di percorsi di apprendimento basati sull'uso di tecnologie multimediali realizzati in una logica di completa inclusione dei soggetti con bisogni speciali. I percorsi didattici sono frutto della progettazione collaborativa di più docenti sia curricolari che di sostegno. La progettazione è stata supportata da un ambiente web-based, AESSEDI, che ha costituito una sorta di itinerario per i docenti che, attraverso una serie di indicatori, hanno potuto riflettere sulle questioni legate all'inclusione.
KEYWORDS:
percorsi di apprendimento, ambiente web-based, TIC, ICF, inclusione
Benigno, V., Calvani, A., Pettenati, M.C., Repetto, M. & Svab, M. (2011). Supporting inclusive learning through the E-PEI online counseling system. Ugolini F., Tsipidis V. (eds), Proc. Int. Conf. ICT for Inclusive Learning: the way forward, 167-172. Euroacademy Association, Athens, Greece.
Benigno, V., Capuano, N., Mangione, J. & Repetto, M. (2011). Wiring individualized special education: multiperspective and personalized access to a knowledge hub. Ugolini F., Tsipidis V. (eds), Proc. Int. Conf. ICT for >Inclusive Learning: the way forward, 128-133. Euroacademy Association, Athens, Greece.
Dagnino, F.M. & Tavella, M. (2011). ICT resources and language learning: results of a survey on the actual use of ICT in teaching Italian as a second language. Pixel (ed), Proc. ICT for langue learning - 4th edition, cd-rom. Pixel/Simonelli editore.
Dagnino, F.M. & Ott, M. (2011). Come si insegna l'italiano lingua seconda nella scuola? Un'indagine sull'uso delle tecnologie. Rinnovare la Scuola, 49/50, Apr.Sett., 24-38. ANSI, Sallustiana Multimedia.
Bottino, R.M., Ott, M. & Tavella, M. (2011). Scaffolding Pedagogical Planning and the design of learning activities: an online system. International Journal of Knowledge Society Research (IJKSR), 2(1), 84-97.. IGI Global. DOI: 10.4018/jksr.2011010107.
ABSTRACT:
This paper focuses on pedagogical planning as a means to foster the introduction of ICT (Information and Communication Technologies) tools into classroom practices. It illustrates IAMEL, an ICT-enhanced system aimed at supporting teachers in the process of designing, structuring and planning educational activities (including those ICT-based). Pedagogical planning, which is a traditional school practice, is meant as the description, at different level of granularity, of the playing out of a learning situation aimed at the acquisition of a precise body of knowledge through the specification of roles, activities, educational theories and methods. ICT-enhanced pedagogical planners offer a significant added value to the intended scope since they:
1) have a maieutic function in that they help teachers fully express their didactical ideas and finalize the educational approaches and methods to be adopted
2) support the sharing of practices among teachers and communities of teachers
3) provide the ground to foster "a posteriori" reflections on the planned educational experience, once implemented in real school settings.
KEYWORDS:
Formal education, Learning innvation, Learning technology, Pedagogical Planning, Peddagogy, Technology-Enhanced Learning
Manca, S. & Vanin, L. (2011). Chi scrive cosa a chi. Strategie metodologiche per l'analisi delle interazioni online. Pieri M. et al., Ubiquitous Learning, 130-143. Guerini e Associati, Milano.
Del Re, E., Delfino, M., Limongiello, G., Persico, D., Scancarello, I. & Suffritti, R. (2011). Sistemi, tecnologie abilitanti e metodi per la formazione a distanza: il progetto STEEL. Pieri M. et al., Ubiquitous Learning, 341-358. Guerini e Associati, Milano.
Delfino, M., Manca, S., Persico, D. & Sarti, L. (2011). Intrecciare legami fra online e in presenza: un corso blended per futuri insegnanti. Pieri M. et al., Ubiquitous Learning, 313-327. Guerini e Associati, Milano.
Alvino, S. & Trentin, G. (2011). Fostering NCL in Higher Education: New approaches for integrating educational technology instructional design into teacher's pratice. Olofsson A.D., Lindberg J.O., Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, chapter 17, 331-351. Information Science Reference, Hershey, Pa. ISBN: 978-1-61350-082-8.
ABSTRACT:
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Bocconi, S., Dagnino, F.M. & Gallinari, L. (2011). Approfondimento storico e nuove tecnologie: il laboratorio didattico "Noi e gli altri". RiMe - Rivista dell'Istituto di Storia dell'Europa Mediterranea, 6, giugno, 753-771. CNR Piemonte, Torino.
Bocconi, S., Dagnino, F.M. & Gallinari, L. (2011). Laboratorio "Noi e gli altri" - L'apprfondimento storico in un contesto di Information Prblem Solving in rete. ANSI-Associazione Nazionale Scuola Italiana, Rinnovare la Scuola, 4-17. ANSI-Associazione Nazionale Scuola Italiana, Roma.
Delfino, M. & Persico, D. (2011). Informal learning asn a leverage for digital awareness and SRL. Bartolom A., Bergamin P., Persico D. et al., Self-regulated learning in Technology Enhanced Learning environments: problems and promises, p.50-58. Shaker Verlag, Aachen, Germany.
Bartolomé, A., Bergamin, P., Persico, D., Steffens, K. & Underwood, J. (Eds.) (2011). Foreword to Self-regulated learning in Technology Enhanced Learning environments: problems and promises. Self-regulated learning in Technology Enhanced Learning environments: problems and promises, Shaker Verlag, Aachen, Germany.
Bartolomé, A., Bergamin, P., Persico, D., Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: problems and promises. Shaker Verlag, Aachen, Germany. ISBN: 978-3-8440-0195-2 .
ABSTRACT:
Self-Regulated Learning (SRL) is the process through which individuals control their own learning from a cognitive, meta-cognitive, behavioural, emotional and motivational point of view. SRL requires an important interdisciplinary set of competences which has increasingly gained attention in the past couple of decades because it leads to better learning and it helps people to cope with the challenges of life-longlearning. Today it is important for individuals to find ways of coping with the explosion of information and knowledge.
While the field of SRL has been widely and deeply investigated, at least from the point of view of educational psychology, there is a strong need to better understand the interplay between SRL and Technology Enhanced Learning (Greene & Azevedo, 2010; Schraw, 2007) because the latter has profoundly changed and is posing special challenges to the way we learn and live. It is on these grounds that the Targeted Cooperative Network on Self- Regulated Learning in Technology Enhanced Learning Environments (TACONET1), a community of researchers interested in this subject, was founded in 2004 and, after a number of years, keeps attracting new scholars. TACONET organizes regular conferences allowing its members to exchange ideas and discuss their research results.
On October 1, 2010, the fourth TACONET conference on Self-Regulated Learning (SRL) in Technology Enhanced Learning Environments (TELEs) took place at the Universitat de Barcelona in Spain. The conference was organized by Antonio Bartolomé and his team on behalf of both the TACONET and the STELLAR Theme Team “Selfregulated learning in technology enhanced learning environments”. We would like to thank the STELLAR Network of Excellence2 for funding the Barcelona conference as well as the publication of these proceedings. We also would like to thank the Universitat de Barcelona for hosting the conference and we are very grateful for the friendliness and care with which Antonio’s team helped us to enjoy the conference.
KEYWORDS:
Self-regulated learning, Technology-Enhanced Learning Environments, auto-regolazione dell'apprendimento, tecnologie didattiche
Trentin, G. (2011). Conclusive thoughts on communication flow, knowledge flow and informal learning. Trentin G., Technology and Knowledge Flow - The power of networks, p.157-165. Chandos Publishing, Oxford. ISBN: 978-1-84334-646-3.
ABSTRACT:
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Trentin, G. (2011). Graphic knowledge representation as a tool for fostering knowledge flow in informal learning processes. Trentin G., Technology and Knowledge Flow - The power of networks, p.133-156. Chandos Publishing, Oxford. ISBN: 978-1-84334-646-3.
ABSTRACT:
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Repetto, M. (2011). The WEL project at the Unversity of Genoa: Effects on faculty attitudes and teaching practices. Repetto M., Trentin G., Faculty training for web enhanced learning, 189-203. Nova Science Publ. Inc., N.Y..
Alvino, S. & Trentin, G. (2011). Faculty Training as a key factor for web enhanced learning sustainability. Repetto M., Trentin G., Faculty training for web enhanced learning, 1-19. Nova Science Publ. Inc., N.Y.. ISBN: 978-1-61209-335-2.
ABSTRACT:
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Delfino, M. (2011). Against BibliOblivion: How modern scribes digitized an old book. Computers & Education, 52, 2, 2145-2155. Elsevier Ltd.
Caruso, G., Ferlino, L. & Oliva, L. (2011). WikiMindMap: non solo online. Atti Didamatica 2011, Cd-Rom. Politecnico di Torino. ISBN: 9788890540622.
Caruso, G., Ferlino, L. & Fusillo, F. (2011). So.di.Linux@cts.vr: nuove tecnologie open source per la scuola che integra. Atti Didamatica 2011, Cd-Rom. Politecnico di Torino. ISBN: 9788890540622.
Persico, D. & Pozzi, F. (2011). Task, Team and Time to structure online collaboration in learning environments. Wprld Journal on Educational Technology, Academic World Education & Research Center.
Ott, M. & Pozzi, F. (2011). Towards a new era for Cultural Heritage Education: Discussing theh role of ICT. Computers in Human Behaviour, 27, 1365-1371. Elsevier Ltd.
Delfino, M., Manca, S., Persico, D. & Pozzi, F. (2011). Creare innovazione in un'universit telematica: la formazione dei docenti. Politecnico di Torino, Atti Didamatica 2011, cd-rom. Politecnico di Torino.
Benigno, V. & Manca, S. (2011). L'apprendimento nella scuola del futuro. Dal laboratorio di informatica alle classi digitali: un'idagine per capire l'evoluzione dei nuovi processi di insegnamento. Politecnico di Torino, Atti Didamatica 2011, cd-rom. Politecnico di Torino.
Ott, M. & Pozzi, F. (2011). Digital games as creativity enablers for children. Behaviour and Information Technology, First published on 08 February 2011, iFirst, 1-9. Taylor & Francis.
Dettori, G. & Persico, D. (Eds.) (2011). Fostering Self-Regulated Learning through ICT. 472. Information Science Reference, Hershey, New York, USA.
Repetto, M. (2011). An approach for analyzing interactions within Virtual Learning Communities. B.K. Daniel (ed), Handbopk of Reseach on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena, vol.1, 1-17. Information Science Reference, Hershey, New York, USA.
Repetto, M. (2011). Aladin: formazione informale sull'impiego didattico di risorse web 2.0. A.Calvani, Form@are, Erickson, Trento.
Persico, D. & Pozzi, F. (2011). Task, Teams and Time: Threee Ts to structure CSCL processes. Pozzi F. & Persico D., Techniques for Fostering Collaboration in Online Learning Communities, 1-14. Information Science Reference, Hershey, New York, USA.
Benigno, V., Chifari, A. & Mirisola, A. (2011). Uno studio sulla relazione tra i sistemi regolatori, assessment e locomotion, e gruppi di apprendimento online. SIE-L, Je-LKS, 7, 1, 111-121. Societ Italiana di e-Learning.
Persico, D. & Pozzi, F. (Eds.) (2011). Techniques for Fostering Collaboration in Online Learning Communities. Hershey, NY: Information Science Reference, IGI Global. ISBN: 978-1-61692-898-8. DOI: 10.4018/978-1-61692-898-8.
ABSTRACT:
This book addresses the issue of how to support collaboration in online learning communities by using techniques for structuring the learning activities, including the problem of whether, and to what extent these scaffolding methods are useful. The aim is to move one step forward in the direction of identifying criteria to choose the right approach, in the assumption and awareness that there is no such thing as the “one size fits all” solution, but rather a range of possible approaches among which it is important that instructional designers and tutors are able to choose. With this aim in mind, the book draws together, for the first time to our knowledge, the results of scattered research, concerning the most common techniques that can be used to structure collaboration in these contexts. The research efforts made so far in this field are large but quite diversified and in many cases their different standpoints make them hardly comparable or synergic. Even the research methods in this field are usually rather diversified, ranging from case studies to experimental work, from investigation of the effectiveness of one technique in specific contexts, to studies aiming to present and validate new methods and tools. This diversity is also testified by the terminological labyrinth that must be confronted before trying to make sense of the large number of chapters in this area.
KEYWORDS:
online learning, Computer Supported Collaborative Learning, Collaborative Learning, apprendimento collaborativo, online learning communities
Dettori, G. & Lupi, V (2011). Innovative Language Learning in the Multimedia Lab. Int. J. Innovation and Learning, vol.9, 1, 98-112. Inderscience Enterprises Ltd.
ABSTRACT:
This paper concerns a language learning experience in a multimedia lab in junior high school. The activity was shaped according to task-based learning, which consists in actively involving students in group work on meaningful tasks. The task assigned was the realization of a web site containing linguistic exercises realized by the pupils, which aimed to stimulate their creativity, motivation and sense of responsibility. This activity appears innovative not much for the tools and methodology employed, but for the way they were used. This experience spots teachers' creativity in planning learning activities as a key element to support innovation.
KEYWORDS:
innovation, learning, task based learning, multimeia, internet publication, ICT, language learning, creativity, motivation junior high school
Manca, S. & Vanin, L. (2011). Models and Strategies to Support Student's Initial Socialization in Web-Based Learning Environments. Pozzi F. & Persico D., Techniques for Fostering Collaboration in Online Learning Communities, 145-161. Information Science Reference.
ABSTRACT:
Entering a learning system based on CSCL models may be a challenging experience. Beginner users are required to accomplish several tasks for the first time, such as learning to communicate by written discourse in an asynchronous manner, as well as becoming familiar with communication technologies and with the learning system. In order to support their initial steps several measures, which focus mainly on socialization with peers and instructors/tutors and familiarization with the learning system, may be adopted. The focus of this chapter is to present a model and some related strategies to support students' initial socialization and familiarization in web-based learning environments. Such strategies have been developed and implemented by the authors over several years of experience as designers and instructors in graduate and post-graduate courses in Italy.
KEYWORDS:
Socialization, Familiarization, The OP&S Model, Guidance Program, Meta-Training
Delfino, M., Dettori, G. & Persico, D. (2011). Influence of Task Nature on Learner Self-Regulation in Online Activities. Dettori G., Persico D. (eds), Fostering Self-Regulated Learning Trhough ICT, 145-161. Information Science Reference.
ABSTRACT:
This chapter analyses Self-Regulated Learning (SRL) in a virtual community interacting through asynchronous textual communication. The community consisted of trainee teachers of a post-graduate blended course in Educational Technology. The online component of this course was based on a socio-constructivist approach. The study aims to compare SRL practice in different types of collaborative activities carried out online. The investigation method is based on interaction analysis, an approach allowing a systematic study of the content of the messages exchanged by the community members. The results of the study consist of quantitative data on SRL-related events that took place during the learning process, allowing the comparison of activities according to the degree and type of self-regulation displayed by the learners. The results of the study suggest that the nature of the task influences the way students self-regulate. The difference, however, does not lie in the total amount of detected SRL indicators but in their type, therefore suggesting that different types of tasks might induce different kinds of SRL actions. These findings can inform the design of online activities by providing suggestions for the choice of tasks, according to SRL-related pedagogical purposes.
KEYWORDS:
Computer-Mediated Communication, Computer-Suppred Collaborative Learning, Educational Technology, Interaction Analysis, Self-Regulated Learning, Teacher Trainning
Ott, M. (2011). School of the Future: E-Tools and New Pedagogies to Build Up an Inclusive Learning Community. In: Ordonez de Pablos P., Zhao Jingyuan,Tennyson R. (Eds), , Technology Enhanced Learning for People with Disabilities: Approaches and Applications, Chapter 8, pp. 105-120. . IGI Global, Hershey, Pa, USA. ISBN: 978-1-61520-923-1.
Allegra, M., Fulantelli, A., Gentile, M., La Guardia, D. & Zangara, G. (2010). "An agent-based serious game for entrepreneurship". the 5th International Conference on Virtual learning, october 29-31, 2010, Tuargu-Mures, Romania,
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2010). An Ontology to Model e-portfolio and Social Relationship in Web 2.0 Informal Learning Environments. International Journal of Computers Communications & Control, ISSN 1841-9836, 5(4):578-585.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Merlo, G., Seta, L. & Taibi, D. (2010). Mobile Learning for Lifelong Learning projects in the Italian context. mlearn 2010, 20-22 October 2010, Valletta, Malta,
Alessi, N., Allegra, M., Messineo, L. & Migliore, G. (2010). Electronic Medical Record: a training tool for Continuing Medical Education. Proceeding of EDULEARN 2010 Conf.,
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., Samperi, V. & Seta, L. (2010). The deaf and online comprehension text, how can technology help?. Proceedings of the 12th International Conference on Computers helping people with special needs (ICCHP 2010), pp. 144-151. LNCS Springer.
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2010). Cognitive Web Annotation Using Multiple Sensory Channels. Proceedings of the Eighth IASTED International Conference Web-based Education (WBE 2010), pp. 161-166.
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S. & Seta, L. (2010). Lettura e comprensione online: da un modello allo sviluppo di un sistema.. TD Tecnologie Didattiche 49, pp 29-40. Edizioni Menab.
Manca, S. (2010). Computer-mediated communication learning environmentes: the social dimension. Dasgupta S., Social Computing: conspets, methodologies, tools, and applications, 38-44. Information Science Reference, Hershey, New York.
Bocconi, S., Earp, J., Lavagnino, E. & Sarti, L. (2010). SHARE.TEC: A terminological approach to teacher education. GLAT-Groupe de Linguistique Applique des Tlcommunications, Actes "Le multiculturalisme et le role des langues spcialises-GLAT, 75-84. GLAT.
KEYWORDS:
Teacher education, Termontography, Conceptualization, Multiculturalism, Multilingualism
Boytchev , P., Earp, J., Georgiev, A., Grigorov, A. & Stefanov, K. (2010). Adaptability approaches in digital libraries. Dichev C., et al, Proc. 2nd Intern.Conf. on Software, Services & Semantic Technologies-3ST, 6-13. Sofia University St Kliment Ohridski.
Bocconi, S., Boytchev , P. & Stefanov, K. (2010). An ontological approach for multicultural digital repositories. Dichev C., et al, Proc. 2nd Intern.Conf. on SOftware, Services & Semantic Technologies-3ST, 97-105. Sofia University/St.Kliment Ohridski.
Delfino, M. (2010). Tecnologie Didattiche e Arte, Editoriale. Delfino M., TD-Tecnologie Didattiche, 51, 3, 2-3. Edizioni Menab, Ortona.
Chiappini, G.P., Robotti, E. & Trgalova, J. (2010). Role of the artefact of dynamic algebra in the conceptualisation of the algebraic equality. Durand-Guerrier V. et al., Proceedings of CERME 6, 619-628. INRP.
Benigno, V. (2010). la metodologia di sviluppo per la costruzione di un ipermedia con soggetti con Sindrome di Rett. Comune di Ovada e Istituto Comprensivo S.Pertini, Ovada, Quaderno Ipermediale, 6, 39-54. Centro Nuove Tecnologie per l'Integrazione Hanna, Ovada.
Chiappini, G.P. (2010). Ruolo della tecnologia nella costruzione del laboratorio didattico di matematica. Associazione Subalpina mathesis, Confewrenze e Seminari 2009-2010 dell'Associazione Subalpina Mathesis, 115-132. KWB-Kim William Books.
Alvino, S. & Benigno, V. (2010). Bridging homebound people to formal and informal learning: an innovative web-based solution profiling users in compliance with the who's international classification for functioning. Gomez Chova et al., ICERI 2010 Proceedings CD, 002276-002285. IATED.
Benigno, V. & Dagnino, F.M. (2010). Lavorare sulle abilità logiche e di ragionamento nella scuola primaria: un'esperienza con i giochi digitali. Rinnovare la Scuola, 47, Ott-Dic. pp.5-21. ANSI, Roma.
Benigno, V., Chiorri , C. & Tavella, M. (2010). Giochi di pensiero e abilità di ragionamento: il progetto Logivali. Cesareni D., Manca S., Formazione, Innovazione e Tecnologie, 305-322. ScriptaWeb, Napoli, Italia.
ABSTRACT:
I computer games sono diventati parte della moderna vita digitale e c'è un consenso piuttosto unanime nel considerarli strumenti che favoriscono l'apprendimento, dal momento che sembrano favorire l'azione rispetto alla spiegazione , supportano la motivazione, si adattano ai diversi stili di apprendimento e rinforzano abilità di padronanza e di decision making. A questa tipologia di giochi viene riconosciuto sempre di più il potere di favorire e sviluppare sia apprendimenti specifici, sia lo sviluppo di abilità logiche.
Manca, S. & Vanin, L. (2010). Orientamento e formazione online: una proposta di attivit di socializzazione quale fattore aggregante.. Cesareni D., Manca S., Formazione, Innovazione e Tecnologie, 133-149. ScriptaWeb, Napoli, Italia.
Cesareni, D. & Manca, S. (2010). Formazione, Innovazione e Tecnologie. Casareni D., Manca S., 322. ScriptaWeb, Napoli, Italia.
Olimpo, G. (2010). Società della conoscenza, educazione, tecnologia. TD-Tecnologie Didattiche, 50, 2, 4-16. Edizioni Menab, Ortona.
Ott, M., Pozzi, F. & Tavella, M. (2010). Teacher, What do you mean by Creativity? An Italian Survey on the Use of ICT to Foster Student Creativity. Lytras M.D. et al. (eds), Commun. in Computer and Information Science, 111 - Knowledge Management, Information Systems, E-Learning, and Sustainability Research, Proc. Third World Summit on the Knowledge Society-WSKS 2010, Part I, pp.165-171. Springer-Verlag, Berlin, Heidelberg.
ABSTRACT:
This paper illustrates how the issue of "creativity raising" is currently
tackled by teachers in Italy and what is, in their view, the potential role of ICT
to support creativity development. By referring to the results of a small-scale
survey conducted among Italian teachers, and starting from the meaning and
value they attribute to the concept of "creativity", the paper provides an overview
of teachers' prevailing attitudes towards the issue and reports on the kinds
of actions they usually carry out within their own classes.
KEYWORDS:
Creativity, education, ICT (Information and Communication Technology), creativity-oriented activity, school, TEL (Technology Enhanced Learning)
Benigno, V., Bottino, R.M., Ott, M. & Tavella, M. (2010). Can Digital Mind Games be Used to Investigate Children's Reasoning Abilities. In: Meyer B.(Ed), Proc. 4th Eur. Conf. on Games Based Learning, Aahrus, Denmark, 31-40. Academic Publ. Ltd, Reading, UK.
ABSTRACT:
This paper focuses on the use of digital mind games (also called puzzles or brainteasers) to investigate and assess students' logical and reasoning abilities.
It draws on LOGIVALI, a research project whose main objective was that of verifying whether digital mind games can be employed with the aim of understanding and evaluating primary school children's reasoning abilities.
Within the project, supported by the Italian Ministry of Education, the LOGIVALI TEST, a norm-referenced test, was designed and produced. In order to perform the validation and standardization of this test, a large-scale in-field experiment, involving more than 50 teachers and 500 primary school students (4th and 5th grades) was carried out.
Students, during school hours and under teachers' control, were asked to play individually with five mind games that had been carefully selected among mainstream free and Open Source software products. The choice of the games was made on the basis of some key criteria among which: ease of use (interface and design features); suitability to the target population and to the envisaged educational setting (e.g. level of difficulty - time required); disciplinary competences-independence (e.g. not requiring specific mathematics or language competencies); type of feedback offered during the gaming sessions. Following the playing sessions, students were tested by means of a detailed, custom made, evaluation test aimed at shedding light on the children's actual possession of the reasoning abilities required to solve the games at hand.
At the core of the paper the LOGIVAL TEST is described and account is given of the specific abilities investigated in the test and of the methodology adopted to carry out the test validation and standardization. The major results of the project are also proposed, which, basically, account for the suitability of mind games to assess specific relevant reasoning abilities as far as the target population (pupils' age level 8-10) is concerned.
KEYWORDS:
Games-based learning, mind games, reasoning skills, evaluation, primary education, Technology Enhanced Learning.
Caruso, G., Ferlino, L. & Oliva, L. (2010). Wikimindmap, strumento open source per avere una veduta d’insieme di un argomento Wikipedia. Education 2.0, http://www.educationduepuntozero.it/ del 30/09/10. RCS Libri SpA – Div. Education.
Bottino, R.M., Ott, M. & Tavella, M. (2010). Empowering the design and the sharing of learning plans by means of net technologies: the IAMEL system. In: Lytras M.D. et al. (eds) - Knowledge management, information systems, E-learning, and sustainability research, Proc,, Communications in Computer and Information Science, 111, 336-342. Springer Verlag, Berlin, Heidelberg.
ABSTRACT:
This paper reports on the research work carried out by the authors in the framework of the IAMEL project, supported by the Italian Ministry of Education. The project was mainly aimed at enhancing the teaching/learning of mathematics by providing teachers with specific e-learning platforms endowed with a number of dedicated tools supporting the setting-up and the carrying-out of specific in-field experiments. One of the main results of the project was the development of a methodology to carry out the design of educational interventions; such a methodology was based on a conceptual goal-oriented framework and on different authoring tools among which the IAMEL system, an online tool fully described in the paper that allows both the production and the sharing of pedagogical plans and consents the design and the modeling of educational interventions with different levels of granularity and scope.
Dettori, G. & Morselli, F. (2010). Un'attività narrativa per far emergere i beliefs sulla dimostrazione. L'Insegnamento della matematica e delle scienze integrate, 33, 4, 434-456.
Dettori, G. & Morselli, F. (2010). Eliciting beliefs with a narrative activity in mathemaics teacher education. In: Furinghetti F. and Morselli F. (eds) , Proc. of MAVI-15: Ongoing research on beliefs in mathematics education, pp.89-99. Dept. of Mathematics, Univ. of Genoa, Italy.
Manca, S. & Vanin, L. (2010). Hierarchical vs. sequential web forums. Methodological issues in interaction analysis. H.Dou, P.Dumas, Y.Bertacchini, ISDM – Informations, Savoirs, Décisions & Médiations - International Journal of Information Sciences for Decision Making, n. 39-697. Université du Sud Toulon-Var, La Garde Cedex, France.
KEYWORDS:
Social network analysis, Computer-mediated communication, Asynchronous learning environment, Interaction patterns, Automatic coding procedure, Qualitative coding procedure
Del Re, E., Delfino, M., Limongiello, G., Persico, D., Scancarello, I. & Suffritti, R. (2010). Systems, enabling technologies and methods for distance learning: the STEEL project. H.Dou, P.Dumas, Y.Bertacchini, ISDM – Informations, Savoirs, Décisions & Médiations - International Journal of Information Sciences for Decision Making, n.39-657. Université du Sud Toulon-Var, La Garde Cedex, France.
KEYWORDS:
E-learning, E-learning environment, Integrated satellite-terrrestrial network, Computer-mediated comunication, Learning management system
Delfino, M., Manca, S., Persico, D. & Sarti, L. (2010). Progettare e condurre l’apprendimento in rete: un corso blended per futuri insegnanti. H.Dou, P.Dumas, Y.Bertacchini, ISDM – Informations, Savoirs, Décisions & Médiations - International Journal of Information Sciences for Decision Making, n. 39-656. Université du Sud Toulon-Var, La Garde Cedex, France.
KEYWORDS:
Blended learning, Teacher education, Educational technology, Community of inquiry
Ott, M. & Pozzi, F. (2010). Getting ready for the ‘School of the Future’: key questions and tentative answers. In: Lytras M.D. et al. (eds), TECH EDUCATION 2010, CCIS 73, 495-502. Springer-Verlag Berlin Heidelberg .
KEYWORDS:
Formal education, Learningn innovation, Educational approaches, School systems, Technology Enhanced Learning
Dettori, G. (2010). Reflections on the design and realization of an online course. In: Nunes M.B. and McPherson M. (eds) , Proc. IADIS International Conference e-Learning, 2010, IADIS Press, pp.151-156.
KEYWORDS:
Online course, collaborative learning, course design, group interaction
Ott, M. & Tavella, M. (2010). Motivation and engagement in computer-based learning tasks: investigating key contributing factors. World Journal on Educational Technology, 2, 1, 1-15. www.world-education-center.org/index.php/wjet.
ABSTRACT:
This paper, drawing on a research project concerning the educational use of digital mind games with primary school students, aims at giving a contribution to the understanding of which are the main factors influencing student motivation during computer-based learning activities. It puts forward some ideas and experience based reflections, starting by considering digital games that are widely recognized as the most promising ICT tools to enhance student motivation.
The project results suggest that student genuine engagement in learning activities is mainly related to the actual possession of the skills and of the cognitive capacities needed to perform the task. In this perspective, cognitive overload should be regarded as one of the main reasons contributing to hinder student motivation and, consequently, should be avoided. Other elements such as game attractiveness and experimental setting constraints resulted to have a lower effect on student motivation.
KEYWORDS:
motivation, attention, gmes-baased Learning, digital games, primary school
Chiappini, G.P. & Pedemonte, B. (2010). The design of new digital artefacts as key factor to innovate the teaching and learning of algebra: the case of alnuset. Durand-Guerrier V., Soury-Lvergne S., Arzarello F. (eds), Proc. of CERME 6,, 1389-1398. © INRP 2010, Lyon France. http://www.inrp.fr/editions/editions-electroniques/cerme6/. ISBN: 978-2-7342-1190-7.
ABSTRACT:
link
Bottino, R.M. & Cerulli, M. (2010). Methods and tools to face research fragmentation in technology enhanced mathematics education. Durand-Guerrier V., Soury-Lvergne S., Arzarello F. (eds), Proc.of CERME 6, WG. 7, 1379-1388. © INRP 2010, Lyon France. http://www.inrp.fr/editions/editions-electroniques/cerme6/. ISBN: 978-2-7342-1190-7.
Bottino, R.M., Chiappini, G.P., Gueudet, G., Hegedus, S.H. & Weigand, H.G (2010). Technologies and resources in mathematical education:Introduction. Durand-Guerrier V., Soury-Lvergne S., Arzarello F. (eds), Proc. of CERME 6, WG. 7, 1046-1049. © INRP 2010, Lyon. France. http://www.inrp.fr/editions/editions-electroniques/cerme6/. ISBN: 978-2-7342-1190-7.
Bonizzone, M. & Dettori, G. (2010). Stimulating creativity and negotiation skills by means of online collaborative poetry. Conf.Proc. ICT2010 Singapore. Inspired Solutions, Empowering Learning, Cd-Rom - ISBN: 978-981-08-6217-6. CD-ROM, Singapore Organizer-SIM University.
Bottino, R.M., Earp, J., Olimpo, G., Ott, M., Pozzi, F. & Tavella, M. (2010). Pedagogical Plans as communication oriented objects. Computers & Education, 55, 476-488. Elsevier Ltd..
ABSTRACT:
This paper focuses on pedagogical plans intended as objects to support human communication. Its purpose is to describe a structural model for pedagogical plans which can assist both authors and users. The model helps authors to engage in the design of a plan as a communication project and helps users in the process of understanding, customizing, enacting and evaluating an existing plan. A distinctive feature of the model is the adoption of a hierarchical representation where each plan can be represented as a hierarchical network of constituent elementary plans that focus in on more specific parts of the learning process, thus going from more general to more concrete, detailed levels. This makes it possible to approach plan authoring as a top-down process, something that presents considerable advantages. It is a valuable aid for mastering the complexity of design and at the same time represents a maieutic factor that encourages authors to establish levels of conceptualization and abstraction which would otherwise remain unexpressed. The user too comprehends the plan in terms of a top-down process, where the specific steps of a learning activity are seen as originating from more general and abstract conceptualizations. In this way communication and understanding are enhanced and facilitated. The paper provides an easy-to-understand example of a hierarchical plan and describes a prototype tool that has been developed for managing hierarchical plans. Finally some preliminary results are presented from initial application of the model and the associated tool in the context of an international research project on educational innovation in mathematics.
KEYWORDS:
learning design, pedagogical planning, hierarchies, communication, flexible authoring
Trentin, G. (2010). Tools per la rappresentazione grafica della conoscenza e processi di apprendimento collaborativi problem-based. In Alastra V., Presutti M. (a cura di) , Atti convegno Promuovere e sviluppare comunità di pratica e di apprendimento nelle organzzazioni sanitarie, 96-109. Torino, Regione Piemonte/Asl 3/ASL BI/ http://www.aslbi.piemonte.it.
Chiappini, G.P. & Pedemonte, B. (2010). AlNuset. un sistema di algebra dinamica per innovare l’insegnamento dell’algebra. L’Insegnamento della matematica e delle scienze integrate, 33B, 1, 48-68. G.Battagin Editore, Treviso.
Ott, M. & Pozzi, F. (2010). Towards a model to evaluate creativity-oriented learning activities. Procedia - Social and Behavioral Sciences, 2(2), p. 3532-3536. Elsevier Ltd.
ABSTRACT:
Creativity is becoming a keyword in that it is considered one of the essential competences both to live in today’s knowledge society and to build a “better future” and for this reason educational systems have started investing in the development of student creative abilities and skills. This paper proposes a model to evaluate learning activities aimed to nurture and sustain “creative skills and attitudes”; the model is based on three main dimensions, namely: the cognitive, the meta-cognitive and the affective dimension.
KEYWORDS:
creativity, learning, cognitive indicators
Dettori, G. & Lupi, V (2010). ICT and new methodologies in language learning. Procedia - Social and Behavioral Sciences, 2(2), p. 2712-2716. Elsevier Ltd.
ABSTRACT:
Focusing on the case of French, this paper analyses the situation of language learning software currently available. Despite the
technological development, ICT resources do not contribute enough to implement effective language learning methodologies.
Drill-and-practice exercises favouring the acquisition of grammatical and lexical structures are still very diffused, even though
their impact on learning is limited. The analysis however shows that some more stimulating activities start being proposed, which
suggests a positive evolution of the field in the near future.
KEYWORDS:
language learning, ICT, multimedia, internet
Persico, D. & Pozzi, F. (2010). The three T's of the structure of online collaborative activities. Procedia - Social and Behavioral Sciences, 2(2), p. 2610-2615. Elsevier Ltd.
ABSTRACT:
This paper proposes to regard the structure of CSCL activities as an entity composed of the three independent dimensions: Time, Tasks and Teams. The paper analyses the collaborative processes activated by students during five different types of activities (Discussion, Peer Review, Case Studies, Role Play and Jigsaw). Based on real life data, the authors try to identify the relations between the three dimensions and the nature of the learning process.
KEYWORDS:
SCL, discussion, peer review, case studies, role play
Bocconi, S., Dattolo, A., Earp, J., Ferrara, F., Sarti, L., Tasso, C. & Torre, I. (2010). Risorse e utenti nei processi di tagging: approcci e casi di studio. Journal of e-Learning and Knowledge Society, 6, 2, 37 – 52 - http://www.je-lks.it. Società Italiana di e -Learning.
Trentin, G. (2010). Verso un insegnamento 2.0. Ellerani P., Paricchi M., Ambienti per lo sviluppo professionale degli innsegnanti, 39-62. Franco Angeli, Milano.
Persico, D., Pozzi, F. & Sarti, L. (2010). Monitoring collaborative activities in computer supported collaborative learning.. Distance Education, 31, 2, 5-22. Routledge, London & New York.
Delfino, M. (2010). Cyber-amanuensi crescono: un’esperienza di digitalizzazione fra scuola e biblioteca. In A.Andronico, A.Labella, F.Patino (a cura di), Atti Didamatica 2010, CD-Rom.
Delfino, M., Dettori, G. & Persico, D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema, 22, 2, 299-305. www.psicothema.com.
Bottino, R.M., Ott, M. & Pozzi, F. (2010). A multi-perspective approach to the evaluation of a multi-user system in the field of TEL. Int. J. Technology Enhanced Learning, 2, 3, 201-214. Inderscience Enterprises Ltd, Olney,UK - Geneva, CH.
Pozzi, F. (2010). Using Jigsaw and Case Study for supporting online collaborative learning. Computers & Education, 55, 67-75. Elsevier Ltd.
Trentin, G. (2010). Networked Collaborative Learning: Social interaction and active learning. p.166. Chandos Publishing, Oxford, UK. ISBN: 978-1-84334-501-5.
ABSTRACT:
For some time now, the sustainability of Technology Enhanced Learning (TEL) has largely been regarded in economic and organisational terms. However, the achievement of high quality in TEL depends on attention being focused first and foremost on pedagogical considerations. Whenever these remain in the background, the result is almost invariably the same: passive, individual study of educational materials. Such content-driven approaches are widely held to be cheaper, and are therefore commonly adopted. But they almost always lead to limited quality learning since they deprive the process of its other crucial dimension, namely social interaction.
The social dimension is particularly vital in university teaching, where there is a strong need for direct teacher-learner contact and where the teacher has ample scope for adopting a variety of strategies, especially interactive ones, to support learning. However, the same could also be said of any context in which education is not merely a “coaching” process but rather one designed to foster the acquisition of high-level knowledge and professional competencies. Here, learning must encompass both vertical interaction with domain experts and horizontal interaction with the group of peer learners engaged in the course. This facilitates professional development based on the exchange of experiences and good practices.
Fostering the social dimension of learning in TEL means treating the network not merely as a means for distributing learning materials but more generally as a resource that facilitates distance interaction between learner and teacher and among students within online learning groups.
Such approaches rarely result in cost reductions for course organisers, and in some cases actually demand higher investment. This poses the question as to why TEL should be adopted in university education: to enhance the social dimension of learning and thus improve instructional quality or to streamline organisation-logistics and thus reduce costs. Undoubtedly, TEL offers strong potential in either case but this book argues that the pedagogical sustainability of TEL is proportional to the quality of learning it can deliver. And high quality levels can be reached mainly by enacting active and collaborative learning processes, especially if these hinge on intense social interaction between learners, teachers, tutors, and domain experts.
Such social interaction is often hampered by logistical and organisational problems, especially at university level. Consequently there has been a tendency to see network technology as a possible means for strengthening this dimension. This potential has fuelled interest in exploring new approaches to TEL based on the kind of active and collaborative student-centred learning that distinguishes Networked Collaborative Learning (NCL).
In this book we will seek to further our understanding of the factors, motives and results that can lead a teacher to adopt NCL-based strategies. We will examine the added value they offer for enhancing learning processes and the implications they have for course design, management and evaluation.
A number of case studies will be examined that exemplify the organisational and communicational modes entailed in NCL. These will help to shed light on the various roles that the teacher assumes when adopting different teaching strategies for reaching expected learning outcomes.
Through these case studies, we will also take a special look at evaluation, an issue widely held to be one of the most problematic aspects in applying NCL effectively. We will see how coordinated design of learning and assessment activities can ensure that each is in tune with the other. When appropriate methodologies are applied, technologies offer enormous opportunities for evaluating the learning of contents, the individual’s contribution to group work, and the level of cooperation that each group applies to the tasks it is set.
While NCL is certainly not the only option open to a teacher looking to adopt TEL, it nonetheless offers enormous potential for innovating teaching approaches. One way it does this is by leveraging the technologies and forms of communication that students are now accustomed to using in their daily lives.
That said, NCL is undeniably a double-edged sword. One the one hand it can yield high quality learning and enhanced satisfaction on the part of learners and teachers alike. On the other, however, it calls for careful planning, and can only be introduced with suitable preparation and training, especially in the design and management of online learning activities.
This points to the wider issue of professional development for academic staff, something that plays a critical role in the pedagogical sustainability of NCL. The role of the e-teacher is not one that can be improvised; it must form an integral part of the teacher’s overall professional growth. This does not simply mean acquiring sufficient know-how to introduce technology in support of habitual teaching practices. Rather, it means totally rethinking and revising those practices.
KEYWORDS:
networked collaborative learning
Bottino, R.M. & Cerulli, M. (2010). A cross-experiment methodology for networking research teams. In: A. McDougall (ed.), Researching I.T. in Education: Theory, Practice and Future Directions, 177-182, chapter 17. Routledge, London & New York.. ISBN: 978-04-15-56001-6.
Persico, D., Pozzi, F. & Sarti, L. (2010). A model for monitoring and evaluating CSCL. In Juan, A.A. et al. (Eds.), Monitoring and Assessment in Online Collaborative Environments, 149-170. IGI Global, Hershey, Pa, USA.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2009). Teachers motivation factors in the success of mobile learning: what we learnt. MoLeNET Mobile Learning Conference 2009, 1st December, London, UK,
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2009). Integrating Handheld Devices in Secondary School Curricula: A Two Years Experience. Handheld learning conference,
Allegra, M., Fulantelli, A. & Pipitone, V. (2009). On the Characteristics of the Demand for On Line Higher Education. Studi e Note di Economia Anno XIV, Numero 1, Aprile 2009, ISSN: 1720-4100, pp 67-84. GruppoMontepaschi.
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2009). Using ontologies to support learning in a web 2.0 environment. Online Educa Berlin,
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2009). E-portfolio and semantic web to support informal learning in social network environment. ICVL,
Allegra, M., Fulantelli, A., Gentile, M., La Guardia, D. & Taibi, D. (2009). On line environments to enhance entrepreneurial mindsets in young students. ICVL,
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2009). The evolution of Learning Object repository: Towards the Learning Object Management System and dynamic use of metadata. ICVL,
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2009). Open learning resources as an opportunity for the teachers of the Net Generation. ICVL,
Allegra, M., Fulantelli, A., Gentile, M., La Guardia, D. & Taibi, D. (2009). A Latent Semantic Analysis approach to improve semantic Learning Object annotation. ICL2009, September 23 -25, 2009 Villach, Austria,
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2009). Semantic ontologies for a social network of competencies . ICL2009, September 23 -25, 2009 Villach, Austria,
Alessi, N., Allegra, M., Messineo, L. & Migliore, G. (2009). Towards new training models of continuing medical education in italy . Proceedings of ICERI2009 Conference. 16th-18th Nov 2009, Madrid, Spain, ISBN: 978-84-613-2955-7.
Chiappini, G.P. (2009). Editoriale di TD46. TD-Tecnologie Didattiche, 46, 1, 2-3. Menab, Ortona, Italia.
Chiappini, G.P., Pedemonte, B. & Robotti, E. (2009). AlNuSet: l'Algebra alla portata di ttti. TD-Tecnologie Didattiche, 46,1, 58-61, 2009.
Bottino, R.M. (2009). La logica nell'era dei ragazzi digitali. Associazione Gruppo 2003 per la Ricerca Scientifica, Scienzainrete Newsletter, 2. Associazione Gruppo 2003 per la Ricerca Scientifica.
Bottino, R.M. (2009). La logica nell'era dei ragazzi digitali. Portale http://www.lascienzainrete.it/node/1206, Associazione Gruppo 2003 per la ricerca scientifica.
Chiappini, G.P. (2009). Laboratorio didattico di matematica mediato da AlNuSet nella costruzione di significati algebrici. Robutti O. e Mosca M., Il laboratorio in Matematica e in Fisic, Atti IV Congresso Nazionale DI.FI.MA., 257-272. KWB-Kim William Books, Torino.
Ferlino, L. (2009). Risorse digitali per l'integrazione scolastica: speciali o designed for all. In P. Pardi, G. Simoneschi (a cura di), Studi e documenti degli Annali della Pubblica Istruzione - Tecnologie educative per l’integrazione, 127, pp.99-107. Le Monnier, Mondadori Education, Firenze.
Ferlino, L. (2009). Accessibilità del software didattico: l'esperienza di un anno. In P. Pardi, G. Simoneschi (a cura di), Studi e documenti degli Annali della Pubblica Istruzione - Tecnologie educative per l’integrazione, 127, pp.195-205,. Le Monnier, Mondadori Education, Firenze.
Benigno, V. & Vallarino, E. (2009). L’ e-Learning nella formazione dei docenti ospedalieri: il caso di HSH@Teacher. In: Piave N.A. (a cura di), E-Learning in Sanità, 4, capitolo 4, 63-92. Barbieri Editore, Mandria(TA).
Succi, M. & Trentin, G. (2009). L’ e-Learning nell’Educazione Continua in Medicina: scelte e strategie delle Aziende Sanitarie Italiane. In: Piave N.A. (a cura di), E-Learning in Sanità, 4, capitolo 3, 43-61. Barbieri Editore, Mandria(TA).
Trentin, G. (2009). Insegnanti e nativi digitali . TD-Tecnologie Didattiche , 47, 2, 59-64. Ed. Menabò, Ortona, Italy.
Bonarini , A., Chioccariello, A., Giordano, E. & Miglino, O. (2009). Giochiamo con i robot . TD-Tecnologie Didattiche, 47, 2, 38-44. Ed. Menabò, Ortona, Italy.
Ott, M. & Pozzi, F. (2009). Fostering creativity in online collaborative learning environments. Retalis S., Sloep P. (Eds), Proc. Workshop on “Methods & Tools for Computer Supported Collaborative Creativity Process: Linking creativity & informal learning, EC-TEL 2009, CEUR workshop Proceedings, vol. 536. .
Dettori, G. & Lupi, V (2009). Innovative activities in a multimedia lab. for language learning. Proc.Int.Conf, on ICT in teaching and learning-ICT2009, Hong Kong, 104-111. ISBN: 978-962-7707-65-3.
Dettori, G. & Lupi, V (2009). Using a narrative blog to support reflection in a blended course. In: Wang et al. (eds), Hybrid learning and education, Lecture Notes in Computer Science #5685, 274-283. Springer, Berlin, pp.. ISBN: 978-3642036965.
Dettori, G., Forcheri, P. & Ierardi, M.G. (2009). Improving the usefulness of learning objects by means of pedagogo-oriented design. In: Syed MR (ed), Methods and Applications for advancing distance education technologies:international issues and solutions, 120-132. IGI Global, Hershey, Pa, USA. ISBN: 978-962-7707-65-3.
Puddu, F. & Repetto, M. (2009). Sulle tracce delle radici comuni. TD-Tecnologie Didattiche , 46, 1, 35-4. Ed. Menabò, Ortona, Italy.
Delfino, M., Dettori, G. & Persico, D. (2009). Imparare ad imparare con le tecnologie . TD-Tecnologie Didattiche, 46, 1, 51-57. Ed. Menabò, Ortona, Italy.
Caruso, G. & Ferlino, L. (2009). Accessibilità del software didattico: un problema ancora non risolto. TD-Tecnologie Didattiche, 46, 1, 42-50. Ed. Menabò, Ortona, Italy.
Midoro, V, Puddu, F. & Repetto, M. (2009). Twinningquest. TD-Tecnologie Didattiche, 46, 1, 26-34. Ed. Menabò, Ortona, Italy.
Benigno, V. (2009). Progettare e gestire percorsi e-learning ispirandosi al modello Learner Centered. TD-Tecnologie Didattiche, 46, 1, 16-25.
Alvino, S., Bocconi, S., Earp, J. & Sarti, L. (2009). Condivisione di risorse educative nella formazione docenti. TD-Tecnologie Didattiche, 46, 1, 11-15. Ed. Menabò, Ortona, Italy.
Artigue, M., Cerulli, M., Haspekian, M. & Maracci, M. (2009). Connecting and Integrating Theoretical Frames: The TELMA Contribution. International Journal of Computers for Mathematical Learning, 14, 3, 217-240. Springer Netherlands - ISSN1382-3892 (Print) 1573-1766 (Online).
ABSTRACT:
This paper presents the methodology developed within TELMA for connecting and integrating the theoretical frames used by the different teams for studying the design and use of interactive learning environments in mathematics education. Two case studies are then analysed and compared in order to illustrate the methodology and the results it can lead to. The papers ends by a more general discussion about the outcomes of the experimental work developed within TELMA and the perspectives it offers for approaching theoretical fragmentation
- This paper presents the methodology developed within TELMA for connectingand integrating the theoretical frames used by the different teams for studying the designand use of interactive learning environments in mathematics education. Two case studiesare then analysed and compared in order to illustrate the methodology and the results it canlead to. The papers ends by a more general discussion about the outcomes of the experimentalwork developed within TELMA and the perspectives it offers for approachingtheoretical fragmentation.Keywords Mathematics eduThis paper presents the methodology developed within TELMA for connectingand integrating the theoretical frames used by the different teams for studying the designand use of interactive learning environments in mathematics education. Two case studiesare then analysed and compared in order to illustrate the methodology and the results it canlead to. The papers ends by a more general discussion about the outcomes of the experimentalwork developed within TELMA and the perspectives it offers for approachingtheoretical fragmentation.Keywords Mathematics eduThis paper presents the methodology developed within TELMA for connectingand integrating the theoretical frames used by the different teams for studying the designand use of interactive learning environments in mathematics education. Two case studiesare then analysed and compared in order to illustrate the methodology and the results it canlead to. The papers ends by a more general discussion about the outcomes of the experimentalwork developed within TELMA and the perspectives it offers for approachingtheoretical fragmentation.This paper presents the methodology developed within TELMA for connectingand integrating the theoretical frames used by the different teams for studying the designand use of interactive learning environments in mathematics education. Two case studiesare then analysed and compared in order to illustrate the methodology and the results it canlead to. The papers ends by a more general discussion about the outcomes of the experimentalwork developed within TELMA and the perspectives it offers for approachingtheoretical fragmentation. Keywords Mathematics edu
KEYWORDS:
Mathematics education Technology enhanced learning in mathematics Technology enhanced learning Theoretical frameworks Integration of research teams Integration of theoretical frameworks Connection of theoretical frameworks Methodology TELM
Bottino, R.M. & Kynigos, C. (2009). Mathematics Education & Digital Technologies: Facing the Challenge of Networking European Research Teams. International Journal of Computers for Mathematical Learning, 14, 3, 203-215. Springer Netherlands - ISSN1382-3892 (Print) 1573-1766 (Online).
ABSTRACT:
This paper introduces the IJCML Special Issue dedicated to digital technologies and mathematics education and, in particular, to the work performed by the European Research Team TELMA (Technology Enhanced Learning in Mathematics). TELMA was one of the initiatives of the Kaleidoscope Network of Excellence established by the European Community (IST-507838—2003–2007) to promote the joint elaboration of concepts and methods for exploring the future of learning with digital technologies. TELMA addressed the problem of fragmentation of theoretical frameworks in the research field of mathematics education with digital technologies and developed a methodology based on the in field cross-experimentation of educational digital environments for maths. Six European research teams engaged in cross-experimentation in classrooms as a means to begin to develop a common language and to analyse the intertwined influence played, both explicitly and implicitly, by different contextual characteristics and theoretical frames assumed as reference by the diverse teams participating in the initiative.
KEYWORDS:
Technology enhanced learning Networks of excellence Collaboration Cross-experimentations Learning environments
Alvino, S., Bocconi, S., Boytchev , P., Earp, J. & Sarti, L. (2009). An ontology-based approach for sharing digital resources in Teacher Education. In Proc. SWEL09, http://compsci.wssu.edu/iis/swel/SWEL09/Papers/AIE.
ABSTRACT:
Link
Alvino, S., Bocconi, S., Boytchev , P., Earp, J. & Sarti, L. (2009). Sharing digital resources in Teacher Education: an ontology-based approach. D. Dicheva, R. Nikolov and E. Stefanova, In Proceedings of First International Conference on Software, Services & Semantic Technologies , 52-59 - ISBN 978-954-9526-62-2. S>ofia University St. Kliment Ohridski, Fac. Maths and Informatics, Bulgaria, , Demetra EOOD.
Alvino, S., Bocconi, S., Boytchev , P., Earp, J. & Sarti, L. (2009). Capturing the Semantic Foundations of an Application Domain: an Ontology-Based Approach. Adorni G., Coccoli M. , In Proceedings of IV Workshop of the AI*IA Working Group on “Artificial Intelligence & E-Learning, 37-50 - ISBN- 978-88-903581-1-1. AI*IE.
Caruso, G. & Ferlino, L. (2009). Accessibility of Educational Software: A Problem Still to Be Solved. In: Holzinger A., Miesenberger K. (eds), HCI and Usability for e-Inclusion, Proc. 5th Symp.Workgroup Human-Computer Interaction and Usabilty Engineering of the Austrian Computer Society, USAB , 193-198. Lecture Notes in Computer Science-LNCS 5889, Springer.
Ott, M. & Pozzi, F. (2009). Inclusive Education and ICT: Reflecting on Tools and Methods. In: Emiliani PL. et al.(eds) , Proc. AATE 2009-Assistive Technology from Adapted Equipment to Inclusive Environments, 635-639. IOS Press, Amsterdam.. ISBN: 978-1-60750-042-1.
Benigno, V., Bottino, R.M. & Ott, M. (2009). Digital Mind Games: Experience-Based Reflections on Design and Interface Features Supporting the Devlopment of Reasoning Skills. In Pivec M. (ed) , Proc. 3rd European Conference on Game Based Learning, 53-61 . Academic Publ. Ltd. ISBN: 978-1-906638-47-4.
Trentin, G. (2009). Le TIC nella gestione di bisogni educativi speciali. In: Crestoni L. (a cura di), Il Frutto della Conoscenza, 211-217. FSE, Min. Salute epol.Soc., Prov. di Trento.
Caviglia, F. & Delfino, M. (2009). Harry Potter and the quest for knowledge. Intern.Ass. for the Improvement of Mother Tongue Education-IAMTE, L1-Educational Studies in Language and Literature, 9, 3, 29-48, 10-05 (http://www.ilo.uva.nl/projecte. Intern.Ass. for the Improvement of Mother Tongue Education-IAMTE.
KEYWORDS:
Harry Potter, literature, teacher educaton, models of schooling, teaching methods
Delfino, M., Dettori, G. & Lupi, V (2009). Task-based learning and ICT: creative activities in the context of a European project. elearningeuropa.info, www.elearningpapers.eu , Nº 16 • September 2009 •.
KEYWORDS:
pedagogy, ICT tools, task-based learinng, creativity at school, Efelcren, Comenius, Italy, open source, educational software, re-use creative material
Delfino, M. (2009). Contro il Biblioblìo . Sfoglialibro , Settembre, 31-37.
Persico, D. & Pozzi, F. (2009). Structured activities in CSCL: a case study. In Scripted vs. Free CS Collaboration: alternatives and paths for adaptable and flexible CS scripted collaboration – Workshop Proceedings - CSCL 2009 Conference, 19-23. Workshop Website http://mlab.csd.auth.gr/cscl2009/sfc-workshop.htm.
ABSTRACT:
This paper is rooted in the CSCL research field and aims to contribute to the open debate on how much an instructional designer should scaffold a learning activity with prescriptions, rules and procedures to be followed by students, as opposed to set up environments for “free collaboration”. By analyzing three online activities with different levels of “structuredness” (namely a Discussion, a Role Play and a Jigsaw) as they had been proposed within two online “twin” courses, it is possible to make some interesting reflections as far as the potential of each activity to foster the participative, the social, the cognitive and the teaching dimensions of the learning process.
Ott, M. & Pozzi, F. (2009). Exploring the "new" learning landscape: which added values for the "new" learners?. in L. Gómez Chova, D. Martí Belenguer, I. Candel Torres (Eds.), EDULEARN09 Proceedings, International Conference on Education and New Learning Technologies – IATED, IATED, www.iated.org .
ABSTRACT:
The paper sketches a picture of the new learning landscape where, the “new learner” who is at the centre of the learning process, is surrounded by a number of new or even “augmented” learning opportunities that he can grasp if and when needed. These new opportunities are available for him thanks to the possible interactions with and among the other elements populating the emerging learning landscape: the “new tools”, the “new pedagogical paradigms” and the “new teachers”. Accordingly, the new role that teachers assume in this panorama, is briefly outlined, in the conviction that the pedagogical choices made by teachers and the overall pedagogical approach they adopt may represent a true, concrete value to widen the learning opportunities and improve learning. At the core of the paper the potential of ICT tools to enhance learning opportunities and boost learning achievement is discussed, by drawing on different concrete educational experiences.
KEYWORDS:
Learning, Innovation, Pedagogy, Inclusion, Creativity
Persico, D., Pozzi, F. & Sarti, L. (2009). Design Patterns for monitoring and evaluating CSCL processes. Computers in Human Behaviour, 25(5), 1020-1027. Elsevier Ltd.
Pozzi, F. (2009). Using collaborative techniques in virtual learning communities. In EC-TEL2009 - LNCS - Lecture Notes in Computer Science, 5794, 670–675. Springer Verlag, Berlin.
ABSTRACT:
The present paper illustrates the experience gained within two “twin” online courses, where three collaborative techniques, namely the Role Play, the Jigsaw and the Discussion, were used for triggering collaboration and interactions among students. The use of the techniques in the two courses is analyzed by looking at the participative, the social, the cognitive and the teaching dimensions and the way these components vary across techniques and across the two courses. Despite the results are certainly affected by factors that could not be set aside in a real context (the individual differences of students, the topics and sequence of activities, etc.), still it is possible to draw some final considerations concerning the strong points and weaknesses of the three techniques in online learning contexts.
KEYWORDS:
CSCL, collaborative technique, role play, jigsaw, discussion, evaluation
Pozzi, F. (2009). Evaluating the social dimension in online learning communities. in A.A. Ozok and P. Zaphiris (Eds.), Online Communities-LNCS - Lecture Notes in Computer Science 5621, pp. 498–506. Springer Verlag, Berlin.
Bottino, R.M., Ott, M. & Pozzi, F. (2009). Taking up the challenge of evaluating research results in the field of technology enhanced learning. In: Lytras, M.D. (Eds.), Lecture Notes in Computer Science-Subseries: Lecture Notes in Artificial Intelligence , Vol. 5736, 2009, XXVIII, pp.22-30. Springer. ISBN: 978-3-642-04753-4.
ABSTRACT:
The present contribution tackles the issue of the evaluation of research results in the field of Technology Enhanced Learning (TEL). It presents an evaluation model designed to evaluate a web based Pedagogical Planner and the theoretical model underpinning it. The evaluation model, designed and tested within a European project, proved to be able to highlight the strengths and weaknesses of the TEL system at hand, by distinguishing between theory and practice, between the advantages and disadvantages derived from the theoretical model and/or those referable to the implemented tool.
KEYWORDS:
Research Evaluation, Technology Enhanced Learning, Educational Innovation, Pedagogical Planning.
Benigno, V. & Chifari, A. (2009). Fostering online socio-cognitive identity. Qwerty, 4, 1, 59-67. Progedit, Bari.
Benigno, V., Manca, S. & Persico, D. (2009). Self, virtual identity and learning processes in communication technologies. Qwerty, 4, 1, 1-17. Progedit, Bari.
Delfino, M. & Manca, S. (2009). Identity creation through words: metaphors and figurative language in web-based learing environments. CKBG, Qwerty, 4, 1, 47-58. Progedit, Bari.
Cerulli, M., Leemkull, H., Pratt, D.D. & Winters, N. (2009). A Patterns Approach to Connecting the Design and Deployment of mathematical Games and Simulation. In N. Balacheff et Al. (eds.), Technology Enhanced Learning,, 215-232. Springer Science, The Netherlands.. ISBN: 978-1-4020-9826-0.
Dettori, G. & Paiva, A. (2009). Narrative Learning in Technology-Enhanced Environments. In N. Balacheff et Al. (eds.) , Technology Enhanced Learning, 55-69. Springer Science, The Netherlands. ISBN: 978-1-4020-9826-0.
Pozzi, F. (2009). Supporting Group and Individual Processes in Web-Based Cllaborative Learning Environments. In: Mourlas C., Tsianos N., Germanakos P. (eds) , Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization, chapter XIX, 396-413. Information Science Reference, Hershey-New York.
Delfino, M. & Persico, D. (2009). Self-regulated Learning: Issues and Challenges for Initial Teacher Training. Tan, Leo Wee Hin, Subramaniam,R. (eds), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, Vol.II, Chapter LII, p.839-854. Information Science Reference, Hershey, N.Y..
ABSTRACT:
This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in students in order to cope with the challenges of today's and tomorrow's society. To achieve this, it is claimed that it is crucial to train teachers who are aware of what SRL is and are able to support their students in developing these abilities. This chapter proposes examples drawn from a course in Educational Technology where SRL competence has been promoted through reflection on cognitive, meta-cognitive, emotional and motivational aspects of learning, as well as through modelling teaching practices that tend to shift the locus of control from trainers to trainees.
Caviglia, F., Cerulli, M., Davidzon, I. & Delfino, M. (2009). Spam e phishing. Se le conosci le eviti. in: Andronico A., Codazzo L. , Atti Didamatica 2009, informatica per la la didattica,, CD ROM (isbn 978-88-8443-277-3.
Delfino, M., Dettori, G. & Persico, D. (2009). Apprendimento autoregolato e CSCL. in: Andronico A., Codazzo L. , Atti Didamatica 2009, informatica per la la didattica, CD ROM, (isbn 978-88-8443-277-3).
Caviglia, F. & Cecchini , L. (2009). A quest for dialogism: looking back at Italian political violence in the 70s. In: Vestergaard T., Lassen I. & Strunck J. (eds) , The discursive construction of history, society and pollitics: multimodal approaches, 1-17. Aalborg University Press,Aalborg, Denmark .
Pedemonte, B. (2009). The algebraic manipulator of ALNUSET: a tool to prove. Proc. 6th Congress of the European Sociey for Research in Mathematics, CERME 6,
Artigue, M., Bottino, R.M. & Noss, R. (2009). Building European Collaboration in Technology-Enhanced Learning in Mathematics. in N. Balacheff et Al. (eds.), Technology Enhanced Learning, 73-87. Springer Science, The Netherlands. ISBN: 978-1-4020-9826-0 .
Trentin, G. & Wheeler, S. (2009). Teacher and Student Responses to Blended Environments. Stacey E. & Gerbic P. (eds), In: Effective Blended Learning Practices, chapter 6, p.105-123. Information Science Reference, US/UK.
Ott, M. & Pozzi, F. (2009). Usare le TIC per sviluppare la creatività a scuola: una sfida possibile?. Rinnovare la Scuola, 40, 7-22 . ANSI, Roma .
Ott, M. & Tavella, M. (2009). Immigrant students and language barriers to learning: a proposal for making the most of ICT resources. In: Gomez Chove L., Martì Belenguer D., Candel Torrse I. (eds), Proc. INTED 2009, , CD-ROM . www.iated.org.
ABSTRACT:
This paper tries to answer the research question of whether and how ICT resources can be profitably used to sustain and foster the school integration of immigrant students. It focuses on written language learning by drawing on a long term research project carried out by the authors. In the framework of this project an evaluation grid was elaborated with the aim of categorizing the written mistakes of the target population; the spontaneous written production of 98 new-immigrant students from 18 different countries was analysed and a global amount of around 25.000 writing mistakes were classified by means of the grid. The paper discusses the results of this analysis and puts forward the idea that the type and number of mistakes committed by immigrant students is strongly related to the type of mother language and, in particular, to its actual differences / similarities with the second language (the language of the receiving country). In the end, few examples of ICT-enabled exercises are presented, in order to provide concrete instances of the intended rationale behind the construction of personalized learning paths for supporting the written language learning of immigrant students.
KEYWORDS:
Immigrant students, E-Inclusion, Language Learning, Evaluation Grid, Written language errors
Ott, M. & Tavella, M. (2009). A contribution to the understanding of what makes young students genuinely engaged in computer-based learning tasks. Cavus, N. & Uzunboylu, H. , Procedia - Social and Behavioral Sciences, New Trends and Issues in Educational Sciences 1(1), p.184-188. Elsevier, ScienceDirect.
ABSTRACT:
Student interest, motivation, attention and concentration, in one word their genuine engagement in learning activities, is largely considered as a potential gauge of future academic success. This paper, drawing on a research project dealing with the use of digital mind games for educational purposes in primary schools, puts forward some ideas for answering to a key research question: “Which factors may have a positive influence on young students’ involvement in computer based learning activities?” The project results suggest that student engagement is strongly related to the actual possession of the skills needed to perform the task.
KEYWORDS:
Motivation; attention; primary school; games-based learning; computer-based learning
Delfino, M., Manca, S. & Mazzoni, E. (2009). Coding procedures to analyse interaction patterns in educational web forums. Journal of Computer-Assisted Learning, 25, 189-200. Blackwell Publ. Ltd .
ABSTRACT:
Analysis of interaction patterns is one of the most important indicators of quality of learning in educational web forums. Social network analysis (SNA) is gradually assuming importance in the study of interaction patterns as it focuses on the analysis of the interrelationships between individuals, thus providing a holistic perspective on group performance. However, most of the studies that use SNA in computer-supported collaborative learning scenarios derive their data from server log files, on the assumption that this data source reflects the way people really interacted online. This study, the purpose of which is to better understand the communication flows that really occur among users, challenges these assumptions through an experimental study that makes a comparison between the structural method normally used to detect the posting addressees and an approach enriched with semantic coding. Results show that this new coding schema, if compared with traditional structural coding, detected a greater number of addressees,
thus allowing a greater number of postings to be included in an SNA adjacency matrix.
KEYWORDS:
asynchronous learning environment, computer-supported collaborative learning, interaction patterns, social network analysis
Chifari, A., Fiandaca, M., Gentile, M., Ottaviano, S., Pagoto, G. & Taibi, D. (2008). Percorsi in rete per imparare a comprendere il testo dei problemi matematici. Arrigo M., Chiazzese G., Chifari A., Ottaviano S., Seta L., Laboratori di tecnologie didattiche. Esplorare Metodi e Tecnologie per l'insegnamento e l'apprendimento, pp. 19-25. ITD - CNR, Palermo.. ISBN: 978 88 9031-331-8.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2008). Design e valutazione di una esperienza di mobile learning. TD - Tecnologie Diadttiche, Menabò edizioni.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2008). L’esperienza MoULe: un progetto per il Mobile and Ubiquitous Learning. TD-Tecnologie Didattiche, Menabò edizioni.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2008). Some considerations on a mobile learning experience in a secondary school. Proceedings of the mLearn 2008 Conference, pp. 20-27.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2008). Designing a m-learning experience: the MoULe case study. Allegra M., Fulantelli A., Gentile M., Taibi D., Emerging Educational Technologies and Practices, pp 52-63. ITD - CNR, Palermo.. ISBN: 978 88 903133 - 3 - 2.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2008). Multimodality in a Mobile Learning Environment. 19th International Conference on Database and Expert Systems Application. DEXA '08, pp. 160-165. IEEE.
Allegra, M., Chiazzese, G., Ciulla, G., Merlo, G., Ottaviano, S., Samperi, V., Seta, L. & Todaro, G. (2008). Multimodal Annotation to Support Web Learning Activities. DEXA '08. 19th International Conference on Database and Expert Systems Application, pp.166-171.
Buccheri, R. (2008). Il Symbolon come oltrepassamento nel logos di Mito e Scienza.
Chifari, A., Gentile, M., Ottaviano, S., Pagoto, G. & Taibi, D. (2008). Online learning paths for the comprehension of mathematical problem solving texts. Proceedings of Conference EdMedia08. Vienna, Austria. Chesapeake, VA: AACE, pp. 5336-5342.
Arrigo, M., Cipri, G. & Novara, G. (2008). M-Learning Accessibility Design: A Case Study. Miesenberger et al., ICCHP 2008, pp. 226-233. Springer.
ABSTRACT:
In the last few years the number of colleges and universities which provide courses and degree programs via distance education has been growing dramatically. People with special needs will benefit from these online opportunities as long as the information and activities posted to internet sites are appropriately accessible with adaptive technology. This paper presents some research regarding the accessibility design for a mobile learning experience carried out at the Italian National Research Council – Institute for Educational Technologies. In particular, we introduce some considerations about the methodology and the design steps used to build some educational tools on mobile devices which are fully accessible for students with special needs using a compact screen reader (on a Smartphone). Briefly, we outline the common problems of accessing an online learning management system through a Smartphone (services and information), then we introduce the test phase of the designed tools for visually impaired users.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2008). Percorsi didattici per le vie della città. Arrigo M., Chiazzese G., Chifari A., Ottaviano S., Seta L., Laboratori di tecnologie didattiche. Esplorare Metodi e Tecnologie per l'insegnamento e l'apprendimento, pp. 23-36. ITD - CNR, Palermo. ISBN: 978 88 9031-331-8.
Chifari, A., Gentile, M., Ottaviano, S. & Taibi, D. (2008). Mathemiamo: un sistema in rete per la comprensione del testo matematico. Arrigo M., Chiazzese G., Chifari A., Ottaviano S., Seta L., Laboratori di tecnologie didattiche. Esplorare Metodi e Tecnologie per l'insegnamento e l'apprendimento, pp. 17-22. ITD - CNR, Palermo.. ISBN: 978 88 9031-331-8.
Allegra, M., Chiazzese, G., Chifari, A., Ciulla, G., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2008). Gym2Learn: Esperienze di apprendimento metacognitivo in rete. Arrigo M., Chiazzese G., Chifari A., Ottaviano S., Seta L., Laboratori di tecnologie didattiche. Esplorare Metodi e Tecnologie per l'insegnamento e l'apprendimento, pp. 37-46. ITD - CNR, Palermo.. ISBN: 978 88 9031-331-8.
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (Eds.) (2008). Emerging Educational Technologies and Practices. 88. ITD - CNR, Palermo.. ISBN: 978 88 903133 - 3 - 2.
Allegra, M., Chiazzese, G., Chifari, A., Ciulla, G., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2008). Gym2Learn A web annotation system to support metacognitive learning skills. in Emerging Educational Technologies and Practices,, pp. 41-50. Published by CNR ITD. ISBN: 978-88-903133-3-2.
Arrigo, M., Chiazzese, G., Chifari, A., Ottaviano, S. & Seta, L. (Eds.) (2008). Laboratori di tecnologie didattiche. Esplorare Metodi e Tecnologie per l'insegnamento e l'apprendimento. pp.104. ITD - CNR, Palermo.. ISBN: 978 88 9031-331-8.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2008). Le Tecnologie Mobili nella Scuola Italiana: una esperienza per le vie di Palermo. in Proc. of DIDAMATICA 2008, Pag. 582. ISBN: 978-88-8231-456-9.
Arrigo, M., Cipri, G. & Novara, G. (2008). Una esperienza di mobile learning per l’integrazione scolastica degli studenti disabili. in Proc. of DIDAMATICA 2008, Pag. 794. ISBN: 978-88-8231-456-9.
Allegra, M., Chiazzese, G., Chifari, A., Ciulla, G., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2008). Gym2Learn - a Web Annotation System for text Comprehension. in Learning technology, Volume 10, issue 1, ISSN 1438-0625, pp. 11-13. publication of IEEE Computer Society - technical Committee on Learning Technology.
Balzano, E. & Chioccariello, A. (2008). Fisica e Computer. Guidoni P. e Levrini O., Approcci e proposte per l'insegnamento-apprendimento della fisica a livello preuniversitario, 237-241. Forum, Udine.
Delfino, M. (2008). Rimestare nel torbido: allenare le capacità critiche ragionando su spam e phishing. TD-Tecnologie Didattiche, 45, 3, 48-51. Menabò, Ortona, Italia.
Alvino, S., Bocconi, S., Earp, J. & Sarti, L. (2008). A teacher education ontology for sharing digital resourses across Europe. In: Koper R. et al. (eds), Stimulating Personal development and Knowledge Sharing” Proc. of a workshop, Sofia, Bulgaria, pp.26-29. Faleza Office 2000. ISBN: 978-954-92146-5-9.
Dettori, G. & Persico, D. (2008). Detecting Self-Regulated Learning in Online Communities by Means of Interaction Analysis. IEEE Transactions on Learning Technologies-TLT, 1, 1, 11-19. IEEE Computer Society.
Lupi, V, Pozzi, F. & Torsani, S. (2008). La dimension sociale dans un master post-universitaire à distance: outils, animation et analyse des interaction. Alsic , 11, 1, 151-174 (ISSN: 1286-4986). Alsic.org.
Pedemonte, B. (2008). Argumentation and algebraic proof. ZDM-The International Journal on Mathematics Education, 40,3,385-400. Kluwer Academic Publ..
Chiappini, G.P. & Pedemonte, B. (2008). ALNUSET: A system for teaching and learning algebra. Intern. Jnl of Comtinuing Engineering Education and Lifelong Learning (IJCEELL), 18, 5/6, 627-639. Interscience Publ..
Delfino, M. & Persico, D. (2008). Formazione dei docenti sulle tecnologie didattiche. Il caso della SSIS Liguria. Università e Scuola, a.XIII, 1-2, 12-31. Forum, Ed. Univ. Udinese, Udine, Italia.
Midoro, V (2008). Midoro V. “Literacy for the knowledge society”. . In: Kamtsiou V., Stergioulas L. and Van Assche F. (eds) , Proc. 3rd Int. Workshop on Digital Literacy 2007 , Jan 2008, vol.310. http://CEUR-WS.org.
Romano , G. & Trentin, G. (2008). Valutare gli effetti delll’apprendimento informale prodotto nelle comunità professionali online. TD Tecnologie Didattiche , 44, 2, 57-61. Menabò edizioni, Ortona (Ch).
Trentin, G. & Vallarino, E. (2008). Teacher training in E-Learning: How to support the follow-up analysis. In: A.R.Lipshitz and S.P.Parsons (eds) , E-Learning: 21st Century Issues and Challenges, chapter 9, 178-195. Nova Science Publ. Inc. New York.
Trentin, G. & Vallarino, E. (2008). A methodological approach to develop and evaluate tools for the follow-up analysis of teacher education in E-learning . In Weigart P.R. (ed) , Teaching and Education, 21st Century Issues and Challenges, chapter 7, 175-194. Nova Science Publ., Inc., N.Y, USA.
Delfino, M. & Manca, S. (2008). La metafora e il linguaggio figurato nella costruzione della dimensione socio-identitaria nell’apprendimento online. In E. Magno Caldognetto, F. Cavicchio (a cura di), Aspetti emotivi e relazionali nell’e-learning, 83-97. Firenze University Press.
Caruso, G. & Ferlino, L. (2008). Risorse open source per la scuola, . Rinnovare la scuola , 38/39 Lug./Dic. pp. 70-79. Sallustiana Editrice, Roma.
Trentin, G. (2008). L’e-learning come processo integrato di formazione formale e apprendimento informale. FOR-Rivista per la formazione, 75, aprile-giugno, 33-37. Franco Angeli, Milano.
Dettori, G., Forcheri, P. & Ierardi, M.G. (2008). Introducng learning objects in teacher preparation . In: Kwan R. et al. (eds), Enhancing learning through technology, 81-95. World Scientific Publ..
Alvino, S., Bocconi, S., Earp, J. & Sarti, L. (2008). A Teacher Education Ontology for Sharing Digital Resources across Europe. R. Koper, K. Stefanov and D. Dicheva, Proc. 5th Intern. TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing, 26-29 - ISBN: 978-954-92146-5-9. Faleza Office 2000.
Dettori, G. (2008). Improving web-based learning by means of narrative. In: Fong J., et al. (eds) , Hybrid Learning and Education, Proc. First Int.Conf., ICHL 2008, Hong Kong, China, Springer, 115-124.
Puddu, F., Repetto, M. & Vallarino, E. (2008). L’azione WEL: un modello di web enhanced learning per i docenti universitari . Je-LKS, 4, 3, 79-88 - english version at: http://www.je-lk. Giunti Ed., Firenze.
Bottino, R.M., Ott, M. & Tavella, M. (2008). The impact of mind game playing on children’s reasoning abilities: reflections from an experience . In. Conolly T. and Stansfield M (eds), Proc 2nd Eur. Conf. on Game-Based learning, Barcelona, Spain, 51-57. Academic Publishing Ltd, Reading, England.
ABSTRACT:
The paper aims at contributing to the understanding of whether digital games can be considered suitable and effective tools for enhancing learning. lt thus aims at providing grounds for reflecting if their school use can provide a significant added value with respect to traditional school activities. The paper draws on a long-term research experience carried out in primary schools with the specific aim of studying the impact of the use of mind games (puzzles, brain teasers ... ) on children's reasoning abilities and problem solving skills. Early activities in this field at primary school level, appear to be particularly important since reasoning and problem solving abilities are universally acknowledged to be "key skills", transversal to any kind of learning and there are grounds for believing that improving such abilities will impact on the global school achievement.
The hypothesis that a teacher driven and well focused use of carefully selected mind games can have a positive impact on students' reasoning abilities is put forward. A number of reflections and observations are outlined, based on both the analysis of the quantitative results of students' performance and on the teachers' opinion on the impact of the experimental activities on pupils' school achievement. From a quantitative point of view, the results of a standardized test carried out at national level, revealed, in fact, that students who had undergone three years of experimental activities with games, performed better at the mathematics test (which also included logic items) with respect to those of two matched classes. Such results also showed that high achiever students seemed to have benefited from the work with games more than low achievers. Beside the encouraging test results, from a more qualitative standpoint, personal opinions and individual findings of the school teachers involved in the project seem to confirm that, following the extensive use of logical games, positive effects were observed both on the students' attitude towards learning and on their global school performance.
KEYWORDS:
Games based learning, mind games, reasoning abilities, primary school.
Delfino, M., Dettori, G. & Persico, D. (2008). Self-regulated learning in virtual communities . Technology, Pedagogy and Education, 17, 3, 195-205. Routledge, New York.
Ott, M. & Pozzi, F. (2008). ICT and cultural heritage education: which added value? . Lytras MD. et al. (eds), Lecture Notes in Computer Science, 5288 - Proc. 1st World Summit on the Knowledge Society - Emerging Technolgies and Information Systems for the Knowledge Society, 131-138 . Springer Verlag, Berlin.
Dettori, G. & Persico, D. (2008). Using Interaction Analysis to reveal Self-regulated Learning in Virtual Communities . In Dillenbourg P., Specht M. (eds) , Proc. 3rd EC-TEL - Times of Convergence Maastricht, The Netherlands, Lecture Notes in Computer Science, 5192, 1-14. Springer Verlag, Berlin.
Trentin, G. (2008). Rappresentazione grafica della conoscenza e apprendimento informale problem-based . TD-Tecnologie Didattiche, 43, 1, 43-52. Ed. Menabò, Ortona, Italy.
Delfino, M., Ferraris, M., Persico, D. & Pozzi, F. (2008). Il progetto EuNIC: un approccio alla digital literacy per adulti. TD-Tecnologie Didattiche, 43, 1, 26-34. Ed. Menabò, Ortona, Italy.
Chiappini, G.P., Pedemonte, B. & Robotti, E. (2008). Using Alnuset to construct the notions of equivalente and equality in algebra . Kendall M. and Samways B (eds) , Proc. IFIP, Learning to Live in the Knowledge Society, vol.281, 345-348. Springer Sci.Business Media, N.Y..
Repetto, M. & Trentin, G. (2008). Social networking and the third age: Significance and impact of targeted learning initiatives based on web communitieis of third agers. Kendall M. and Samways B (eds), Proc. IFIP, Learning to Live in the Knowledge Society, vol.281, 279-286. Springer Sci.Business Media, N.Y..
Dettori, G. & Morselli, F. (2008). Accessing knowledge through narrative content. Kendall M. and Samways B (eds) , Proc. IFIP, Learning to Live in the Knowledge Society, vol.281, 253-260. Springer Sci.Business Media, N.Y..
Caviglia, F. & Ferraris, M. (2008). The Web as a learning environment: focus on contents vs. focus on the search process. Kendall M. and Samways B (eds) , Proc. IFIP, Learning to Live in the Knowledge Society, vol.281, 175-178 . Springer Sci.Business Media, N.Y..
Klobas, J., Renzi, S. & Trentin, G. (2008). Approaching TEL in university teaching: the faculty training need. Kendall M. and Samways B (eds), Proc. IFIP, Learning to Live in the Knowledge Society, vol.281, 145-148. Springer Sci.Business Media, N.Y..
Bottino, R.M., Earp, J., Olimpo, G., Ott, M., Pozzi, F. & Tavella, M. (2008). Supporting the design of pilot learning acvtivities with the Pedagogical Plan Manager . Kendall M. and Samways B (eds) , Proc. IFIP,, Learning to Live in the Knowledge Society , vol.281, 37-44, 2008. Springer Sci.Business Media, N.Y..
ABSTRACT:
Pilot interventions for introducing ICT-based innovation in school education generally involve a multitude of elements and a range of different actors. Accounting for and grasping this complexity calls for systematic pedagogical planning efforts that provide a solid basis for accommodating the different perspectives, for analysing the factors at play and also for casting light on the initial assumptions and theoretical framework adopted. These are the issues currently being addressing in a European project called ReMath, in which the authors are developing and testing a prototype ICT-based tool called the Pedagogical Plan Manager (PPM). The system supports the construction and sharing of pedagogical plans within a community of different actors operating in different contexts with different visions. This paper briefly describes some of the requirements that have shaped the PPM and outlines the conceptual model on which it is based. The system is described in the light of two vital characteristics it presents for the design of learning activities, namely expressiveness and flexibility.
Delfino, M., Ferraris, M., Persico, D. & Pozzi, F. (2008). An approach to digital literacy for adults: the EuNIC proposal. Kendall M. and Samways B (eds) , Proc. IFIP - Learning to Live in the Knowledge Society, , Springer, Boston, vol.281, 3-10. Springer Sci.Business Media, N.Y..
Alvino, S., Forcheri, P., Ierardi, M.G. & Sarti, L. (2008). A general and flexible model for the pedagogical description of learning objects . Kendall M. and Samways B (eds) , Proc. IFIP - Learning to Live in the Knowledge Society , vol.281, 55-62. Springer Sci.Business Media, N.Y..
Ott, M. & Pozzi, F. (2008). Interventi educativi per la valorizzazione del patrimonio culturale: il ruolo delle nuove tecnologie. Rinnovare la Scuola, 37, 5-17. ANSI e Sallustiana Multimedia, Roma.
Besio, S., Ferlino, L., Laudanna, E., Occhionero, F. & Potenza, F. (2008). Accessibility of educational software: from evaluation to design guidelines. in: Miesenberger K et al (eds) Computer Helping People with Special Needs, Proc.11th int. Conf. ICCHP 2008 Linz, Austria, LNCS Lecture Notes in Computer Science, Vol. 5105/2008, pp. 518-525. Springer Verlag, Berlin.
Caruso, G., Dini, S. & Ferlino, L. (2008). Zoomlinux: a research result providing a tangible response to the needs of low vision students. in: Miesenberger K et al (eds), LNCS Lecture Notes in Computer Science - Computer Helping People with Special Needs, Proc.11th int. Conf. ICCHP 2008 Linz, Austria, Vol. 5105/2008, pp. 801-808. Springer Verlag, Berlin.
Trentin, G. (2008). Technology Enhanced Learning in Continuing Medical eduction. In Cartelli A. (Ed) , Encyclopedia of Information and Communication Technology, 742-749. Idea Group Reference, Hershey, USA.
Dettori, G. & Persico, D. (2008). Supporting Self-Regulated Learning with ICT. In Cartelli A. (Ed) , Encyclopedia of Information and Communication Technology, 735-741. Idea Group Reference, Hershey, USA .
Alvino, S. & Persico, D. (2008). The relationship between assessment and evaluation in CSCL. In Cartelli A. (Ed) , Encyclopedia of Information and Communication Technology, 698-703. Idea Group Reference, Hershey, USA.
Dettori, G. (2008). Narrative Learning Environments. In Cartelli A. (Ed) , Encyclopedia of Information and Communication Technology, 576-583. Idea Group Reference, Hershey, USA.
Persico, D., Pozzi, F. & Sarti, L. (2008). Fostering collaboration in CSCL. In Cartelli A.(Ed) , Encyclopedia of Information and Communication Technology, 335-340. Idea Group Reference, Hershey, USA.
Manca, S. (2008). Computer-Mediated Communication Learning Environments: the Social Dimension . In Cartelli, A. (Ed.), Encyclopedia of Information and Communication Technology, 121-126. Idea Group Reference, Hershey, USA.
Bottino, R.M. & Chiappini, G.P. (2008). Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain . L.D. English (ed.), Handbook of International Research in Mathematics Education - second edition,, 838-861. Routledge, New Yo.
Pozzi, F. (2008). Teaching Dimension in Web-Based Learning Communities. Int. J. of Wen-Based Learning and Teaching Technologies, 3, 3, 34-43. IGI Publishing.
Klobas, J., Renzi, S. & Trentin, G. (2008). Come favorire l'avvicinamento dei docenti universitari all'uso didattico delle ICT. Andronico A. et al. (a cura di), Atti Didamatica 2008-Informatica per la Didattica, 921-925. Ed.G.Laterza, Bari.
Caviglia, F. & Ferraris, M. (2008). Il Web come ambiente di apprendimento: fuoco sul processo . In: Andronico A. et al. (a cura di) , Atti Didamatica 2008-Informatica per la Didattica, Parte II, 955-959. Ed.G.Laterza, Bari.
Midoro, V (2008). Essere alfabetizzati nella società della conoscenza . In: Andronico A. et al. (a cura di) , Atti Didamatica 2008-Informatica per la Didattica, Parte II, 885-893. Ed.G.Laterza, Bari.
Alvino, S., Forcheri, P., Ierardi, M.G. & Sarti, L. (2008). Connotazione pedagogica di Learning Objects: il modello IMATI-ITD. In: Andronico A. et al. (a cura di) , Atti Didamatica 2008-Informatica per la Didattica, Parte II, 875-884. Ed.G.Laterza, Bari,.
Caruso, G., Dini, S. & Ferlino, L. (2008). So.di.Linux: una collana di software didattici Open source per la scuola dell’inclusione . In: Andronico A., Roselli T., Rossano.(a cura di), Atti Didamatica 2008-Informatica per la Didattica, Parte II, 776-784. Edizioni Giuseppe Laterza, Bari.
Trentin, G. (2008). Learning and Knowledge Sharing Within Oline Communities of Professionals: An Approach to the Evaluation of Virtual Community Environments. Educational Technology, 48,3,32-38. Educational Technology Publ., Englewod Cliffs, NJ, USA.
Caruso, G., Ferlino, L., Ott, M. & Tavella, M. (2008). Digital Tools and School Inclusion: A Practical Approach. In: Gomez-Chova L. et al. (eds) , Proc. INTED2008, , IATED, www.iated.org.
ABSTRACT:
The paper tackles the issue of the accessibility of educational software products as a means for fostering the full inclusion of all students in mainstream educational systems.
Educational software tools offer a strong potential for avoiding any kind of discrimination among students but may also pose new "technological barriers". School inclusion, on the contrary, necessarily requires the adoption of suitable and barrier-free educational tools.
The paper presents a live DVD called "So.Di.Linux for All", which has been designed and implemented following the basic principles of the "Design for all". Such a DVD contains and provides full and immediate access to a collection of 140 Open Source software products for education, whose accessibility features are fully described. The DVD has been produced in the framework of a research project aimed at assessing the accessibility of educational applications and is now available online.
KEYWORDS:
E-Inclusion, Educational Software, Students with disabilities, Open Source Software
Trentin, G. (2008). Linguaggi grafici e rappresentazione della conoscenza nelle comunità professionali . KappaeMme - www.jekpot.com/kappemme, 1, 28-34, Jekpot Srl, Pavia.
Repetto, M. & Trentin, G. (2008). ICT e Lifelong leanirng per la terza età. Je-LKS, 4, 1, 57-68. Giunti, Firenze.
Trentin, G. (2008). E-Learning and Teaching quality. Int’l J. of Instructional Media, 35,1,27-37. Westwood Press Inc/www.adprima.com.
Trentin, G. (2008). TEL and university teaching: different approaches for different purposes . Int. Jnl on E-Learning, 7,1,117-132. AACE, USA.
ABSTRACT:
Teaching innovation in University education, especially when based on the use of ICT, is a long process and is strongly conditioned by many variables such as the specific cultural context, the availability of resources (human and technological), the level of knowledge the faculty members possess on the educational use of ICT, the different role they are required to cover if they intend to adopt and promote Technology Enhanced Learning (TEL), etc. In dealing with these issues, this article focuses on two primary objectives: one analyzing the teachers' trends in their choice of a specific TEL approach when intent on innovating their teaching with the support of ICT; the other reflecting and offering suggestions regarding the main problems that often condition these trends. Therefore, firstly the different TEL approaches will be categorized according to their level of complexity and commitment required by teachers in reassessing their teaching methods. Then careful consideration will be given to the technological aspects of adopting TEL (in particular e-learning) as well as to recognizing different status for those teachers who no longer restrict themselves to classroom teaching but who intend to complement it, or even actually replace it integrally, using typical teaching strategies of online education.
Trentin, G. (2008). La sostenibilità didattico-formativa dell'e-learning. F.Angeli, Milano.
Alvino, S., Forcheri, P., Ierardi, M.G. & Sarti, L. (2008). Describing learning features of reusable resources: a proposal . Int. Journal of Social Sciences - http://www.waset.org/journals/waset/v30/v30-20.pdf (vedi anche pubbl. 46/07), 2,3, 2008 pp. 156-162.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2007). Social tagging in a mobile learning environment. In: Proc. of W2ME 2007, The IEEE 2007 International Workshop on Web 2.0 and Multimedia-enabled Education - December 10-12, 2007, Taichung, Taiwan,
ABSTRACT:
Marking everything with a name, attaching a description to each node of an information space, is a way to classify resources by the use of informally assigned tags. With the advent of the Web 2.0, we need to reconsider navigation strategies and how social software (e.g. wiki, blog, rss, social bookmarking) can support users in the navigation of information spaces. In this paper we investigate how and if social bookmarking can become "mobile" and thus serve as a tool that supports students in on site learning experiences. We present a preliminarily analysis of some data gathered during a mobile learning experience, carried out at the Italian National Research Council using the Mobile and Ubiquitous Learning (MoULe) environment.
KEYWORDS:
social tagging, m-learning, web 2.0.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2007). Social knowledge building in a mobile learning environment. In: Proc. of Second International Workshop on MObile and NEtworking Technologies for social applications (MONET´07)- Vilamoura, Algarve, Portugal, Nov 29 - 30,
ABSTRACT:
According to the social constructivism paradigm, knowledge is not transferred from teachers to students, but is the result of collabora- tive activities; when these activities take place in a mobile environment, it is extremely important to consider how the temporal and spatial fac-tors can in uence the collaborative process. In this work we define a model for mobile Knowledge Building Process (mKBP); starting from this model, we propose to analyse the evolution of a mobile collaborative learning experience through its interactions with the social, the informa- tion and the geographic spaces. Finally, we present the methodologies and the tools used to investigate the data gathered during a specific mobile learning experience carried out at the Institute for Educational Technologies of the Italian National Research Council, in the framework of the Mobile and Ubiquitous Learning (MoULe) project.
KEYWORDS:
mobile learning, social knowledge building, social network analysis.
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2007). The Open Learning Object model for the effective reuse of digital educational resources. In: Proc. of OpenLearn,
ABSTRACT:
In this paper we present a model of Open Learning Object (OpenLO) for a greater awareness in the use of LOs by teachers, giving them a more active role in the evolution of educational resources; the OpenLO model extends the concept of reusability, providing pedagogical sustainability. We describe FreeLOms, a Learning Object Management System that implements the proposed OpenLO model. The system has been developed in the framework of the European Project SLOOP, Sharing Learning Objects in an Open Perspective.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2007). A collaborative learning environment. In: Proc. of mLearn 2007 6th international conference on mobile Learning 16–19 October 2007 Melbourne Australia,
ABSTRACT:
This paper presents the Mobile and Ubiquitous Learning project (MoULe). This project aims to support students using context sensitive handheld devices in collaborative knowledge construction. To achieve this aim, a learning platform called the MoULe environment has been designed, which permits users to edit and share documents and conceptual maps using desktop computers and smartphones equipped with GPS. Teachers can use this environment to organize situated learning activities which connect digital resources to geographical locations. The MoULe project intends to facilitate the creation of learning communities who collaborate in the construction of an augmented reality where digital objects are related to physical places. The digital objects created by the students are wiki pages and conceptual maps and all the information in these documents are location based. The initial testing phase of the project involved teachers and students from four high schools in Palermo (Italy). In the paper the MoULe project and the MoULe environment are presented with some preliminary considerations about the didactic activities carried out.
KEYWORDS:
Mobile Learning, Collaborative mLearning Environments, Online Learning Community, Situated Learning
Allegra, M., Chiazzese, G., Chifari, A., Ciulla, G., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2007). Note-taking with Gym2learn: helping students to use online text comprehension strategies. In: Proc. of IADIS CELDA Conference: Cognition and Exploratory Learning in Digital Age. Algarve, Portugal, December 7-9,
ABSTRACT:
This paper presents a new web annotation tool and highlights some of the innovative features which make this tool different from other annotation systems. In particular, the tool is based on a metacognitive approach and aims to help students understand the self-regulatory processes necessary for increasing their awareness of the cognitive strategies to apply during web annotation. Using this tool the students can improve their cognitive skills and learn how to control and monitor the annotation process. In the paper we will describe both the methodological aspects underlying the design of the system and the technological architecture used to set it up.
KEYWORDS:
Web annotation, text comprehention.
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2007). Guiding students to acquire strategies for Web Learning through Gym2Learn. In: Proc. of E-Learn 2007: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Quebec City, Canada, October 15-19.,
ABSTRACT:
In this paper we describe a new system to support students in acquiring cognitive strategies to control and monitor the comprehension of on line resources. After a short introduction presenting some studies concerning the application of metacognition in learning environments based on ICT, we illustrate the main features of Gym2Learn, a system developed at our Institute, within the framework of the CORFAD research project. Through the system, students can acquire cognitive strategies and an awareness of how to use them; then, using the features of the system, they can put into practice on the Web all the strategies acquired to improve their understanding of the educational contents.
KEYWORDS:
Metacognitive stategies, learning environment, educational contents.
Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S. & Seta, L. (2007). Metacognition for enhancing online learning. In: H. Wayne, D. Gasevic & M. D. Lytras (Eds), Technology Enhanced Learning:, Best Practices.
ABSTRACT:
The existing research in the field of traditional didactics shows that students who have good metacognitive skills, often achieve better scholastic results.. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications of metacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.
KEYWORDS:
metacognitive skills, comprehension strategies, learning environment
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2007). Experiencing Mobile Learning: the MouLe project. In: Proc. of the 7th WSEAS International Conference on APPLIED INFORMATICS AND COMMUNICATIONS (AIC'07) ,
ABSTRACT:
In this paper we present an experience of mobile learning based on collaborative knowledge construction processes. The experience is based on the use of a learning platform, called the MoULe environment, designed and developed at the Italian National Research Council. Amongst the many functionalities provided by the MoULe environment, we highlight those that permit users to create and share multimedia notes, wiki pages and conceptual maps using desktop computers and smartphones equipped with GPS. All the resources created by the students are geographically associated to specific “points of interest”, that is, places visited by the students during their on site learning experiences; in addition, students are tracked throughout their visit to the city. In this way the student activities create an augmented space consisting of physical objects as well as the educational objects they produce. The augmented space, which is represented through a geo-conceptual map, enables the transformation of a city tour into a real educational experience.
KEYWORDS:
Mobile Learning, Collaborative mLearning Environments, Online Learning Community, Situated Learning
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2007). Revealing semantic relations in learning object structure. In: Proc. of the 7th WSEAS International Conference on APPLIED INFORMATICS AND COMMUNICATIONS (AIC'07) ,
ABSTRACT:
In the framework of the EU-funded SLOOP Project, Sharing Learning Objects in an Open perspective, we have developed FreeLOms, a Learning Object Management System aimed at managing learning objects according to the new OpenLO model. In this work we present our proposal for extracting semantic relations from the structure of existing SCORM-compliant learning resources using the semantic web technologies. Semantic web technologies encourage a multiplicity of analyses and dynamic organizations of resources through reasoning about the related concepts and relations. The benefits of this kind of functionalities offered by the FreeLOms platform are reflected mainly in the reusability of the learning objects.
KEYWORDS:
earning object, semantic web, ontology, learning object management system
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Novara, G., Seta, L. & Taibi, D. (2007). Using concept maps to support the design of mobile learning processes. In: Proc. of 4rd IADAT International Conference on Education- IADAT-e2007 Majorca, (Spain). July 5-7,
ABSTRACT:
In this paper we present an experience of using concept maps to design learning activities in the framework of an educational project based on hand-held devices, named MoULe - Mobile and Ubiquitous Learning, run at the Italian National Research Council, Institute for Educational Technologies After an introduction on the potentials of concept maps in education and on the MoULe project, we illustrate how teachers from two high schools have collaborated to produce two concept maps to be used by students in their respective schools. The different pedagogical orientation of the two schools is clearly reflected in the produced maps, thus proving the potential of concept maps to communicate explicit as well as tacit knowledge.
KEYWORDS:
Mobile Learning, Cognitive Maps, Situated Learning, Informal Learning
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2007). Open Learning Object: una nuova prospettiva per un utilizzo efficace delle risorse didattiche dig.. In: Proc. of Didamatica 2007 Informatica per la Didattica, Società Editrice Asterisco, Italia, Cesena, 1006-1015. Società Editrice Asterisco.
ABSTRACT:
Il modello attuale dei Learning Object si è rivelato insufficiente a garantire una efficace riusabilità delle risorse didattiche, sollevando parecchi dubbi sulla validità stessa, dal punto di vista pedagogico, dei LO. In questo lavoro presentiamo il modello di Open Learning Object (OpenLO) che favorisce un uso più consapevole dei LO da parte degli insegnanti, restituisce a questi un ruolo attivo nella creazione e nella evoluzione delle risorse didattiche, e consente di estendere il concetto di riusabilità e renderlo pedagogicamente sostenibile. Introduciamo quindi il concetto di Learning Object Management System (LOMS), strumenti che, estendendo gli attuali Learning Object Repository, forniscono i meccanismi necessari per implementare il modello di OpenLO proposto. Viene presentato FreeLOms, un LOMS sviluppato nell’ambito del progetto Sloop, Sharing Learning Objects in an Open Perspective . Vengono infine prospettati i vantaggi che il modello OpenLO può apportare al modo della didattica.
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2007). Un ambiente di m-learning con Moodle . In: Proc. of MoodleMoot Italia 2007 e-learning, gestione e condivisione della conoscenza - Reggio Emilia, 22-23 Marzo,
ABSTRACT:
In questo lavoro verrà presentato il sistema MoULe (Mobile and Ubiquitous Learning) sviluppato presso l'Istituto per le Tecnologie Didattiche del CNR di Palermo. MoULe è un sistema per il mobile & ubiquitous learning, fruibile su rete Internet e su rete wireless mediante dispositivi mobili, con sistemi di localizzazione e integrato con motori di ricerca specializzati per la ricerca di risorse utilizzabili a fini educativi. Il sistema MoULe fornisce un ambiente di apprendimento in grado di integrare attività tradizionali attivabili mediante piattaforme e-learning come Moodle, con attività didattiche basate sull'utilizzo di dispositivi mobili. Da un punto di vista metodologico, particolare enfasi viene posta sull'approccio socio-costruttivista all'apprendimento, e ai modelli pedagogici che da essi traggono ispirazione. La possibilità, infatti, di disporre di strumenti "portabili" con cui comunicare ed interagire con chi sta condividendo esperienze analoghe fa si che l'interazione sociale alla base della costruzione della conoscenza si sposti sempre più dall'aula vero i luoghi comuni di vita dove l'esperienza quotidiana costituisce stimolo ineguagliabile all'apprendimento. Il fruitore del sistema (docente, studente, tutor) segue le dinamiche di apprendimento più adeguate al luogo in cui si trova e alle specifiche esigenze connesse a fattori tecnologici (disponibilità o meno di connessioni wired, wireless) nonché metodologici (apprendimento on-site, in aula, etc..). Per la realizzazione delle attività, il sistema mette a disposizione dello studente di volta in volta gli strumenti di comunicazione e collaborazione necessari; in particolare permetterà al docente di usare un specifico modulo plug-in sviluppato per Moodle al fine di specificare il tipo di attività che deve essere svolta dagli studenti. In base all'attività scelta il sistema predisporrà automaticamente i servizi in grado di supportarla. Fra le principali funzionalità che potranno essere selezionate possiamo individuare: ricerca delle informazioni localizzata (con coordinate spaziali), creazione di contenuti condivisi (mappe concettuali e wiki), annotazioni localizzate (con coordinate spaziali) supportate da meta-tag, e strumenti di comunicazione sincrona e asincrona.
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2007). FreeLOms, un approccio collaborativo alla gestione di Open Learning Object. In: Proc. of MoodleMoot Italia 2007 e-learning, gestione e condivisione della conoscenza - Reggio Emilia, 22-23 Marzo,
ABSTRACT:
L’obiettivo principale di FreeLOms (www.freeloms.org) è la creazione di una comunità di insegnanti mediante una piattaforma on-line che li supporta nella ricerca, nella modifica, nel riuso e nella condivisione di insiemi di risorse digitali per l’apprendimento; nascondendo gli aspetti tecnici e garantendo allo stesso tempo una piena compatibilità con gli standard in maniera trasparente, FreeLOms permette ai docenti di concentrarsi sul contenuto da sviluppare come learning object. FreeLOms riflette la filosofia che sta dietro al progetto SLOOP implementando l’idea che non solo il software può essere sviluppato da una comunità di pratica, ma anche i contenuti digitali per l’apprendimento possono essere sviluppati da una comunità di docenti ed esperti del settore. Questa visione è rinforzata dall’adozione del nuovo modello di learning object chiamato Open Learning Object (OpenLO). FreeLOms non è l’ennesimo strumento per sviluppare e memorizzare learning objects; è l’implementazione di una nuova categoria di strumenti che noi chiamiamo Learning Object Management Systems.
Benigno, V. & Vallarino, E. (2007). Authentic assessment: an evaluation methodology for e-learning. Nunes MB. and McPherson M., Proc. IADIS Int, Conference e-Learning 2007, vol.I, 203-912. IADIS.
KEYWORDS:
authentic assessment, in-service teacher training, e-learning process
Chiappini, G.P. & Lagrange, J.B. (2007). Integrating the learning of algebra with technology at the European level: two examples in the Remath project. D.Pitta-Pantazi & G.Philippou, Proc. Fifth COngr.Eur.Soc.Res.Math. Educ., Larnaka, Cyprus, 903-912. CERME.
Benigno, V. & Chifari, A. (2007). Strategie per promuovere la presenza sociale in gruppi di apprendimento online . TD-Tecnologie Didattiche , 42,3, 40-49. Menabò edizioni, Ortona (Chieti.
Dettori, G. & Morselli, F. (2007). Creare contesti di apprendimento mediante un’attività narrativa . TD-Tecnologie Didattiche, 42,3, 25-31.
Benigno, V. & Chiappini, G.P. (2007). Costruire le condizioni per trasformare l’insegnamento della matematica . TD-Tecnologie Didattiche, 42,3, 15-24. Menabò edizioni, Ortona (Chieti.
Trentin, G. (2007). I wiki nell’organizzazione e nella valutazione del c-learning . TD-Tecnologie Didattiche, 42,3, 4-14. Menabò edizioni, Ortona (Chieti.
Bocconi, S. (2007). Alfabetizzazione al linguaggio delle immagini in movimento nell’era digitale. in Margiotta U. e Perrotto G., 1° Rapporto sulla Ricerca Educativa e Formativa in Italia, 165.176. Mazzanti, Venezia.
Pedemonte, G.M. (2007). Structural relationships between argumentation and proof in solving open problems in algebra. In D. Pitta-Pantazi & G. Philippou (Eds.), Proc. 5th Congress of the European Society for Research in mathematics education, CERME 5, Department of Mathematics, University of Cyprus,, Larnaca, Cyprus.. ISBN: 978-9963-671-25-0..
Repetto, M. (2007). I principali orientamenti sull’analisi delle interazioni in ambienti web. In Margiotta U. e Porrotto G. (a cura di), 1° Rapporto sulla Ricerca Educativa e Formativa in Italia, 105-116. Mazzanti, Venezia.
Repetto, M. (2007). A Methodological Proposal to Analyse Interactions in Online Collaborative Learning Environments. In: Maillet K. et al. (eds), Proc. EC-TEL 2007 PROLEARN Doctoral Consortium 2nd Eur. Conf. on Technology Enhanced Learning, CEUR Workshop - http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/, Vol. 288. CEUR-WS.ORG.
Trentin, G. (2007). Graphic tools for knowledge representation and informal problem-based learning in professional online communities. Knowledge Organization, 34, 4, 215-226. Ergon Verlag, Würzburg, Germany.
ABSTRACT:
The use of graphical representations is very common in information technology and engineering. Although these same tools could be applied effectively in other areas, they are not used because they are hardly known or are completely unheard of.
This article aims to discuss the results of the experimentation carried out on graphical approaches to knowledge representation during research, analysis and problem-solving in the health care sector. The experimentation was carried out on conceptual mapping and Petri Nets, developed collaboratively online with the aid of the CMapTool and WoPeD graphic applications.
Two distinct professional communities have been involved in the research, both pertaining to the Local Health Units in Tuscany. One community is made up of head physicians and health care managers whilst the other is formed by technical staff from the Department of Nutrition and Food Hygiene.
It emerged from the experimentation that concept maps are considered more effective in analyzing knowledge domain related to the problem to be faced (description of what it is). On the other hand, Petri Nets are more effective in studying and formalizing its possible solutions (description of what to do to).
For the same reason, those involved in the experimentation have proposed the complementary rather than alternative use of the two knowledge representation methods as a support for professional problem-solving.
Cerulli, M., Georget, J.P., Maracci, M. & Trgalova, J. (2007). Integrating research teams: the TELMA approach. Pitta-Pantazi, D. & Philippou (eds), Proc. Fifth Congress of European Society for Research in Mathematics Education CERME 5 , 1648-1657. ERME European Society for Research in Mathematics Education & Department of Education of the University of Cyprus..
Cerulli, M., Chioccariello, A. & Lemut, E. (2007). A microworld to implant a germ of probability. Pitta-Pantazi, D. & Philippou (eds), Proc. Fifth Congress of European Society for Research in Mathematics Education CERME , 712-721. ERME European Society for Research in Mathematics Education & Department of Education of the University of Cyprus.
Delfino, M. & Persico, D. (2007). Designing and running online collaborative courses that support SRL development. Beishuizen J,, Carneiro R.,Steffens K. (eds), In: Self-regulated learning in technology-enhanced learning environments:Individual learning and communities of learners - Proc. KALEIDOSCOPE TACONET Conference-Amsterdam, 26-39. Schaker Verlag, Aachen, Germany.
Benigno, V. & Chiappini, G.P. (2007). Comunità vistuale di apprendimento finalizzata alla trasformazione della rappresentazone sociale dell’insegnamento della matematica. Logorio MB e Smiraglia S (a cura di), Tecnologie Emergenti e costruzione della conoscenza, 57-72 . ScriptaWeb, Napoli.
Trentin, G. (2007). Pedagogical Sustainability of Network-based Distance Education in University Teaching . In: Bailey E.P. (ed) , Focus on Distance education, pp..79-106. Nova Science Publishers, N.Y. USA.
Midoro, V (2007). Quale alfabetizzazione per la società della conoscenza?. TD Tecnologie Didattiche , 41, 2, 47-54. Ed. Menabò, Ortona, Italia .
Chiappini, G.P. (2007). Didattica della matematica e ICT. TD Tecnologie Didattiche, 41, 2, 31-36. Ed. Menabò, Ortona, Italy.
Trentin, G. & Vallarino, E. (2007). Analisi del folllow-up nella formazione. TD-Tecnologie Didattiche, 41, 2, 4-13. Ed. Menabò, Ortona (Ch).
Cerulli, M., Pedemonte, B. & Robotti, E. (2007). Funzionalità didattiche: uno strumento operativo per progettare ed analizzare esperienze di laboratorio. Innovazione Educativa, Inserto allegato al n° 8, pp. 32-37. Tecnodid Editrice, Napoli.
Chiappini, G.P., Pedemonte, B. & Robotti, E. (2007). Alnuset. TD Tecnologie Didattiche, 41, 37-46. Ed. Menabò, Ortona (Ch).
Pedemonte, B. & Robotti, E. (2007). Diverse modalità di impiego del micromondo Frazioni di ARI LAB 2 . Innovazione Educativa, Inserto allegato al n° 8, pp. 42-48 . Tecnodid Editrice, Napoli.
Pedemonte, B. & Robotti, E. (2007). Achieved competencies within an exchange between Italy and France . La matematica e la sua Didattica , Numero speciale, Anno 21, n.1, 125-128.
Pedemonte, B. (2007). How can the relationship between argumentation and proof be analysed ? . Educational studies in mathematics, 66, 23-41. Kluwer Academic Publishers.
Besio, S. & Ferlino, L. (2007). Accessibility of Educational Software: from the Technical to the User's Point of View. G. Eizmendi, J.M. Azkoitia, G. Craddock (eds), Challenges for Assistive Technology – Proc. AAATE 07-9th Eur. Conf. for the Advancement of Assistive Technology in Europe, Vol. 20, 2007, pp 844-849 .
ABSTRACT:
This paper presents a critical overview of results from two research projects carried out simultaneously in Italy, one led by the National Research Council and the other by GLIC (Interregional Group of the Centres for Electronic Technical Aids). The aim of both studies was to investigate the application and effectiveness of recent legislation (Law 4/2004) regarding the accessibility of digital material, not only of web pages but also of off-the-shelf applications. Both projects focused in particular on the accessibility of educational software, which plays a key role in supporting learning, especially for students with disabilities.
Alvino, S., Forcheri, P., Ierardi, M.G. & Sarti, L. (2007). Describing learning features of reusable resources: a proposal . Proc. World Academy of Science, Engineering and Technology, 24, 107-113 (v.anche 01/08).
Benigno, V., Bocconi, S. & Ott, M. (2007). Educazione inclusiva e tecnologie accessibili. Rinnovare la Scuola, 34/35, 5-21. Ed.ANSI.
ABSTRACT:
Questo contributo affronta il tema dell’inclusione scolastica: si riferisce al concetto di Accesso Universale e sottolinea il ruolo chiave che le TIC (Tecnologie dell’Informazione e della Comunicazione) possono avere per contribuire a ridurre forme di discriminazione tra gli studenti.
KEYWORDS:
inclusione scolastica, tecnologie, accessibilità
Bottino, R.M., Ferlino, L., Ott, M. & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level . Computers & Education, 49, 4, 1272-1286. Elsevier, Amsterdam.
ABSTRACT:
The paper reports a small-scale, long-term pilot project designed to foster strategic and reasoning abilities in young primary school pupils by engaging them in a number of computer games, mainly those
usually called mind games (brainteasers, puzzlers, etc.). In this paper, the objectives, work methodology,
experimental setting, and tools used in the project are outlined, together with an analysis of some
findings.
In particular, we perform a brief analysis of some of the cognitive processes involved in playing with the computer games considered; we then discuss software features that, in our experience, help children tackle different cognitive tasks. The quantitative data collected during the pilot allow us, also, to take account of children's performance according to a number of different parameters, such as their level of achievement, the game's degree of difficulty and the type of data handled. Moreover, we reflect on the general impact of the project on children's reasoning abilities.
The extent and duration of the study mean that, whilst the findings are not generalizable, they do offer insights into mechanisms underpinning basic strategic and reasoning skills as well as the educational potentialities offered by some of the existing computer games; they also point to some areas for further research.
KEYWORDS:
Elementary education; Pedagogical issues; Interactive learning environments
Chiappini, G.P., Pedemonte, B. & Robotti, E. (2007). Il Laboratorio Didattico di Matematica: riferimenti concreti per la sua costruzione mediante l'uso di ARI-LAB2. IRRE E.R., Innovazione Educativa, a.3, all. al n.8, pp.38-41. Tecnodid Editrice.
Chiappini, G.P. (2007). Il Laboratorio di matematica: riferimenti teorici per la sua costruzione. Innovazione Educativa, a.3 all. al n.8, 9-12. Tecnodid Editrice.
Bottino, R.M. & Robotti, E. (2007). Transforming classroom teaching & learning through technology: analysis of a case study. Educational Technology &Society, 10, 4, 174-186. IFETS/IEEE.
ABSTRACT:
The paper discusses the results of a research project based on the field testing of a course aimed at developing
arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning
techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the
course of constructivist activities based on interaction with a set of different microworlds. The aims of the
project were twofold: to analyse how the adopted approach and tools could help the teacher design and manage
classroom activities integrating technology; and to evaluate the effectiveness of the ARI@ITALES tools for supporting pupils' acquisition of mathematical skills.
KEYWORDS:
E-learning, Authoring software, Primary education, Numeracy, Problem Solving
Benigno, V., Bocconi, S. & Ott, M. (2007). Inclusive education:helping teachers to choose ICT resources and to use them effectively. CE-Elearningeuropa.info, eLearning Papers - http://www.elearningeuropa.info/files/media/media14199.pdf, 6. ISBN: 1887-1542.
ABSTRACT:
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that
teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems. In this perspective, to view the Universal Access to Education as a concrete and reachable goal, teachers need to be
aware of the ICT potential and they must be able to acquire the suitable knowledge and operational skills to choose and use appropriately this type of resources. Findings of the Teachers' View about new Technologies and Inclusion Questionnaire proposed by ITD-CNR to approximately 300 Italian teachers show that the majority of them (75%)acknowledge that ICT tools and resources may have a great potential to foster and actualize inclusive practices in schools. Notwithstanding this, almost all of them declare that they still need specific information and guidance on how to choose and use the appropriate ICT products to these ends.
Two pilot research projects addressing these needs are presented in this paper. One is designed to provide teachers with full and effective information about the accessibility features of educational software. The other is oriented towards the dissemination of know-how and good practices to support the construction, sharing and reuse of "inclusive" pedagogical plans. Such projects have given birth to two specific online services respectively providing information on the accessibility features of educational multimedia products and bringing to light best practices in school inclusion. The basic idea is, in fact, that the process of inclusion can be fostered by means of new technological tools, but in turn it requires changes and modifications in educational contents, approaches, structures and strategies.
Chiappini, G.P. (2007). Tecnologia, matematica e sordità: modelli e strumenti per l’azione didattica e l'integrazione. Difficoltà in Matematica, 4, 1. Erickson, Trento, Italia.
Arzarello, F., Chiappini, G.P. & Drouhard , J.P. (2007). SFIDA, French-Italian seminar on the didactics of algebra: Thirteen years of collaboration and interactions. La matematica e la sua Didattica , 1, 119-122. Pitagora Editrice, Bologna, Italia.
Chiappini, G.P. & Robotti, E. (2007). Teaching and learning concrete and theoretical arithmetic through technology. The Electronic Journal of Mathematics and Technology, 1,3 - https://php.radford.edu/~ejmt/ContentIndex.p. Mathematics and Technology, LLC, Blacksburg, VA, USA.
Lupi, V, Pozzi, F. & Torsani, S. (2007). Monitorat de la dimension sociale dans un master ? distance, post-universitaire et de traduction juridique . Lamy, Mangenot, Nissen (eds.), Actes du colloque Echanger pour apprendre en ligne (EPAL), http://w3.u-grenoble3.fr/epal/actes.html,
Dettori, G. & Persico, D. (2007). Using Interaction Analysis to reveal Self-regulated Learning in Virtual Communities . Duval E., Klamma R., Wolpers M. (eds) , Lecture Notes in Computer Science, 2nd Conf. on Technology Enhanced Learning, vol.4753, addendum. Springer Verlag (addendum) .
ABSTRACT:
Aim of this paper is to analyse whether Interaction Analysis can help investigate the practice and development of Self-Regulated Learning (SRL) in Virtual Learning Communities (VLC). Interaction analysis is increasingly used to study learning dynamics within online activities. It proceeds by searching expressions that reveal the aspects under study in the written messages exchanged by the learners. To this end, we devised and classified a number of indicators suggesting the existence of self-regulated events, and tested this approach on the online component of a blended course for trainee teachers. We analysed the messages exchanged by a group of learners in two modules of the course and compared the results with those of a previous study carried out with more traditional methods. The similarity of the results obtained by the two approaches suggests that Interaction Analysis is an effective, though rather labour-intensive, way to study SRL in VLCs.
Note:
L'articolo è stato accettato per la pubblicazione sulle Lecture Notes in Computer Science, vol 4753. Per un errore dei curatori, è stato dimenticato e pubblicato in un addendum, facente parte a tutti gli effetti della suddetta pubblicazione.
KEYWORDS:
Interaction Analysis, Self-regulated learning, Virtual Communities
Dettori, G. & Persico, D. (2007). Supporting Self-regulated Learning in a Blended Course. J.Fong and Fu Lee Wang (eds), Blended Learning, Proc. Workshop on Blended Learning, Edinburgh, UK, 174-185 . Pearson/Prentice Hall .
Delfino, M. & Persico, D. (2007). Online or face-to-face? Experimenting with different techniques in teacher training . Jnl of Computer Assisted Learning, 23, 351-365. Blackwell Publ.Co..
ABSTRACT:
This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the socio-cultural and organizational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.
KEYWORDS:
blended learning, case study, educational technology, online learning, preservice teacher training, teacher education.
Trentin, G. (2007). Dallo studio interattivo all’apprendimento in rete: i diversi ruoli delle tecnologie informatiche e della comunicazione . Giuli D., Lettieri N., Palazzolo N., Rosellli O (a cura di), Simulazioni interattive per la formazione giuridica , 8, 55-71. Edizioni Scientifiche Italiane, Napoli.
Trentin, G. (2007). A multidimensional approach to E-Learning Sustainability . Educational Technology, 47, 5, 36-40. Educational Technology Publ., Englewod Cliffs, NJ, USA.
ABSTRACT:
The aim of the article is to outline the possible key elements related to the sustainability of e-learning. Therefore, after analyzing the trend in e-learning diffusion and the possible reasons behind it, a multidimensional model for sustainability of e-learning innovations will be presented. The proposed model is characterized by eight dimensions that are closely and mutually interrelated: pedagogical, professional, socio-cultural, informal, pertaining to content, organizational, economical and technological.
KEYWORDS:
e-learning, sustainability, diffusion of innovation
Pozzi, F. (2007). Fostering collaboration in CSCL: techniques and system functions. in International Journal on Advanced Technology for Learning, Vol.4, issue 1 [ISSN: 1710-2251].
Dini, S., Ferlino, L., Gettani, A., Martinoli, C. & Ott, M. (2007). Educational software and low vision students: evaluating accessibility factors. Universal Access in the Information Society, 6,1, 15-29. Springer Berlin.
ABSTRACT:
The aim of this paper is to draw a few guidelines for the evaluation of the accessibility and usability of educational software programs from the point of view of low vision students. The presented findings are based on the results of a long term research project carried out by the Italian
National Research Council's Institute for Educational Technology (ITD-CNR) and the David Chiossone Institute for the Blind, both based in Genoa, Italy. The educational project, whose general aims and results are not a matter of discussion here, involves a significant number of
visually impaired students from primary to upper secondary school; in such a context, the researchers have the opportunity to assess and evaluate whether, and to what extent, the selected educational software products meet the needs of low vision students. In this perspective, the paper takes into account the features which can be considered significant from an educational point of view: general readability, working field extension and position, menu location and coherence, character dimension, colour brightness, etc. Bearing in mind the ultimate goal of providing
children with appropriate, effective educational tools, an educational software accessibility checklist is proposed which is meant to be used by teachers with no, or scarce, experience of low vision, and not by professionals; it has already proved to be an effective tool for helping teachers select suitable educational software products "usable" by low vision students.
Pozzi, F. (2007). The Impact of m-Learning in School Contexts: An "Inclusive" Perspective. in LNCS /Lecture Notes in Computer Science, 4556, Volume 7, [ISBN: 978-3-540-73282-2].
Midoro, V & Parodi, R. (2007). Un acquario virtuale realizzato dagli studenti per studiare i mari d’Europa. TD Tecnologie Didattiche, 40,1, 37-43.
Trentin, G. (2007). Un approccio multidimensionale alla sostenibilità dell'e-Learning. TD Tecnologie Didattiche, 40,1, 14-20.
ABSTRACT:
The aim of the article is to outline the possible key elements related to the sustainability of e-learning. Therefore, after analyzing the trend in e-learning diffusion and the possible reasons behind it, a multidimensional model for sustainability of e-learning innovations will be presented. The proposed model is characterized by eight dimensions that are closely and mutually interrelated: pedagogical, professional, socio-cultural, informal, pertaining to content, organizational, economical and technological.
Ferraris, M. (2007). LabTD: un laboratorio di tecnoogie didattiche per docenti. TD Tecnologie Didattiche, 40,1, 4-13.
Bocconi, S., Dini, S., Ferlino, L., Martinoli, C. & Ott, M. (2007). ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility Needs. LNCS Lecture Notes in Computer Science, 4556 Volume 7.
ABSTRACT:
In order to guarantee equal opportunities to all students, the accessibility of ICT educational tools is worldwide considered a major issue. Nowadays, visually impaired students can take advantage of a large number of effective assistive technologies but, while using electronic material for learning purposes, they often encounter a number of different accessibility and usability problems. The variety of obstacles they may find on their way is quite large mainly because the term "visually impaired" encompasses a wide range of deficits, ranging from blindness to a number of other multifaceted, although less severe, visual impairments. The accessibility requirements for e-learning products established by the laws in force in the different European and non-European countries can be considered an important step onwards; further measures, nevertheless, are still needed to foster the actual "usability" of such products by sight impaired people.
Bottino, R.M. (2007). Informatics, Mathematics, and ICT: a "golden triangle". EDUCMATH of the Institut National de Recherche Pédagogique (INREP), , Giugno-editoriale invitato nel portale .
Dettori, G., Forcheri, P. & Giannetti, T (2007). Teachers' sharing pedagogical esperiences in a learning environment that supports self-regulated learning. In: Tsang P.,Kwan R., Fox R. (eds, Enhancing Learning through Technology, World Scientific, New Jersey, Singapore, pp.51-67.
Delfino, M., Manca, S. & Persico, D. (2007). Harmonizing the online and face-to-face componente in a blended course on educational technology. In: Uzunboylu H., Cavus N. (eds) , Proc. 7th Int.Educational Technology Conference,Near East Univ., Nicosia, North Cyprus, vol.II, pp.248-253.
ABSTRACT:
This article analyses the relationship between the face-to-face and the online components of a blended course in Educational Technology, run by the Institute for Educational Technology for the local Postgraduate School for Secondary Teaching. The course designers developed criteria for harmonising and integrating the
two educational modalities, with the aim to take advantage of their specific features. These criteria derive from a multidimensional model that comprises four aspects: course themes and content (cognitive dimension), teaching and learning strategies (teaching dimension), interaction among participants (social dimension) and reflection on the learning path and the teaching profession (metacognitive dimension).
KEYWORDS:
Blended learning; Teacher training; Educational Technology; Computer-Mediated Communication; Community of Inquiry.
Dettori, G. & Persico, D. (2007). Indicators of self-regulation in computer supported collaborative learning. In: Uzunboylu H., Cavus N. (eds) , Proc. 7th Int.Educational Technology Conference,Near East Univ., Nicosia, North Cyprus, vol.II, pp.148-153.
Delfino, M. (2007). Esplorare e rappresentare il mondo: risorse per la didattica della geografia. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.II, pp. 845-854. Soc.Editrice Asterisco snc.
ABSTRACT:
Nel contributo sono presentate alcune riflessioni sull’utilizzo di due risorse disponibili in rete per la didattica della geografia. Google Earth è un mappamondo virtuale: offre una rappresentazione dettagliata del nostro pianeta, integrata con molteplici informazioni. Worldmapper è un archivio di cartogrammi: consente di osservare diverse mappe della terra sotto una luce inedita, dipendente dalla singola variabile presa in considerazione. Entrambe le risorse, pur non essendo nate con finalità esclusivamente didattiche, presentano vantaggi e potenzialità che possono favorire una ristrutturazione della propria percezione del mondo e di sé nel mondo, e spingere a condividere i propri vissuti ambientali con compagni e insegnanti
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2007). Condivisione di materiali didattici ed esperienze: un aiuto alla formazione dei docenti. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.II, pp. 811-820. Soc.Editrice Asterisco snc.
Besio, S. & Ferlino, L. (2007). Valutare l'accessibilità del software didattico: una proposta dei Centri Ausili. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.II, pp.711-719. Soc.Editrice Asterisco snc.
Banzato, M. & Midoro, V (2007). Competenze sulle ICT degli insegnanti nella società della conoscenza. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.II, pp.668-678. Soc.Editrice Asterisco snc.
Benigno, V. & Vallarino, E. (2007). L'Authentic assessment: una metodologia valutativa per l'e-Learnng. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.I, pp.489-498. Soc.Editrice Asterisco snc.
ABSTRACT:
The paper presents an authentic-assessment-based approach to the evaluation of an e-learning course; this approach is particularly effective when the development of participants' capabilities is taken into account. This approach is based on the idea that an evaluation process may foster a contextual, meaningful, active and reflective learning, because evaluation activities stimulate the participants to think over their acquired knowledge and, at the same time, to experience new action strategies. It explains the theory of a social-constructivist assessment process model and several examples of significant activities are reported.
This approach has been adopted to evaluate the participation and the capability development of the teachers who attended the HSH@Teacher, specialistic learning process of educational use of ICT for hospital teachers provided in blended-solution.
KEYWORDS:
e-learning, authentic assessment , evaluation
Alvino, S., Busetti, E., Ierardi, M.G. & Sarti, L. (2007). La validazione sperimentale di un application profile per la connotazione pedagogica di learning objects. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.I, pp.362-371. Soc.Editrice Asterisco snc.
Caviglia, F. & Ferraris, M. (2007). Rete e apprendimento. utenti esperti di fronte a un problema informativo. In: Andronico A.,Casadei G., Atti Didamatica 2007 Informatica per la didattica, vol.I, pp.354-361. .Editrice Asterisco snc .
Earp, J., Ott, M., Pozzi, F. & Tavella, M. (2007). School inclusion in the era of e-Learning 2.0: is myth becoming reality?. Scottish Online Journal of e-Learning, 1, 1, 90-100, .
ABSTRACT:
The paper addresses the issue of school inclusion, focusing on the strong potential that Information and Communication Technologies (ICT) offer to all students, including those who, for a variety of reasons, cannot regularly attend classes and/or cannot access and use mainstream educational tools.
An explanation of the basic concepts underpinning the term "inclusion" is given, and a reflection is proposed about the new possibilities on offer in the so-called era of e-learning 2.0. The major changes demanded of those school systems that are willing to make widespread use of ICT tools are also brought to light.
The provocative question in the title remains open, but some new directions are outlined that could help to capitalise on the opportunities offered by new technologies and to support the full inclusion of all students in mainstream education systems.
KEYWORDS:
web 2.0, e-learning 2.0, school-inclusion, special needs
Delfino, M. & Manca, S. (2007). Learners' Representation of their Affective Domain through Figurative Language in a Web-Based Learning Environment. Distance Education, 28, 1, 25-43. Taylor & Francis Group/Routledge.
ABSTRACT:
This study investigated how the participants of an online learning course employed figurative language to express their emotions and feelings during the learning experience. Textual analysis was carried out in the social and metacognitive discussion areas as those related to the expression of the social dimension. Its aim was to analyze the distribution of figurative language across the course, to understand if figurative language elicited the creation of new figurative language, and to classify recurring types of conceptual categories. Results show that figurative language use increased in coincidence with crucial, social events; it did not necessarily encourage the production of further figurative language; and it allowed participants to represent their affective domain and to conceptualize the learning environment in an original manner.
Delfino, M. & Persico, D. (2007). Online techniques for teacher training: the case for not being disruptive. Abstracts CAL ’87, n. P57 (poster session), www.cal-conference.elsevier.com.
Delfino, M. & Manca, S. (2007). The expression of social presence through the use of figurative language in a web-based learning environment. Computers in Human Behavior, 23, 2190-2211. Elsevier Ltd.
ABSTRACT:
The present paper's aim is to investigate how the participants of an online learning environment employed written language in a creative way through the spontaneous use of figurative language. The content analysis showed that figurative language was a means to express the social dimension either to refer to the self, feelings and emotions, or to conceptualize the components of the virtual learning setting. The research context was a 10-week course, delivered at a distance via a computer conferencing system, addressed to 57 student teachers. The analysis was carried out in the social and meta-cognitive reflection areas, those areas which are mainly related to the expression of the social dimension The study had three different purposes: to investigate the distribution of figurative language during the course length; to explore the relation between the participants' educational background and their use of figurative language, and to examine the relation between figurative language and the structure of the communication threads. The results indicate that participants tended to use figurative language more when meaningful or critical events happened. The higher the emotional involvement was, the more metaphorical language was adopted. Further results suggest that the adoption of figurative language seems to be related more to individual attitude, than to other factors such as educational background. Finally, figurative language occurrences were not concentrated in specific kinds of postings or threads and did not encourage further use of figurative language.
KEYWORDS:
Web-based learning; Social presence; Emotions; Figurative language; Computer-mediated discourse analysis
Olimpo, G. (2007). Dall'informatica all'educazione: non solo tecnologia. Je-LKS, 3, 1, 19-32. Giunti,Firenze-Milano .
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2007). A Pedagogical Approach to the Design of Learning Objects for Complex Domains. Jnl of Distance Education Technologies, 5, 2, 1-17. Idea Group Publ, Hershey,Pa, USA.
Manca, S., Persico, D., Pozzi, F. & Sarti, L. (2007). A general framework for tracking and analysing learning processes in computer–supported collaborative learning environments. Innovation in Education and Teaching International, 44, 2, 169-179. Taylor & Francis.
ABSTRACT:
This paper describes a method for analysing the learning processes that take place in a computer-supported
collaborative learning (CSCL) environment. The approach is based on tracking the interactions between learners and tutors. Keeping track of meaningful events serves three main purposes: evaluation of the quality of the process, monitoring students’ performance in real time and the assessment of individual learning performances. The results can be of benefit to course designers, tutors/instructors and researchers involved in collaborative learning experiences. The method is based on a five-dimensional model that includes a participative, an interactive, a social, a cognitive and a teaching dimension. Each dimension can be analysed through a set of indicators obtained by tracking course participants’ behaviour within the learning environment. Examples of significant indicators, drawn from the literature and the authors’ field experience, are discussed for each dimension. The paper also proposes a taxonomy of the data needed to obtain the described indicators. Finally, possible directions for further research are outlined.
Ott, M. & Tavella, M. (2007). E/M Learning Tools in the Inclusive Classroom. In: Gomez Chova L. et al, Proc. Int. Technology Education and Development Conference-INTED 2007, cd-rom. IATED, Valencia.. ISBN: 978-84-611-4517-1.
ABSTRACT:
ICT tools have already proved to be effective means to empower learning and to support education; more recently, new frontiers seem to be opened by the educational use of mobile technologies. A reflection is proposed on the central role that e/m learning tools nowadays play in mainstream classroom education. The specific learning activities that can be effectively supported by such tools are investigated and a tentative answer is given to the question regarding whether, to what extent and how the use of such new tools may affect classroom dynamics. Evidence is also provided that e/m learning tools may support the idea of "inclusive" classroom; they can, in fact, effectively contribute to the full inclusion of those students who, due to personal problems (namely health problems, family concerns, migration etc...) cannot regularly attend their classes.
KEYWORDS:
E-learning, M-learning, Inclusion, Students with disability, Distance education
Bottino, R.M. (2007). On-line learning networks: Framework and scenarios. Education and Information Technologies, DOI: 10.1007/s10639-007-9030-z.
ABSTRACT:
The idea of using the internet as a platform to mediate social interactions and learning at different levels has progressively affirming itself, and this has given rise to a huge number of spontaneous and planned collectives, which are often described as on-line learning networks. On-line learning networks create value through the combination of content and people's knowledge. They can vary widely in the strength and permanence of their connections and the resources necessary to maintain them. Aspects of both a pragmatic and social nature need to be carefully considered in the process of initiation of on-line learning communities. This paper considers learning networks from the perspective of the potential they offer to the strengthening of relationships among institutions, groups, and people sharing a common interest in computer-enhanced learning. Some case studies are analysed and an analytical framework is sketched out to guide observations and to provide a lens through which case studies can be interpreted. The final goal is to delineate a reference for identifying strong and weak elements in virtual networks and to examine under what conditions they are succeeding. In addition, some possible scenarios for on-line networks are delineated along two main lines: the organisation and structure of the network and its level of establishment.
KEYWORDS:
learinng networks, online networks, technology-enhanced learning, networking process
Artigue, M., Bottino, R.M., Cerulli, M., Georget, J.P., Maffei, L., Maracci, M., Mariotti, M.A., Pedemonte, B., Robotti, E. & Trgalova, J. (2007). Technology Enhanced Learning in Mathematics: the cross-experimentation approach adopted by the TELMA European Research Team. La Matematica e la sua Didattica, 21,1, 67-74. Bologna: Pitagora editrice.
ABSTRACT:
This contribution deals with the work of TELMA, a European Research Team of the Kaleidoscope Network of Excellence. In particular the "cross-experimentation" project is presented. Such project was developed by TELMA to understand the role played by theoretical frameworks in setting up experiments using Interactive Learning Environments (ILE) for mathematics. The paper focuses on the methodological dimension of this project.
KEYWORDS:
interactive learning environments, mathemtics, networking
Dettori, G. (2007). Narrative Learning Environments and Mobile Learning: A Good Relationship?. In: Arnedillo-Sanchez I. et al (eds), Proc.Beyond Mobile Learning Workshop - Kaleidoscope Mobile Learning SIG, 8-11. Trinity College/Doublin Press.
Buccheri, R. (2006). Che rapporto c'è tra la nuova visione del mondo, proposta dal mondo della fisica nell'ultimo secolo. "Le nuove frontiere della scuola", Settimana nazionale dell'educazione all'energia sostenibile, Trapani, 14 Novembre 2006, la Medusa editrice.
ABSTRACT:
Tavola rotonda su "Processi interculturali nell'epoca della globalizzazione" Senza voler essere pregiudizialmente pessimista, a primo acchito risponderei che no, fra la nuova visione del mondo, proposta dal mondo della fisica nell'ultimo secolo, e la società globale non c'è proprio alcun rapporto. Quest'ultima, invece, ha un rapporto molto stretto con la visione proposta dalla fisica classica, nata nel 1600 con Galileo, Cartesio, Newton e tanti altri. Questa così apparentemente perentoria risposta deriva chiaramente dall'analisi che ciascuno può fare su quanto oggi avviene nel mondo e quanto invece la fisica nell'ultimo secolo ci propone. Cercherà di spiegare il mio punto di vista in modo semplice e sintetico anche a rischio di apparire frammentario e incompleto, almeno per gli aspetti che non sono di mia stretta competenza.
KEYWORDS:
fisica, società globale
Buccheri, R. (2006). La diversità culturale nell'era della globalizzazione. Origini e prospettive dello scontro di culture. "Le nuove Frontiere della scuola", In: XXVII Assemblea Nazionale centri e Club UNESCO, Erice, 31 Marzo 2006, La Medusa editrice.
ABSTRACT:
In questo periodo storico di estesa globalizzazione e di grande facilità di comunicazione a livello planetario, ci troviamo ad affrontare su un piano di complessità - e pertanto di difficoltà - di gran lunga superiore rispetto al passato, il problema dell'interazione conflittuale fra culture diverse. Popolazioni ed etnie dei paesi dell'Asia e dell'Africa con le loro consolidate tradizioni umane, religiose, politiche ed ideologiche, spostandosi verso i paesi dell'occidente in cerca del benessere economico di cui hanno quotidiana conoscenza attraverso i media, specie la televisione, vengono ad interagire con il nostro modo di vivere, di pensare e di concepire il vivere sociale. L'integrazione, già difficile per singoli individui che per mere questioni di sopravvivenza sono costretti ad accettare tout court gli usi della società che li accoglie e che li impone, diventa molto problematica nel caso di spostamento di grandi masse di persone, per la maggiore capacità di queste di resistere nell'accettazione coatta di usi non proprì. Si pone il problema, a tutti i livelli (politico, sociale, economico) di comprendere quali sono gli ostacoli che si frappongono all'integrazione e come questi possono essere rimossi. Ad un esame critico, ci si rende conto che il processo di evoluzione della conoscenza del mondo da parte dell'uomo permette l'annidarsi inconscio nei nostri modelli mentali di realtà, di stereotipi e pregiudizi, integrati e cristallizzati all'interno del comune sentire di ogni società. Pregiudizi che, se da un lato permettono la descrizione schematica di caratteristiche e comportamenti di gruppi sociali, dall'altro non riflettono né la loro evoluzione nel tempo né le differenze al loro interno e finiscono con il provocare tensioni e conflitti. Argomento centrale di questa discussione sono, pertanto a) lo stereotipo e il pregiudizio come forme erronee di conoscenza; b) il crescente contatto fra le diverse culture del mondo, tipico della nostra epoca; c) la tolleranza è nel suo significato più nobile di comprensione e disponibilità, non in quello di sopportazione - come mezzo per riparare all'errore del pregiudizio, gestire nel migliore dei modi l'interagente diversità culturale e porre le basi per una completa e pacifica integrazione di tutte le culture. A questo scopo può certamente contribuire una costante e sincera analisi dei propri ed altrui modelli di realtà. Analisi che serva a discriminare con pazienza tutti i pregiudizi incompatibili con l'incontro pacifico di culture diverse, con il risultato sperato di enucleare da tutti i modelli sociali solo i valori che si rivelano compatibili con tutte le culture. Valori che possono così essere ricondotti ai principi etici universali, espressioni dei diritti fondamentali della persona, indipendentemente dal colore della pelle o dalla geografia o di altre differenze fisiche o ideologiche.
KEYWORDS:
Globalizzazione, diversità culturale
Buccheri, R. (2006). Lo sviluppo ecologico come compartecipazione. su Le nuove frontiere della scuola, In: Settimana nazionale dell’educazione all’energia sostenibile, Trapani, 14 Novembre 2006, La Medusa editrice.
Chifari, A. & Ottaviano, S. (2006). Words (un)defined. Strategies of multimedia learning. In: Linguistica Computazionale, Special Issue 2006 Hypermedia for Education and Research, vol. XXVI, , vol. XXVI, pp. 197/215. Eds. IEPI Pisa-Roma.. ISBN: 978-88-8147-576-6.
ABSTRACT:
This paper focuses on the difficulties that children with socio-cultural disadvantage encounter in mastering language and on the use of software-supported teaching strategies for improving learning. The paper illustrates an experience that was carried out in collaboration with the Direzione Didattica Statale F. Crispi (Palermo, Italy) and involved two pupils with particularly poor linguistic backgrounds. The aim of the experiment was twofold: to test the potential of Addizionario, a hypermedia tool developed by the Institute of Computational Linguistic of CNR in Pisa, to improve the pupils’ linguistic competence; and to promote an amusing and stimulating context for language learning. For both children, the results highlighted a significant increase in their Italian vocabularies and in their interest in Italian language learning.
Alfano, M. & Buccheri, R. (2006). Il simbolo come elemento base della rappresentazione del mondo nella sua evoluzione dal mito al logo. In: Proc. of Il Simbolo nel mito attraverso gli studi del Novecento, Recanati-Ancona, 13-14 Ottobre,
ABSTRACT:
Tesi principale di questo lavoro è che mito e logos sono due forme del sapere parimenti fondate su presupposti empirici e rivolte alla conoscenza e al controllo della natura, ma divergenti per una diversa posizione del soggetto coinvolto nel processo di osservazione. Se, nella conoscenza soggiacente agli attuali paradigmi scientifici di tipo cartesiano, l’osservatore è necessariamente esplicato dal campo di indagine, nel mito, invece, ne è altrettanto pienamente implicato. Si vuole evidenziare che la conoscenza mitica si è basata su una visione multiprospettica e sul potenziamento sintonico del sistema osservatore/osservato a fondamento del processo imitativo. Tale relazione sinergica “fra esseri in ascolto” è essa stessa il simbolo, in opposizione al simbolo come segno, della civiltà del logos, svincolato dalla sua dimensione emotiva. In questa, che comunica con un linguaggio di tipo apofantico altamente convenzionale, ha prevalso, invece, una modalità cognitiva di tipo cartesiano ancorata ad una visione prospettica dipendente da un punto di vista caratterizzato da staticità e istantaneità.
KEYWORDS:
Mito, logos, endofitica
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2006). Supporting situated learning through mobile. In: IADAT Journal of Advanced Technology on Education. Vol 2. Number 3. September, 269-271.
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2006). Surfing Hypertexts with a Metacognition Tool. In: Informatika, An International Journal of Computing and Informatics,
ABSTRACT:
This paper presents a pilot study for the testing of the Did@browser system, a tool developed for supporting the knowledge construction process of students during their studies on educational hypermedia. The system adopts a strategy of posing metacognitive questions and receiving answers from students in order to improve their awareness in their surfing abilities and cognitive strategies used during the learning process on the Net. The paper will describe the tools used, the experimentation carried out with the students and the relative evaluation of the results.
KEYWORDS:
metacognition, hypertext, web surfing
Chiazzese, G. & Seta, L. (2006). A Quality Management Approach to Reduce Risks in an eLearning Program. Pasian B. , Woodill G., Plan to Learn:Case Studies in eLearning Project management, CeLEA/ACEeL.
ABSTRACT:
The paper presents a project carried out by the Faculty of Science of Palermo University and the Institute for Educational Technologies of the Italian National Research Council regarding the realization of an eLearning BSc degree course “Science and Technologies for the Environment and Tourism”. This one of the first on line university degree courses in which we have applied a project management approach and quality assurance theory in order to guarantee a planned and systematic control of the processes involved in the production of an eLearning solution. In particular we will present the phases of the project from its conception to its implementation describing the structure of the BSc degree course, identifying the different processes involved, highlighting the roles of teaching, technical and administrative staff; we explain how we have broken down each phase into different activities and how for each activity we have identified teams, roles and responsibilities in order to produce effective management of the project. We will show some process description schemas for monitoring and improving the quality of decision making and the management of the complex organizational, technological, and methodological aspects involved in the eLearning project.
KEYWORDS:
eLearning, progect management approach, Total Quality Management, eLearning process management, Quality of eLearning, Risk management, Distance learning at university
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2006). Metacognition in Web-Based Learning Activities. Mittermeir Ronald T., LNCS 4226 ?Informatics Education-The Bridge beetween Using and Understanding Computers, Springer Verlag, Berlin.
ABSTRACT:
One of the main challenges for those working in the field of ICT mediated learning is to develop innovative systems to support the knowledge building process. Did@browser, a system developed in the Institute for Educational Technology, is an attempt to meet this challenge. It is a new educational tool for middle schools which stimulates awareness of students’ cognitive and learning strategies by asking metacognitive questions during hypermedia web surfing. This paper presents the features of the system, the pilot study carried out with pupils, the results, and the suggestions for further developments.
KEYWORDS:
metacognition tool, comprehension, educational
Buccheri, R. (2006). Tempo "oggettivo" e Tempo "soggettivo": sono conciliabili?. Conferenza-dibattito su Tempo, Irreversibilità, Evoluzione,
Allegra, M., Fulantelli, A. & Pipitone, V. (2006). Are high school students aware of the opportunities offered by on line university courses?. Proc. 22nd ICDE World Conf. "Promoting Quality in On-line, Flexible and Distance Education",
Fulantelli, A. & Giglio, A. (2006). Weblogging At The University: Fostering Collaborative Learning In Higher Education. J. I. Larrauri (ed), Proc. IADAT-e2006 3rd Int. Conf. on Education, 184-188.
Allegra, M., Fulantelli, A. & Pipitone, V. (2006). E-Learning As A Tool For The Universalisation Of The University. Proc. Fifth Int. Congress on Higher Education ?UNIVERSIDAD 2006 - I Conferencia Intern. “La Virtualización en la Educación Superior”,
Allegra, M., Fulantelli, A. & Pipitone, V. (2006). Certification Vs Evaluation Of Quality In E-Learning. Proc. Fifth Int. Congress on Higher Education - UNIVERSIDAD 2006 - I Conferencia Intern. “La Virtualización en la Educación Superior”, 13-17.
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2006). FreeLOms: supporting the collaborative evolution of open learning objects. a cura di N.Bardi et alt, Proc. 3rd WSEAS/IASME Int. Conf. on Engineering Education, 239-244. Vouliagmeni, Greece, Edited by WSEAS.. ISBN: 960:8457-47-5.
ABSTRACT:
In this paper we present FreeLoms a collaborative environment for sharing and creating Learning Objects in an open perspective. FreeLoms combines the functionalities of a Learning Object Repository with those of a collaborative environment. An abstract Learning Object model was implemented in order to facilitate the management of different typologies of learning materials. Our work was conceived within SLOOP (Sharing Learning Object in an Open Perspective), a project co-financed by the European Commission, under the Leonardo Da Vinci programme.
KEYWORDS:
Learning Object, Learning Object Repository, LOM, SCORM, CSCL
Arrigo, M., Di Giuseppe, O., Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2006). A mobile and ubiquitous learning environment. J. I. Larrauri (ed), Proc. IADAT-e2006 3rd Int. Conf. on Education, 139-143.
ABSTRACT:
The recent mobile access technologies have proved to have great potential for activating innovative learning processes based on effective learning paradigms; amongst others, the Situated Learning model can be straightforwardly implemented by adopting accurate technical solutions in the design of mLearning. The situated learning paradigm states that the presentation of knowledge in authentic situations where the learning process takes place, dramatically enhances the learning capabilities of the learner; in addition, it stresses that learning is a process of social participation. In this paper we present a mobile and ubiquitous learning environment called MoULe (Mobile and Ubiquitous Learning), based on an educational model closely related to the situated learning paradigm. In order to expand learning opportunities offered to the users, the MoULe project combines the functionalities typical of a Learning Management System with specially designed mobile activities. In such a way, MoULe allows users to carry out learning activities in different ways online as well as on site, using applications on mobile equipment.
KEYWORDS:
mLearning, Situated Learning, Online Learning Community, Contextualized Search Engines, Wiki.
Fulantelli, A., Gentile, M., Seta, L. & Taibi, D. (2006). The wiki as a tool for supporting collaborative learning: an experience at University. J. I. Larrauri (ed), Proc. IADAT-e2006 3rd Int. Conf. on Education, 63-67.
ABSTRACT:
In this paper we present our experience of the use of a Wiki environment to support blended learning activities at university level. In particular, we have designed an on-line environment aimed at activating collaborative learning strategies in the context of two university courses on the programming languages C and Java, run at the University of Palermo, Italy. Students attending the courses have been encouraged to access the environment and play an active role in building up their knowledge of the course subject. The on-line environment designed for the courses is based on the Wiki available in Moodle. At the end of the courses, we analysed how our environment has been used; specifically, we compared the use of Wiki to the other collaborative tools present in Moodle: preliminary results are illustrated in this paper.
KEYWORDS:
Knowledge Building, Community of Learning, Collaborative Learning, Learning Management Systems, Web 2.0.
Seta, L. & Vitrano, A.Z.P (2006). Creative Commons in Educational Context. J. I. Larrauri (ed), Proc. IADAT-e2006 3rd Int.Conf. on Education, 110-114.
ABSTRACT:
In this paper we analyze whether the Creative Commons' license schema can be applied to educational materials. The Creative Commons (CC) initiative has been widely publicized in the last few years in an attempt to open up the space of the public domain for sharing and using proprietary digital contents on the Web. We consider the implications of Web-based Distance Learning (e-learning) and highlight the fact that the traditional concept of the "author" and his rights needs to be modified in this context. In fact, Distance Learning is often based on collaborative works, where it is more difficult to identify each individual contribution. This kind of cooperative work evolves over time and involves a number of professional figures who collaborate to create didactic materials. So this scenario imposes a lot of juridical problems connected to the traditional vision of the intellectual property (IP) and copyright laws; in this respect we think that the CC licenses do not provide an all purpose solution. We analyze the real intention of the CC licenses and in particular whether they are more directed at guaranteeing the moral rights of the author or rather the spread of the knowledge. So we shall refer to a Dutch sentence (the first European sentence recognizing that the CC license applied to the content licensed under it) to underline some difficulties connected to CC. In summary, we propose the following questions: are the CC licenses an effective innovation in the copyright field? Or are they a repetition of the intellectual property laws? Are they just exceptions respect to the juridical system? Finally, are they useful in educational context? We begin by analyzing the structure characterizing digital documents: this study permits us to identify some problems in applying the IP laws in force at the present time. Next we list some possible solutions and, finally, we illustrate the CC license schema and we show that these appear to be only a partial solution, applicable in particular situations which are often of little importance in e-learning context.
KEYWORDS:
Distance Learning, e-Learning, Creative Commons, Copyright, Intellectual Property
Allegra, M., Fulantelli, A., Gentile, M. & Taibi, D. (2006). A collaborative ‘Open Learning Objects’ management system. WSEAS Transactions on Advances in Engineering Education, 3,6, 586-592..
ABSTRACT:
The aim of this paper is to present a collaborative environment developed within the framework of the SLOOP project, co-financed by the European Commission under the Leonardo Da Vinci programme. The environment is called FreeLOms and allows teachers to share and reuse Learning Objects, including cooperative and repository functionalities. In fact, the production and sharing of digital contents according to the Learning Object approach at school is limited to a small number of teachers, and so a key opportunity to reuse them is lost. The FreeLOms system, described in this paper, includes features for LO Metadata editing, versioning and differencing at metadata and content levels and managing LO in SCORM vision.
KEYWORDS:
Learning Object, Learning Object Repository, LOM, SCORM, CSCL.
Allegra, M., Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., Seta, L. & Todaro, G. (2006). A Tool To Activate Metacognitive Strategies During Web Surfing: A Pilot Study. Proceeding of ISSEI Conference, The European Mind: Narrative and Identity, Workshop on Developing Creativity and a Broad Mental Outlook in the Computer Age - CBMO-2006, 26-29 July, Malta,
ABSTRACT:
This paper presents a pilot study for the testing of the Did@browser system, a tool developed for supporting the knowledge construction process of students during their studies on educational hypermedia. The system adopts a strategy of posing metacognitive questions and receiving answers from students in order to improve their awareness in their surfing abilities and cognitive strategies used during the learning process on the Net. The paper will describe the tools used, the experimentation carried out with the students and the relative evaluation of the results.
KEYWORDS:
educational hypermedia, metacognitive questions, surfing abilities
Buccheri, R. (2006). Evoluzione, Tempo, Endofisica. Quaderni di Ricerca in Didattica, 17. G.R.I.M, DIp. di matematica, Università di Palermo.
ABSTRACT:
It is discussed the persisting necessity for a change in paradigm in science and in the common way of thinking, from the exophysical perspective, typical of the classic realism, to an endophysical one, where the mutual interaction between us and the environment is not neglected. The necessity clearly results from the continuous debate on the interpretation of Quantum Mechanics in relation with the investigation of the microworld and from the unresolved problem of the compatibility of the linear, reversible and unstructured time of physics with the highly structured time of our perception endowed with an irreversible arrow. The necessity in the proposed change in paradigm is still clearer if we focus our attention to the formation of a representation of the external world in our mind, a process similar to that observed in nature in all complex self-organizing physical systems – including living organisms and human societies – producing order in competition with the second principle of thermodynamics. In such a conceptual schema, in fact, the acquisition of knowledge in man occurs in continuous and strict interaction with the environment and the result is always a new situation in which both man (with his representation of the world) and the environment are irreversibly changed.
KEYWORDS:
Evoluzione, Tempo, Endofisica
Artigue, M., Bottino, R.M., Cerulli, M., Mariotti, M.A. & Morgan, C. (2006). Developing a joint methodology for comparing the influence of different theoretical frameworks in technology enhanced learning in mathematics: the TELMA approach . Proc. 17th ICMI Study on Technology Revisited, Hanoi, Vietnam,
Amati, G., Manzini, O., Tonello, M. & Trentin, G. (2006). Procopius va a scuola … di rete in rete: cooperazione educativa in rete per le scuole dell’Alto Adige. Editrice Junior, Bergamo.
Manca, S., Persico, D., Pozzi, F. & Sarti, L. (2006). An approach to tracking and Analysing interactions in CSCL environments. In: Vandamme F et al. (eds), E-Learning II and the knowledge society, 273-289. Communication and Cognition, Gent.
Bocconi, S., Dini, S., Ferlino, L. & Ott, M. (2006). Documenting the eAccessibility of educational software: supporting informed choices for a more inclusive classroom. Mendez-Vilas A. et al. (eds), Proc IV Int. Conf. on Multimedia and Information & Communication Technologies in Education (m-ICTE2006), Vol. 3, pp.2029-2033. FORMATEX, Badajoz, Spain.
ABSTRACT:
This paper deals with the problem of providing and disseminating information about the accessibility features of educational software products. Its ultimate aim is to support educational actors in choosing tools that facilitate the inclusion of pupils with disabilities into everyday classroom activities. It focuses both on the type of information to be conveyed and on the way to do so, and, more precisely, it seeks to answer the question: "In the field of educational software what kind of information about accessibility features is actually needed by potential users and how should it be delivered"?
Benigno, V., Candiani, V., Caruso, G. & Tavella, M. (2006). AEsseDi: a tool for supporting the design of accessible learning plans. Mendez-Vilas A. et al. (eds), Proc. IV Int. Conf. on Multimedia and Information & Communication Technologies in Education (m-ICTE2006): Current Developments in technology-Assisted Education, Vol. 3, 2115-2119. FORMATEX, Badajoz, Spain.
ABSTRACT:
In this paper is presented an educational web-based environment called AEsseDI, produced in the framework of the project established by Italy's Ministry of Education called New Technologies and Disability. In the field of education, accessibility issue, related to the use of multimedia material could create new barriers for the integration of disabled students or students from other disadvantages groups. Therefore, it's absolutely necessary to develop a new approach where the questions are faced both by a technological and a methodological point of view. The structured environment AEsseDI, designed in compliance with the Universal Approach and in conformance to WCAG 1.0, is devoted to the construction and retrieval of accessible and usable structured learning plans focused on the classroom inclusion of students with disabilities. It's an example of a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in education classrooms.
KEYWORDS:
learning plan, eAccessibility, web-based environment
Bocconi, S., Dini, S., Ferlino, L. & Ott, M. (2006). Accessibility of educational multimedia: in search of specific standards. International Journal of Emerging Technologies in Learning (iJET), 1(3), 1-5.
ABSTRACT:
This paper deals with the issue of the accessibility of multimedia educational software. The problem is tackled from the viewpoint of standards, that is of the rules to be adopted at institutional level in order to guarantee access to educational software to all students, including those with special needs. The key question to be answered is if regulations in force for ICT tools also fully cover educational software accessibility requirements.
KEYWORDS:
Accessibility , educational media, standards
Pozzi, F. & Sugliano, AM. (2006). Using collaborative strategies and techniques in CSCL environments. In A. Mendez-Vilas et al. (eds.),, Proc. IV Int. Conf. on Multimedia and Information & Communication Technologies in Education (m-ICTE2006) Current Developments in Technology-Assisted Education, vol. 1, pp. 703-709. FORMATEX, Badajoz, Spain.
Earp, J. & Pozzi, F. (2006). Approaching pedagogical planning in learning design. In A. Mendez-Vilas et al. (eds.), Proc. IV Int. Conf. on Multimedia and Information & Communication Technologies in Education (m-ICTE2006) Current Developments in Technology-Assisted Education, vol. 1, pp. 281-286. FORMATEX, Badajoz, Spain.
Caviglia, F. & Ferraris, M. (2006). Web searching for learning: observing web users working out an information problem. Atti Convegno Internazionale IADIS-Celda "Cognition and exploratory learning in digital age,
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2006). The role of LOs in building teachers communities of learning. A. Mendez-Vilas et al, Proc. m-ICTE 2006, Current Developments in Technology-Assisted Education, 1601-1605. FORMATEX, Badajoz, Spain.
Dettori, G., Forcheri, P. & Ierardi, M.G. (2006). Endowing LOs with a Social Dimension. Wenyin Liu, Qing Li and Rynson W.H. Lau, Lecture Notes in Computer Science 4181 - Advances in Web Based Learning ? ICWL 2006 (Revised papers, 189-202. Springer-Verlag, Berlin.
Busetti, E., Dettori, G. & Forcheri, P. (2006). Promoting Teachers' Collaborative Re-use of Educational Materials. W.Nejdl and K.Tochtermann, Lecture Notes in Computer Science 4227, Innovative Approaches for Learning and Knowledge Sharing, 61-73. Springer-Verlag, Berlin.
Dettori, G. & Persico, D. (2006). How can technology enhanced learning environments support self regulated learning?. V.Gutu (Ed), Higher Education - trends for modernisation, Proc. CEP USM, 386-393.
Alvino, S. & Persico, D. (2006). Problematiche legate alla valutazione nell'apprendimento online. Delfino M., Manca S., Persico D., Apprendimento online: proposte metodologiche, 161-174. Guerini Scientifica, Milano, Serie FIRB.
Trentin, G. (2006). Apprendimento collaborativo in rete e didattica universitaria: aspetti gestionali e ricadute educative. Delfino M., Manca S., Persico D, Apprendimento online: proposte metodologiche, 125-141. Guerini Scientifica, Milano, Serie FIRB.
Persico, D., Pozzi, F. & Sarti, L. (2006). Progettare la dimensione sociale nella comunità di apprendimento in rete. Delfino M., Manca S., Persico D, Apprendimento online: proposte metodologiche, 43-56. Guerini Scientifica, Milano, Serie FIRB.
Delfino, M. & Manca, S. (2006). Metodologie per l'analisi della dimensione sociale in rete. In: Delfino M., Manca S., Persico D., Apprendimento online: proposte metodologiche, 31-42. Guerini Scientifica, Milano, Serie FIRB.
Earp, J. & Pozzi, F. (2006). Fostering Reflection in ICT-Based Pedagogical Planning. In: Philip, R., Voerman, A. & Dalziel, J., Proc. First Int. LAMS Conference 2006: Designing the Future of Learning, 35-44. LAMS Foundation, Sydney.
Benigno, V., Candiani, V., Caruso, G. & Tavella, M. (2006). L'accessibilità: problema solo tecnico?. TD Tecnologie Didattiche, 39, 3, 50-56. Menabò edizioni, Ortona (Ch).
ABSTRACT:
Nell'ambito del presente lavoro si affronta il tema dell'accessibilità degli strumenti informatici-didattico-formativi, in relazione alle problematiche che gli operatori scolastici incontrano nell'uso delle tecnologie con studenti diversamente abili.
Il problema dell'accessibilità, in questo ambito, è stato affrontato nel suo duplice aspetto tecnico e culturale: il problema culturale ha fatto, sempre, da sfondo alla progettazione tecnica, tenendo in considerazione quelli che sono i principi della Progettazione Universale (Design for All). Il problema tecnico, che è oggetto specifico di questo contributo, è stato affrontato prendendo in considerazione le linee guida WCAG 1.0 (Web-Content Accessibilility Guidelines) del W3C-WAI e i requisiti tecnici in relazione al Decreto Ministeriale del Luglio 2005.
Nell'ambito di questo contributo si cercherà di fare il punto della situazione sulle linee guida a cui si deve far riferimento per sviluppare pagine o ambienti didattici Web, si farà inoltre notare, con un esempio la differenza tra un ambiente Web-Based sviluppato senza porsi il problema dell'accessibilità, e quello invece sviluppato nell'ambito del progetto Nuove Tecnologie e Disabilità prendendo in considerazione l'approccio della progettazione universale, e seguendo le indicazioni delle linee guida per lo sviluppo di pagine Web accessibili.
Bocconi, S., Dini, S., Ferlino, L. & Ott, M. (2006). A proposito di accessibilità del software didattico. TD Tecnologie Didattiche, 39, 3, 43-49. Menabò edizioni, Ortona (Ch).
ABSTRACT:
Quando leggiamo che "computer e tecnologia hanno ridisegnato il modo in cui la società moderna opera e funziona" non riusciamo a non domandarci se questo discorso è realmente applicabile anche alla scuola italiana ed abbiamo, sempre più netta, l'impressione che, in questo ambiente, l'innovazione faccia un po' più fatica ad entrare in maniera pervasiva.
Ciò non significa che non siano già stati fatti molti sforzi e che non esistano realtà scolastiche assolutamente all'avanguardia, non soltanto dal punto di vista delle dotazioni informatiche ma anche, soprattutto, dal punto di vista delle competenze, dell'impegno e della professionalità dei docenti.
Alcuni settori del mondo della scuola registrano, più di altri, una sensibilità particolare nei confronti della tecnologia: è il caso dei settori del "sostegno" e delle "difficoltà di apprendimento".
La maggior parte dei docenti è, oggi, consapevole del fatto che le tecnologie informatiche offrono strumenti didatticamente molto importanti per favorire l'integrazione e l'apprendimento di studenti diversamente abili e molti sono i docenti italiani che hanno sviluppato particolari competenze in questo settore, sperimentando personalmente l'efficacia degli strumenti tecnologici. Ma... quanti docenti hanno anche riflettuto sul fatto che questi strumenti possono porre agli studenti diversamente abili ulteriori nuove barriere, con caratteristiche e peculiarità tutte proprie? Quanti docenti sanno, ad esempio, che il software didattico può presentare anch'esso delle "barriere" agli studenti diversamente abili e può essere quindi fonte di discriminazione?
KEYWORDS:
software didattico, accessibilità
Trentin, G. (2006). Dall'e-learning formale a quello informale attraverso i processi di gestione e condivisione della conoscenza professionale. TD Tecnologie Didattiche, 39, 3, 39-42. Menabò edizioni, Ortona (Ch).
Alvino, S. & Sarti, L. (2006). Strumenti per la progettazione nell'e-learning. TD Tecnologie Didattiche, 39, 3, 4-15. Menabò edizioni, Ortona (Ch).
Cerulli, M., Pedemonte, B., Robotti, E. & Robotti, E. (2006). An Integrated Perspective to Approach Technology in Mathematics Education. Bosch M, Proc. Fourth CERME, CD-Rom, 1389-1399. IQS FundEmi/Universitat Ramon Llull.
Cerulli, M., Chioccariello, A. & Lemut, E. (2006). Randomness and Lego Robots. Bosch M, Proc. Fourth CERME, CD-Rom, 591-600. IQS FundEmi/Universitat Ramon Llull.
Delfino, M., Manca, S. & Persico, D. (Eds.) (2006). Apprendimento online: proposte metodologiche. 267. Guerini Scientifica, Milano, Serie FIRB.
Delfino, M. (2006). Tecnologie e scuola secondaria di I grado. Risorse per orientarsi e disorientarsi: Google Earth e Worldmapper. Form@re, (http://www.formare.erickson.it), 46.
Chiappini, G.P. & Manca, S. (2006). L'introduzione delle tecnologie educative nel contesto scolastico italiano. Form@re, (http://www.formare.erickson.it), 46.
ABSTRACT:
La diffusione delle tecnologie dell'informazione e della comunicazione (TIC) in tutte le pratiche produttive e della vita sociale ha posto con grande forza la necessità di adeguare l'offerta formativa del sistema scolastico alle mutate esigenze della società. Il sistema scolastico italiano ha cercato di rispondere a tali necessità attraverso molteplici iniziative nazionali e locali di formazione per gli insegnanti, finanziando attraverso programmi nazionali la costituzione di laboratori informatici nelle scuole, definendo nuovi tipi di competenze da sviluppare negli allievi e apportando modifiche ai curricula delle varie materie insegnate.
Per descrivere come, a partire dall'inizio degli anni 80, le nuove tecnologie sono state introdotte nel contesto scolastico italiano e il loro impatto sul sistema educativo è necessario ripercorrere, seppur a grandi linee, la storia degli ultimi 25 anni, mettendo in evidenza come le trasformazioni nell'hardware e nel software abbiano contribuito a trasformare la didattica scolastica, la professionalità dei docenti, l'automazione amministrativa e i servizi scolastici offerti.
KEYWORDS:
ICT, scuola, storia delle TD
Parmigiani, D. & Persico, D. (2006). La formazione dei docenti sulle tecnologie didattiche. Il corso di laurea in Scienze della Formazione Primaria e la Scuola di Specializzazione all'Insegnamento Secondario di Genova. Form@re(http://www.formare.erickson.it), 46.
Bottino, R.M. & Ott, M. (2006). Mind Games, reasoning skills, and the primary school curriculum. Learning, Media and Technology, 31, 4, 359-375. Routledge.
ABSTRACT:
This paper reports on a pilot research project aimed at helping to develop some strategic and reasoning
abilities in primary school pupils by engaging them in educational itineraries based on the use of a number of computer mind games. The paper briefly describes the project's aims and organization,
the kind of games used and the working methodology adopted. It then focuses on some of the cognitive abilities activated by the games. Finally, some pedagogical considerations derived from the study are provided which may support teachers and researchers who are interested in this topic and
need some practical advice and recommendations on introducing games in classroom activities.
KEYWORDS:
mind games, primary education, reasoning, curriculum
Trentin, G. (2006). Apprendimento collaborativo in rete e didattica universitaria. TD-Tecnologie Didattiche, 38, 3-9. Menabò, Ortona, Ch.
Giannetti, T (2006). Autoregolazione dell'apprendimento. TD-Tecnologie Didattiche, 37, 49-54. Menabò, Ortona, Ch.
Dettori, G. & Giannetti, T (2006). Ambienti narrativi per l'apprendimento. TD-Tecnologie Didattiche, 37, 20-27. Menabò edizioni, Ortona (Ch).
Benigno, V. & Vallarino, E. (2006). Clicca il mondo: una comunità in rete per lo sviluppo professionale dei docenti. TD-Tecnologie Didattiche, 37, 10-19.
KEYWORDS:
comunità in rete, formazione, docenti
Trentin, G. (2006). Technology Enhanced Learning e didattica universitaria: i diversi approcci ed i motivi della loro scelta.. TD-Tecnologie Didattiche, 37, 3-9. Menabò, Ortona, Ch.
Caviglia, F. (2006). Film Dialogue as a Resource for Promoting Language Awareness. H. Leth Andersen (ed.), Culture in language learning, 105-125. Aarhus University Press, ?rhus, Denmark.
Caviglia, F. (2006). Understanding public discourse about violence and crime: a challenge for critical discourse analysis at school. I. Lassen, J. Strunck, T. Vestergaard (eds), Mediating ideology in text and image: ten critical studies, 119-146. John Benjamins, Amsterdam, NL.
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2006). Teachers' appreciation of a collaborative environment on LOs. Kinshuk, Koper R. et al. (eds), SIxth ICALT Conference 2006, 939-943. IEEE Computer Society, Inc..
Dettori, G., Giannetti, T & Persico, D. (2006). SRL in Online Cooperative Learning: implications for pre-service teacher training. European Jnl of Education 41, n.3/4,, 41, 3/4, 397-414.
ABSTRACT:
The aim of this paper is to investigate the relation between self-regulated learning and online collaborative environments. Based on the study of a blended course for trainee teachers, the paper explores the potential of the online collaborative component of the course for the practice and development of Self-Regulated Learning. The study made use of two questionnaires, developed within the TELEPEERS European project to evaluate the potential support to SRL provided by technology-enhanced learning environments. The results provide information about the aspects of SRL practised in our environment. These include social competences, such as communication and negotiation with tutors and peers, emotional and motivational aspects, such as keeping up motivation and maintaining and restoring a positive working attitude, and cognitive and metacognitive skills such as management of time and learning environment and reflection on learning outcomes. The study also suggests the need to consider not only the SRL of the individuals involved in the learning process, but also the SRL of the whole community, that is, the result of the mediation between individual autonomy and group collaboration.
KEYWORDS:
Self-regulated learning, Computer Supported Collaborative Learning, pre-service teacher training, case study, Communities of practice
Trentin, G. (2006). Quando la rete tra scuole è virtuale. Rivista dell'Istruzione, 3, 91-96.
Biorci, G., Ferlino, L. & Rossi, M. (2006). Imparare dai bambini: riflessioni a margine di un'esperienza. Tempesta , Maggio M (a cura di), Linguaggio, Mente, Parole, 147-157. F.Angeli, Milano.
Trentin, G. (2006). Il tutor di rete nella FAD e nell'eLearning. Fiasobook 3, suppli. a n.2 di Fiaso News, 178-189.
Trentin, G. (2006). Networked Collaborative Learning in University Teaching: the Reasons for a Methodological Choice. Educational Technology, 46, 5, 20-25.
ABSTRACT:
The aim of this article is to evaluate the possible motivating factors behind a teacher adopting approaches based on Networked Collaborative Learning (NCL).
The key point is to analyze how much added value university education may yield by adopting collaborative learning strategies, and to understand what implications it introduces in terms of design and management.
The following discussion will be based on what has emerged from the author’s direct experience gained through applying NCL to his courses within the University of Turin.
KEYWORDS:
Networked collaborative learning, university teaching, pedagogical approach, educational added value
Dettori, G. & Giannetti, T (2006). Narrative Creation and Self-regulated Learning. In: Dettori G., Giannetti T., Paiva A., Vaz A. (eds), Technology-Mediated Narrative Environments for Learning., 133-142. Sense Publishers-Kaleidoscope, Rotterdam,Taipei.
Earp, J. & Giannetti, T (2006). Narrative-Oriented Software for the Learning of a Foreign Language. Dettori G., Giannetti T., Paiva A., Vaz A., Technology-Mediated Narrative Environments for Learning, 27-40. Sense Publishers-Kaleidoscope, Rotterdam; Taipei. ISBN: 90-77874-15-1.
ABSTRACT:
In this paper we present a selection of narrative-oriented software tools which can benefit young people's foreign language learning by encouraging the use of target language and helping to develop different communication skills, all within a motivating context. These programs allow students to create or interact with various types of narrative products, such as "talking" storyboards, animated cartoons, virtual dramatizations and interactive branching stories. We focus on the learning potential that can be realized within this kind of multimedia narrative fruition, comparing it with more traditional narrative activities carried out in the language classroom and highlighting the added value for learning that can be achieved through technology-mediated narratives.
Dettori, G., Giannetti, T, Paiva, A. & Vaz, A, (Eds.) (2006). Technology-Mediated Narrative Environments for Learning. 164. Sense Publishers, Kaleidoscope,Rotterdam, Taipei.
Persico, D. & Pozzi, F. (2006). Evaluation in CSCL: tracking and analysing the learning community. Szucs A. and Bo I. (eds), Proc. EDEN 2006 Annnual Conf., 502-507.
Manca, S., Persico, D., Pozzi, F. & Sarti, L. (2006). Un modèle mixte pour l'évaluation des Environnements CSCL. ISDM — Informations, Savoirs, Décisions & Médiations - International Journal of Information Sciences for Decision Making, n. 25 (ISSN:1265-499X).
ABSTRACT:
The evaluation of e-learning courses relies on a number of methods and practices. By analysing various aspects of individual and group processes from both the qualitative and the quantitative perspectives, it is possible to identify weaknesses of the course design and allow for adjustment and fine tuning. This work presents a model for analysing CSCL processes and consists of five dimensions: participation, interaction, social presence, cognitive presence and teaching presence. The model extends and combines the work of Henri (1992) and Garrison & Anderson (2003). Practical examples of the model application are reported in the context of pre-service teacher training.
KEYWORDS:
online learning, CSCL, quantitative interaction analysis, qualitative interaction analysis, online presence, evaluation.
Alvino, S. & Sarti, L. (2006). Valutazione dell'apprendimento e learning objects in ambito CSCL: alcune riflessioni. ISDM ? Informations, Savoirs, Décisions & Médiations - International Journal of Information Sciences for Decision Making, n. 25 (ISSN:1265-499X).
Pozzi, F. (2006). Assessment, evaluation and monitoring in E-learning systems: a survey from the DPULS project. ISDM ? Informations, Savoirs, D?cisions & M?diations - International Journal of Information Sciences for Decision Making,, 25 (ISSN:1265-499X).
Chioccariello, A. (2006). Giocattoli fatti di atomi e giocattoli fatti di bit: riflessioni su gioco e apprendimento nell'era del computer. In: Mantovani S, Ferri P (a cura di), Bambini e Computer, 37-49. ETAS/RCS Libri.
Delfino, M. (2006). Spazio, luoghi e movimento in un ambiente di apprendimento online - Éspaces, lieux et mouvement dans un environnement d'apprentissage sur le web. ISDM - Informations, Savoirs, Décisions & Médiations - International Journal of Information Sciences for Decision Making,, n. 25 (ISSN:1265-499X).
ABSTRACT:
In un ambiente di comunicazione online i riferimenti testuali a movimento, spazi e luoghi, anche virtuali, rintracciabili nelle interazioni scritte forniscono una chiave di lettura per analizzare e valutare il modo in cui i partecipanti vivono e condividono l’esperienza di apprendimento. Lo studio che segue è condotto tramite l’analisi qualitativa di un corpus di messaggi scambiati durante un corso blended postuniversitario, e si focalizza (a) sulle tipologie di riferimenti deittici spaziali presenti nei messaggi, (b) sull’evoluzione temporale nell’uso di queste espressioni e (c) sull’interpretazione delle motivazioni per utilizzare particolari indicatori spaziali.
KEYWORDS:
Apprendimento basato su ambienti online asincroni; Comunicazione Mediata da Computer; Valutazione dei corsi online; Cyberspazio; Analisi del contenuto; Deissi spaziale
Adorni, G., Castagnola, C. & Sarti, L. (2006). Robotica nell'educazione: un'esperienza nella scuola primaria. Andronico A, Aymerich F, Fenu F, Atti Didamatica 06, 355-363.
Delfino, M., Manca, S. & Persico, D. (2006). Armonizzare la componente online e in presenza in un corso blended per insegnanti. Andronico A, Aymerich F, Fenu G., Atti Didamantica 06, 386-400.
Trentin, G. (2006). The Xanadu Project: training faculty in the use of information and communication technology for university teaching.. Journal of Computer-Assisted Learning, Blackwell Publ. Ltd.
ABSTRACT:
Technology Enhanced Learning methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be employed? The purpose of the Xanadu Project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow-up, particularly regarding the faculty members’ initial approach to using ICT, as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction which actually involve students more. In this regard, Xanadu has shown how teachers’ awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project-oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e-content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects.
KEYWORDS:
faculty members training, technology enhanced learning, distance learning, ICT use, university teaching, e-learning
Dettori, G. & Ott, M. (2006). Looking beyond the performance of grave underachievers in mathematics. Intervention in School and Clinic, 41, 4, 201-208.
Persico, D. (2006). Media Selection from the Teacher's Point of View. Cartelli A. (ed), Teaching in the Knowledge Society, .286-301. INFOSCI, Hershey, UK.
Banzato, M. & Midoro, V (Eds.) (2006). Lezioni di Tecnologie Didattiche. pp.197. Ed. Menabò, Ortona (Ch).
Arrigo, M., Chiappone, G., Gentile, M., Taibi, D. & Tegolo, D. (2005). JELD, the Java Enviroment for Learning Design. In: Mobile Learning anytime everywhere, 9-10. Edited by, Attewell and Savill-Smith LSDA.
ABSTRACT:
In this paper we present JELD, the Java Environment for Learning Design, an online distance learning system designed for implementing different kinds of learning approaches. The system is a Java 2 Enterprise Edition that supports pedagogical diversity and innovation. JELD allows users to define teaching strategies, pedagogical approaches and educational goals using the IMS Learning Design Specification. At the moment the system uses a subset of IMS Learning Design Specifications that allow a knowledge building process to be run in a collaborative learning environment. Moreover, JELD can adapt learning activities to the client device; in particular we have developed modules for PCs, PDAs and mobile telephones.
KEYWORDS:
Learning Design, Learning methodologies, Collaborative Learning, Standards, Mobile Learning
Buccheri, R. (2005). Le antiche cosmogonie e la moderna cosmologia. Il mito come forma primaria di conoscenza. A cura di G. Romagnoli e S. Sconocchia, Atti del Convegno "Aspetti e forme del mito: la Sacralità, Erice, Arpile 4-5, Ed Anteprima.
ABSTRACT:
Nel corso dei secoli il progresso scientifico ha relegato in secondo piano le narrazioni mitiche, e il mito in genere, attribuendo loro un ruolo negativo di mistificazione per il fatto di non seguire le regole di un discorso apofantico, ovvero strutturato secondo le regole della logica. Di recente, tuttavia, è stato riconosciuto che i miti costituiscono un atteggiamento intellettuale ineliminabile nei riguardi della realtà esterna, circostanza che li colloca alla base della cultura di tutti i popoli. Per questo, il valore del mito è stato rivalutato, e con esso l'importanza della cultura tradizionale, senza che per questo sia stato sminuito il valore del ragionamento logico-concettuale. Il mito assume oggi particolare rilievo nello studio delle scienze sociali e viene oggi considerato un'importante forma primaria di conoscenza, sia in senso storico che in senso logico
KEYWORDS:
Mito, cosmogonie, cosmologia
Allegra, M., Fulantelli, A. & Pipitone, V. (2005). Online universities: student perception and economic factors. Results from a 2-year analysis in Italy. Proc. IEEE Conf.ICETA 2005: 4th Int. Conf. on Emerging Telecommunications Technologies and Applications (Information and Telecommunications Technologies in Education), Kosice (Slovak Republic), September 12-14,, pp. 403-410. F. Jakab, V. Fedak, I. Sivy, M. Bucko eds..
Seta, L. & Vitrano, A.Z.P (2005). Copyright in Distance Learning: Juridical and Technological Aspects in Italian Context. Proc. of IADAT e-2005 International Conference on Education - Technological Advances applied to Theoretical and Practical Teaching, July 7-8, pp 64-69. edit by IADAT, (Spain). ISBN: 84-933971-6-4.
ABSTRACT:
In this paper we study intellectual property rights for didactic material in a distance learning environment. In particular, the aim of this paper is to consider some tools to protect copyright from a technical and juridical point of view. We study the principal differences between digital and on paper didactic material, the first used during distance learning courses and the second typical in a face to face situation. We also discuss common aspects of general digital documents and educational digital documents. We describe the issues involved in legal protection of original work; so we move outside the current Italian juridical context to mention and analyze other international experiences. Finally we suggest considering the protection of digital material within a distance learning course. We study the possibility of considering a distance learning program as an intellectual work in its own right worthy of legal protection. For this reason a preliminary analysis is needed to establish who can claim copyright and what can and cannot be protected by copyright.
KEYWORDS:
distance learning, copyright, intellectual property rights, digital rights management
Arrigo, M., Chiappone, G., Gentile, M., Taibi, D. & Tegolo, D. (2005). mCLT: an application for collaborative learning on a mobile telephone. Attewell and Savill-Smith eds, Learning Anytime Anywhere - Learning and Skills Development Agency, 11-13.
ABSTRACT:
Mobile technologies offer new opportunities for distance learning and enable people to collaborate anywhere. This paper introduces a novel mobile platform for computer-supported collaborative learning in which traditional methodologies of collaboration, based on the new generation of mobile telephones, have been improved. Students can collect and share live data immediately anywhere, any time. They play an active role in the knowledge building process. The mCLT would be an application for ubiquitous collaborative learning.
KEYWORDS:
collaborative learning, mobile computing
Fulantelli, A. (2005). A model to train teachers on the educational value of hypertexts. Proc. of WCCE 2005, 8th IFIP World Conference On Computers In Education 4-8 July, University of Stellenbosch Cape Town, South Africa.. ISBN: 1-920-01711-9.
Allegra, M., Fulantelli, A. & Pipitone, V. (2005). E-learning at Italian Universities. In Proc. of WCCE 2005, 8th IFIP World Conference On Computers In Education, 4 - 8 July, University of Stellenbosch Cape Town, South Africa.. ISBN: 1-920-01711-9.
Gentile, M., Seta, L. & Taibi, D. (2005). A Semantic Search Engine for Learning Resource. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proceedings of 3rd International Conference on ICT's in Education- ICTE2005, Junta da Extremadura.
ABSTRACT:
In this paper we present an architectural overview of a search engine based on semantic web technologies to improve the search for learning resources. The use of search engines has contributed to the success of the Web. At present, many people use search engines to retrieve relevant information about a topic and students as well can use search engines to find learning resources. Keyword-based searches present several problems related to the meaning of the keyword used in the search query, these limits can be overcome by applying semantic web technologies to search engines. Semantic web meta-data can be used in e-learning fields to enrich the information content of the learning object and to develop a better search methodology. A semantic search engine can elaborate search queries semantically to find conceptual relations between documents and to retrieve learning resources in a more efficient way.
KEYWORDS:
semantic web for e-learning; search engine.
Augello, A., Gaglio, S., Gentile, M., Pilato, G. & Vassallo, G. (2005). LSA for Intuitive Chat Agents Tutoring System. Chiazzese G., Chifari A., Ottaviano S., Allegra M. (eds), Proc.Int. Conf. on Methods and Technology for Learning, 461-465. Wit Press Great Britain.
ABSTRACT:
The aim of the work is to build an LSA-based multi-agent tutoring system through the chat-bots technology. In order to realize a human-computer communication system with “intuitive” cleverness, the knowledge base of each tutor agent is codified with the LSA technique within a semantic vectorial space. Thank to this approach each TA is capable to estimate its own competence about the topic related to the questions.
KEYWORDS:
Latent Semantic Analysis, Chat-bot, Multi-Agent Tutoring System
Arrigo, M., Gentile, M. & Taibi, D. (2005). The use of search engine technologies to enhance an on-site learning experience. IASTED International Conference on web-based education,
ABSTRACT:
The recent mobile access technologies are a powerful tool for making information resources and services available anytime, anywhere. Students can benefit enormously from using the new mobile technologies during visits to cultural sites because they provide: access to on-line resources, powerful search capabilities and support for effective learning, rich interaction, and performance-based assessment. Moreover, students may be more motivated to learn about a historic building like the Massimo Theatre in Palermo, when they actually see it. In this paper we present a mobile learning framework that combines a wireless access with PDA and localization technologies to use a number of useful services and to access Web information correlated to the place and time of the observation. Through the framework the students have the opportunity to access the learning content that most closely matches their interests,, taking advantage of a search engine specialized in art, museums, theatre and everything that concerns art and the cultural heritage
KEYWORDS:
Mobile learning, positioning technologies, search engine, collaborative learning.
Arrigo, M. (2005). Online distance education and visual disability. Chiazzese G., Chifari A., Ottaviano S., Allegra M. (eds), Proc. First Int.Conf. on "Methods and Technlogies for Learning", Palermo, Italy, March 9-11, Wit Press, Great Britain.
ABSTRACT:
The Internet and in general ICT can play an important role in the integration and social rehabilitation of people with sensory dysfunctions and thus improve their personal autonomy. Despite all government policies and the introduction of numerous standards and guidelines concerning the usability, accessibility and universal design of the Internet for the visually disabled, some digital barriers are difficult to overcome. The Internet could become a new barrier for the disabled, increasing the information gap and creating a new digital divide. Thus, there is a risk of losing all the advantages and opportunities offered by the information age. The aim of this paper is to present some studies into the use of the Internet as an educational tool for people with visual disability as well as to describe an online learning environment for blind students.
KEYWORDS:
Visually disabled students, online education, accessibility, Internet.
Arrigo, M., Di Giuseppe, O., Gentile, M. & Taibi, D. (2005). Specialized Search Engines for E-learning. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proc. III Int. Conf. on Multimedia and ICTs in Education (m-ICTE2005),Cáceres, June 8-10th, Junta da Extremadura.
ABSTRACT:
The web provides an enormous amount of information and the diffusion of search engines has made this information accessible. Without the use of search engines the web would not have been so successful. The most common search engines are keyword-based, but in general they present various limits related to the quality of the search results. To overcome these limits many authors suggest the use of a specialized search engine. In this paper we propose the use of a specialized search engine to assist students in their learning tasks. We introduce an iterative technique to build a taxonomy which is used to classify documents regarding a specific topic, and a tool that assists users in the taxonomy building process. Finally, we present an application example that by means of a search engine, GPS and mobile learning technologies allows students to access relevant information related to the cultural site they are visiting.
KEYWORDS:
search engine; e-learning; mobile learning
Arrigo, M. (2005). E-learning accessibility for blind students. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proc. III Intern. Conference on Multimedia and ICTs in Education - m-ICTE2005, Cáceres, June 8-10th, Junta da Extremadura.
ABSTRACT:
Since the middle of the 1990s, the number of colleges and universities which provide courses and degree programs via distance education has been growing dramatically. The advantages of the online learning have been widely described in the literature. However, the prospective promised with the digital era often has not become the reality for most people with disabilities, especially in educational context. Some studies of the statistical accesses of distance education web pages of the major organizations for distance learning have revealed a high percentage of inaccessible pages. In this scenario where almost all universities which offer traditional programs have started to, or plan to offer distance education programs using the Internet, it is very important to redesign traditional pedagogical approaches by integrating information and communication technologies into courses. The aim of this paper is to introduce some studies about the accessibility of the e-learning and to introduce an online learning environment designed for blind students.
KEYWORDS:
Visually disabled students; online education; accessibility; Internet.
Buccheri, R. & Buccheri, M. (2005). Evolution of human knowledge and the Endo-physical perspective. R. Buccheri, A. Elitzur, M. Saniga (eds), Endophysics, Time, Quantum and the Subjective, 3-21. World Scientific Publishing Co., Singapore.
ABSTRACT:
We aim at replacing the currently adopted exophysical perspective with the humbler, but more realistic, approach o®ered by endophysics that goes beyond the boundaries of the former. Our arguments are based on three well established circumstances. First, our unavoidable mutual interaction with nature allows us to bypass any unproved ad hoc assumptions like the Cartesian cut. Second, the historical evolution of human knowledge compels us to recognize a substantial similarity between the notions of \subjective" and \objective" as referred to a single individual, or to a group of individuals. This emphasizes the role of subjectivity in the formulation of theories for the representation of the world. Third, the lack of satisfying progress in the numberless attempts at the unification of physical theories, in spite of the fundamental changes produced by quantum mechanics in the interpretation of nature, seems to indicate that the exophysical approach has already reached its limits.
KEYWORDS:
Endophysics, Self-Organization, Knowledge, Subjectivity, Evolution
Di Giuseppe, O. & Seta, L. (2005). eMail-Learning: a new way of distance learning. Proc. 3rd Int. Conf. on multimedia and Information & Communication Technologies in Education, Vol 2.
ABSTRACT:
In this paper, we suggest a new way of designing and delivering distance learning courseware that we call eMail-Learning. In the our proposal we want to suggest the use of e-mail architecture as the basic component for creating a Learning Management System.We analyze the possibilities offered by the current e-mail architectures compared with the web-based environments in the distance learning context. In particular we highlight some collaborative features offered by various client/server e-mail platforms. These platforms usually called groupware systems and generally they permit integration of scheduling, task and contact management, and also sharing calendar and mail folder between users. The e-mail also uses and combines offline and online activities and these features have remarkable methodological consequences and are also useful for students with dialup connections.Many of these groupware features are possible now only using proprietary mail protocols and moreover it is not possible to create a real hyper textual organization of the didactic contents in the current e-mail environments. To overcome these and other difficulties we propose the development of a new protocol to support distance learning via e-mail. This protocol could be an open standard and could enlarge the e-mail feature independently of the particular system used.
Finally, we show how it would be a simple task to comply with the principal international e-learning standards in an eMail-Learning environment. In this respect, we analyze various groups of standard and we suggest some best practices for integrating them in to a distance learning programme based on an e-mail system.
KEYWORDS:
e-learning, e-mail, Offline, learning standards, mail protocol, groupware
Allegra, M., Chiazzese, G., Chifari, A., Ottaviano, S., Seta, L. & Todaro, G. (2005). A tool to visualize surfing paths. in Proc. of WCCE 2005, 8th IFIP World Conference On Computers In Education, CD conference proceedings, University of Stellenbosch Cape Town, South Africa.
ABSTRACT:
The aim of this paper is to present a tool to visualize a student's web surfing paths. The tool provides a visualization map of surfing paths taken from a log file. The visualization map is an oriented graph consisting of nodes, edges and information fields. The tool will be used by researchers to define a set of indicators concerning the effectiveness of the did@browser system which has been developed to guide the learner in exercising executive control of the surfing strategies he uses to carry out a specific web learning task.
KEYWORDS:
Pattern visualization, web learning, web surfing
Chifari, A., Fiandaca, M., Gentile, M. & Ottaviano, S. (2005). A multimedial environment to train mathematical problem solving. Proceedings of International Conference MTL 2005, Palermo, Italy, 557-560. Ed. by Wit Press, Great Britain.
ABSTRACT:
The aim of this paper is to present a multimedial environment of interactive learning to develop and to promote the cognitive and metacognitive skills that are needed for understanding and solving mathematical problems. We created it as a didactic itinerary in which the multimedial components contribute to creating a context of motivating learning in which the students are active participants in the process of knowledge construction
Allegra, M., Chiazzese, G., Chifari, A., Ottaviano, S., Seta, L. & Todaro, G. (2005). Surfing To Learn. IADAT Journal of Advanced Technology, March, vol1 n.3.
ABSTRACT:
The paper presents a new system called Did@browser to support students during web surfing. To use the web effectively for study purposes certain skills are needed. Students must be able to reflect on how they surf the Net, recognize the key elements of surfing, surf according to didactic objectives and be aware of the reasons why particular links are selected. The idea underlying the Did@browser system is to help teachers guide students who are novices in the use of web surfing to acquire these skills
KEYWORDS:
metacognition, web learning, cognitive strategies
Chifari, A., Merlo, G. & Ottaviano, S. (2005). Un modello per la progettazione di ipermedia didattici. Orientamenti Pedagogici,. Orientamenti Pedagogici, Rivista Internazionale di Scienze dell'educazione, 52, 1, 147-160. Erickson Editore, Trento.
Ascolillo, A., Chifari, A., Ottaviano, S. & Seta, L. (2005). Learning by playing with e-tales. Journal of Information Technology Impact (JITI), ISSN 1098-139X online, Volume 4, Issue 2. pp 75-90.
ABSTRACT:
This paper looks at the contribution which the cooperative learning method can make in the design of on line learning processes aimed at stimulating an increase in pupil's reading comprehension abilities and self-efficacy. After describing the theoretical and educational significance of the research, we consider and analyse the main aim and the method of research. The present study was carried out with 74 pupils aged 7 and 8. Using pre and post testing tools, we monitored the trend over time of the research variables: the level of self-efficacy and the level of reading comprehension. The review highlights the need for a more extensive and in depth investigation of some problems of the empirical research method. Finally, some proposals are made for the orientation of future research.
KEYWORDS:
Virtual collaborative learning, children's self-efficacy, reading comprehension, information and communication technology
Chifari, A. & Ottaviano, S. (2005). Vocaboli indefiniti. Strategie di apprendimento multimediale. Linguistica Computazionale, Special Issue, IEPI, Pisa-Roma.
Chifari, A., Fiandaca, M., Gentile, M., Iacono, M. & Ottaviano, S. (2005). Imparare a risolvere problemi matematici nel «Bosco incantato». Difficoltà in matematica, Suppl. al n. 2 di Difficoltà di Apprendimento, n. 10, 3. Ed. Erickson, Trento.
ABSTRACT:
Il Bosco Incantato è un ambiente multimediale di apprendimento interattivo volto al recupero e alla promozione delle abilità cognitive e metacognitive necessarie alla comprensione e soluzione di problemi matematici. In seguito all'individuazione delle abilità cognitive coinvolte nella soluzione di problemi in matematica e dei possibili elementi di difficoltà che possono ostacolarne il processo di soluzione, si è costruito un itinerario didattico in cui le componenti multimediali contribuiscono a creare un contesto di apprendimento motivante in cui gli studenti sono protagonisti del processo di costruzione della conoscenza.
KEYWORDS:
soluzione di problemi matematici, ambiente multimediale di apprendimento, comprensione del testo.
Buccheri, R., Elitzur, A. & Saniga, M. (Eds.) (2005). Endophysics, Time, Quantum and the Subjective. Proceedings of the International Interdisciplinary Workshop, World Scientific Publishing Co., Singapore.
Battaglia, P., Buccheri, R. & Hack, M. (2005). L'idea del Tempo. UTET, Torino.
Allegra, M., Chiazzese, G., Chifari, A. & Ottaviano, S. (Eds.) (2005). Methods and Technologies for learning. Proceedings of the International Conference on Methods and Technology, 631. Wit Press Great Britain.
Persico, D. (2005). Self-regulated Learning in Technology Enhanced Learning ENvironments: the view from COmmunities of Practice. Steffens K., Carneiro R., Underwood J. (eds), In Proc. of the TACONET Conf. Self-Regulated learning in Technology Enhanced Environments, 89-91. Schaker Verlag, Aachen, Germany.
Caviglia, F. (2005). Divergenze tra parlato filmico e sottotitoli per non udenti: una finestra sulla variazione diamesica in italiano. I. Korzen (ed.), Lingua, cultura e intercultura: l?italiano e le altre lingue. Copenhagen Studies in Language. 2005, Atti del VIII Convegno SILFI, Copenaghen, giugno 2004, Numero speciale. - CD-ROM. Copenaghen: Samfundslitteratur. ISBN: 87-593-1179-7.
Midoro, V (Ed.) (2005). A common European framework for teachers' professional profile in ICT for Education. 160. Edizioni Menabò.
Midoro, V (2005). The Italian Situation. Midoro V, European teachers towards the knowledge society, 170-179. Edizioni Menabò.
Bocconi, S. (2005). Curriculum/subject matter. Midoro V, A common European framework for teachers? professional profile in ICT for Education, 10-22. Edizioni Menabò.
Martin, A, & Repetto, M. (2005). Teachers' values and attributes within a knowledge society. Midoro V, A common European framework for teachers? professional profile in ICT for Education, 23-26. Edizioni Menabò.
Martin, A, & Midoro, V (2005). Building a Common European framework for teacher?s professional profile in ICT for Education. Midoro V, A common European framework for teachers? professional profile in ICT for Education, 10-22. Edizioni Menabò.
Trentin, G. (2005). Apprendimento collaborativo in rete: Un possibile approccio metodologico alla conduzione di corsi universitari. TD-Tecnol?ogie Didattiche, 36, 3, 45-59. Edizioni Menabò.
Banzato, M. & Midoro, V (2005). Modelli di e-Learning. TD-Tecnologie Didattiche, 36, 3, 60-71. Edizioni Menabò.
Midoro, V (2005). Elearning ?. Itinerari d'impresa, 5, 113-122.
Bocconi, S. (2005). Le aree di competenza di un insegnante nella societ? della conoscenza. TD-Tecnologie Didattiche, 36, 3, 36-44. Edizioni Menabò.
Repetto, M. (2005). Insegnanti europei e nuove tecnologie per l'educazione. TD-Tecnologie Didattiche, 36, 3, 29-35. Edizioni Menabò.
Midoro, V (2005). Per un insegnante nuovo. TD-Tecnologie Didattiche, 36, 3, 29-35. Menabò, Ortona.
Caviglia, F. (2005). A child eating ice-cream before the explosion. Notes on a controversial scene in The Battle of Algiers. P.O.V. A Danish Journal of Film Studies-http://imv.au.dk/publikationer/pov/Issue_20/section_1/artc1A.html, seen 20.6.2006, 20, 4-19.
Chiappini, G.P. (2005). Micromondi e nuovi strumenti per la didattica dei numeri. L'insegnamento della matematica e delle Scienze Integrate, 28 A-B, 6, 707-720.
Calvani, A., Fini, F., Pettenati, M.C. & Sarti, L. (2005). Alcune considerazioni sull'applicazione delle teorie CSCL ad un progetto di ambiente d'apprendimento collaborativo di tipo open source. in Delfino M., Manca S., Sarti L. e Persico D, Come costruire conoscenza in rete?, 195-208. Menabò edizioni, Ortona (Ch).
Alvino, S. & Sarti, L. (2005). Learning Objects, strategie e mediazione didattica. Journal of e-Learning and Knowledge Society, 1, 1, 45-54. Erickson, Trento.
Midoro, V (2005). Come cambia la didattica nell'unversità virtuale- Capitolo V. In Margotta U, Balboni P.E. (a cura di), Progettare l'Unversità virtuale, 88-109. UTET Libreria, Torino.
Persico, D. & Sarti, L. (2005). Considerazioni sulla configurazione delle strutture sociali nei corsi in rete. In: Delfino M., Manca S., Persico D., Sarti L. (a cura di), Come costruire conoscenza in rete?, 113-130. Menabò edizioni, Ortona (Chieti).
Delfino, M. & Manca, S. (2005). Vecchie 500, tartarughine e città che si popolano: quando il linguaggio figurato esprime la presenza sociale. In; M. Delfino, S. Manca, D. Persico, L. Sarti (a cura di), Come costruire conoscenza in rete?, 161-175. Menabò edizioni, Ortona (Chieti).
Delfino, M., Manca, S., Persico, D. & Sarti, L. (Eds.) (2005). Come costruire conoscenza in rete?. 223. Menabò edizioni, Ortona (Chieti).
Delfino, M., Manca, S. & Persico, D. (2005). Il colloquio tra online e presenza in un corso blended per futuri insegnanti. Form@re, n.39.
Dettori, G., Giannetti, T & Persico, D. (2005). Communities of practice, virtual learning communities and self-regulated learning. Carneiro R., Steffens K., Underwood J., Proc. of the TACONET Conference: Self-regulated learning in technology enhanced learning environments,, 126-133. Shaker Verlag, Aachen.
Bocconi, S., Midoro, V, Pozzi, F. & Repetto, M. (2005). The ULEARN project: school innovation, ICT and pioneer teachers. EureleA 2005 - Best practice in E-Learning, 220-234. uni-Edition, Berlin.
Bocconi, S., Midoro, V, Pozzi, F. & Repetto, M. (2005). AIR: Una scuola online per lo sviluppo continuo della professionalità dei docenti. In: Andronico A., Cavallo N., De Michele A., Fasano M. (a cura di), Atti Didamatica,
Bottino, R.M. & Ott, M. (2005). Lo sviluppo del pensiero strategico: alcune riflessioni. TD-Tecnologie Didattiche, TD34, n.1, 46-52. Menabò edizioni, Ortona (Chieti).
Bocconi, S., Midoro, V, Pozzi, F. & Repetto, M. (2005). Towards a Common European Framework on teachers' profile in ICT for Education. in Proc. of WCCE 2005, 8th IFIP World Conference On Computers In Education-cd rom, P10.2 "Important Influences in Our School",
Bottino, R.M. (2005). On-line Learning Networks: Frameworks and Scenarios. in Proc. of WCCE 2005, 8th IFIP World Conference On Computers In Education-cd rom, P03.2 LLL: - Learning with Networks,
Pedemonte, B. (2005). Quelques outils pour l’analyse cognitive du rapport entre argumentation et démonstration. Recherches en didactique des mathématiques, 25, 3, 313-348. La Penséè Sauvage, Grenoble, France.
Dettori, G., Forcheri, P. & Giannetti, T (2005). Supporting teachers' SRL in a collaborative environment for sharing learning objects. in: Dix A., Roselli T., Sutinen E., Workshop E-Learning and Human-Computer Interaction: exploring design synergies for mpre effectivee learning experiences, 10th IFIP TC13 Int. Conf. On Human-Computer Interaction, INTERACT 2005.
Ott, M. (2005). Linux e software didattico open source a scuola. In: Panini S, Padroni R (a cura di), E-Learning nella scuola, nell'università, nel lavoro, 30-36, 2005. F.Angeli, Milano.
Trentin, G. (2005). La formazione in rete e le comunità di pratica: il ruolo delle tecvnologie informatiche e della comunicazione. In: Panini S, Padroni R (a cura di), E-Learning nella scuola, nell'università, nel lavoro, 106-116. F.Angeli, Milano.
Trentin, G. (2005). From "formal" to "informal" e-learning through knowledge management and sharing. Journal of e-Learning and Knowledge Society, 1, 2, 209-217. Ed. Erickson, Trento.
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2005). Preparing Teachers to the use of LOs: an analysis of conceptions. In. Goodyear P. et al (eds), Proc. 5th IEEE Int. Conference on Advanced Learning Technologies, 669-673. ICALT.
Dettori, G. & Giannetti, T (2005). Developing Self-regulated Learning in ICT-based narrative environments. Proc. AIED 05 Workshop 7, 32-39. Amsterdam.
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2005). Devising a typology of LOs based on pedagogical assumptions. In: Rynson Lau et al (eds), Advances in Web-Based Learning - ICWL 2005 - Lecture Notes in Computer Science, 375-386. Springer Verlag, Berlin.
Trentin, G. (2005). Procopius: la metodologia di progettazione del corso. In: Amati G, Quaderni di Rassegna, 2, 39-71. Ediz. Junior, Azzano San Paolo.
Dini, S., Ferlino, L., Martinoli, C. & Ott, M. (2005). Low vision students: considerations about the accessibility of educational software.. Stephanidis C, Universal access in HCI - Exploring new dimensions of diversity. Proc. 3rd Int.Conf. on Universale access in Human-Computer Interaction., L.Erlbaum Ass., Mahwah, N.J..
Demetriadis, S., Dettori, G., Fischer, F., Giannetti, T & Papadopoulos, P. (2005). Scripts and narrative control in the design of case-based learning environments for supporting students' context awareness. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proc. III Intern. Conference on Multimedia and ICTs in Education (m-ICTE2005), 1222-1226. Junta da Extremadura.
Dettori, G., Giannetti, T & Persico, D. (2005). CMC environments supporting self-regulated learning. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proc. III Intern. Conference on Multimedia and ICTs in Education (m-ICTE2005), 379-383. Junta da Extremadura.
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2005). A pedagogical approach to the design of learning objects. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proc. III Intern. Conference on Multimedia and ICTs in Education (m-ICTE2005), 290-294. Junta da Extremadura.
Delfino, M. & Manca, S. (2005). Figurative language expressing emotion and motivation in a web based learning environment. Proc. Synposium on "Agents that Want and Like: Motivational and Emotional Roots of Cognition and Action", 37-40. AISB '05 Convention.
ABSTRACT:
The present study aims to investigate how figurative language was used by the participants of an online learning environment in order to express their emotion, feelings and motivation in their new learning experience. According to our results, figurative language mainly served as an original and specific linguistic feature through which people project themselves (their identity, emotions and feelings) in the online context. The research was conducted on a ten-week course, delivered at a distance via a computer conferencing system, addressed to 57 student teachers.
Bocconi, S., Midoro, V, Pozzi, F. & Repetto, M. (2005). An overview of initial tacher education and continuing professional development pertaining to ICT in education across Europe. In Chiazzese G. et al "Methods and Technologies for Learning", Proc. First Int.Conf. on methods and Technlogies for Learning, 199-208. WIT Press, Souothhampton, Boston.
Dettori, G., Giannetti, T & Persico, D. (2005). Analysing SRL in an online collaborative environment: a case study in teacher education. In Chiazzese G. et al "Methods and Technologies for Learning", Proc. First Int.Conf. on methods and Technlogies for Learning, 67-74. WIT Press, Souothhampton, Boston.
Persico, D. & Sarti, L. (2005). Social structures for online learning: a design perspective. In Chiazzese G. et al "Methods and Technologies for Learning", Proc. First Int.Conf. on methods and Technlogies for Learning, 51-60. WIT Press, Souothhampton, Boston.
Midoro, V (2005). European Teachers Towards the Knowledge Society. 263. Menabò edizioni, Ortona (Chieti).
Bocconi, S. & Losito, B. (2004). Metariflessione, valutazione e qualità nella formazione in rete. Frignani P. et al. , EXPO e-learning 2004, CD ROM. Università degli studi di Ferrara.
Bocconi, S. (2004). Caro tutor, ti scrivo…l’qrte della moderazione e della comunicazione scritta a supporto dell’apprendimento collaborativi in rete. In: Poli S et al., Il Filo di Arianna, 167-189. Schena editore, Fasano (BR), Italia.
Trentin, G. (2004). Apprendimento in rete e condivisione delle conoscenze: ruolo, dinamiche e tecnologie delle comunità professionali online. Franco Angeli, Milano.
Pozzi, F. (2004). Il ruolo del tutor nella formazione in rete: verso la definizione di una nuova figura professionale. Poli S. et al (a cura di), In Il Filo di Arianna, 151-166. Schena editore, Fasano, Italia.
Pozzi, F. (2004). Comunità di tutor online. In Atti Convegno Expo, Ferrara , vol. 1.
Trentin, G. (2004). Il tutor di rete . AIF-Associazione Italiana Formatori, FOR, 58, gen-mar, 31-41. Franco.Angeli, Milano.
Cagni, G. & Repetto, M. (2004). Repetto M., Cagni G. “L’esperienza pilota del corso AIR – Apprender insieme in Rete. In Atti Convegno Expo, Ferrara , vol.1.
Benigno, V., Ott, M., Puddu, F. & Tavella, M. (2004). Percorsi didattici in rete: produrli, consultarli, condividerli. In Atti Convegno Expo, Ferrara , vol.1.
ABSTRACT:
Molti dei docenti italiani recentemente hanno seguito corsi di formazione all'uso delle TIC ma ciò, purtroppo, non significa che essi siano già in grado di fare un uso didatticamente appropriato ed efficace di questi strumenti. Le esperienze condotte da alcuni "docenti pionieri" costituiscono, tuttavia, un importante patrimonio che si può e si deve metter a frutto. NETFORM, il progetto qui descritto, ha visto nella "comunicazione costruttiva" fra docenti un metodo valido per supportare l'effettiva introduzione delle TIC nella didattica ed ha individuato nelle tecnologie di rete il mezzo migliore per favorire lo scambio di idee e di materiali fra docenti.
Pedemonte, B. & Robotti, E. (2004). Aspetti linguistici della dimostrazione . Notiziario dell’Unione Matematica Italiana, Ottobre 2004.
Busetti, E., Dettori, G., Forcheri, P. & Ierardi, M.G. (2004). Guidelines towards effectively sharable LOs . Liu, Wenyin; Shi, Yuanchun; Qing, Li (Eds), Advances in Web-Based Learning - ICWL 2004: Lecture Notes in Computer Science, Vol. 3143, 416-423. Berlin: Springer Verlag.
Dettori, G. & Forcheri, P. (2004). Fostering prospective teachers' abilities of learning to learn within an ICT preparation course . Kinshuk, D.G:Sampson and P.Isaias (eds), Proc. IADIS Intern. Conf. Cognition and Exploratory Learning in Digital Age, IADIS.
Midoro, V (2004). Note sulla ricerca italiana nel settore della formazione in rete. CONCURED, Università e Scuola, a.IX, 2/R, 21-31. Editrice Universitaria Udinese Srl, Udine.
Midoro, V (2004). Didatti digitali. Equilibri, a.VIII, 3, 395-402. Le edizioni del Mulino, Milano.
Chiappini, G.P., Molinari , M. & Pedemonte, B. (2004). Le tecnologie Didattiche nell'approccio ai numeri razionali. L'insegnamento della matematica e delle Scienze Integrate, Vol. 27 A-B, n.5, 479-512. Centro Ricerche Didattiche Ugo Morin, Paderno del Grappa (TV).
Bottino, R.M. & Robotti, E. (2004). Costruire e gestire ambienti di apprendimento che integrano strumenti tecnologici: un caso di studio. L'Insegnamento della Matematica e delle Scienze Integrate, Vol. 27 A-B, n.5, 513-546. Centro Ricerche Didattiche Ugo Morin, Paderno del Grappa (TV).
Bottino, R.M. & Chiappini, G.P. (2004). Tecnologie ed Apprendimento Disciplinare. D. Parmigiani (a cura di), Tecnologie Per La Didattica. Dai fondamenti dell'antropologia multimediale all'azione educativa, 250-266. Milano: FrancoAngeli.
Trentin, G. (2004). Networked Collaborative Learning in the Study of Modern History and Literature. Computers and the Humanities, 38, 299-315. Springer Netherlands.
Benigno, V. (2004). Information Communication Technology as a support to learning and teaching processes in hospitals. Nall J. & Robson R. (eds), Proc. Of E-Learn, vol.3, 2274-2279. AACE, Norfolk, Va, USA.
Trentin, G. (2004). E-Tutor. Per una pedagogia in rete. Cerini G. Spinosi M (a cura di), Voci della Scuola, vol.IV, 33-141. Tecnodid, Napoli.
Calvani, A., Fini, F., Pettenati, M.C. & Sarti, L. (2004). Remarks on CSCL Theories Applied to Open Source olutions for the Design of Collaborative Learning Environments. Nall J & Robson R (eds), Proc.of E-Learn 2004 - Vol.4, 2562-2567. AACE, Norfolk, Va, USA.
Rossi, M. & Sarti, L. (2004). Playing tough and tender:tutoring strategies in a university master . Proc. Colloque TICE Méditerranée, CD-ROM - Session 1, Thème 1.
Olimpo, G. (2004). Scuola e Tecnologia: la formazione degli insegnanti. Nuova Civiltà delle Macchine, a.XXII, 1, 86-99.
Earp, J., Ferlino, L. & Ott, M. (2004). Educational software and multimedia towards a European dimension. In: Szucs A. and Bo I. (eds), Proc. EDEN 2004 Annual Conference, European Distance and E-learning Network, pp.357-362.
Chiappini, G.P., Dini, S. & Ferlino, L. (2004). Tecnologie didattiche e disabilità. In Parmigiani D. (a cura di), Tecnologie per la didattica, pp.233-248. F.Angeli, Milano.
Benigno, V., Ott, M., Puddu, F. & Tavella, M. (2004). Netform: An online support system for teachers. In: Callaos N., Lesso W., Sanchez B. (eds), Proc. 8th World Multi-Conference on Systemics, Cybernetics and Informatics - SCI2004, vol.I, pp. 85-90. IIIS, Orlando, Fl. USA.
ABSTRACT:
The paper presents NETFORM a support system for teachers developed in Italy in the framework of a research project carried out by ITD CNR (Institute of Educational Technology of the National Research Council) in cooperation with the Ministry of Education. The system presents several innovative aspects both from an educationaUmethodological and from a technological point of view.
The basic idea underpinning the whole project is that, in the field of education, experience, know how, efforts, ideas, in a word "best practices", should not be lost and that net-technology may be of great help in spreading knowledge, promoting reuse, fostering exchanges and communication among teachers. NETFORM environment has been designed around the idea of "educational learning unit", a sort of "educational itinerary" made up of a number of different steps or "educational activities" aimed at fulfilling the same leaming objectives. As a result of the research project we propose here a flexible stmcture that encapsulate the complexity of any leaming unit both in tem1s of number of activities to be performed and in tem1s of different types of links among the activities; we also account for the most interesting and innovative technological choices made.
KEYWORDS:
Education, Educational technology, Leaming unit, Teacher training, Web database.
Didoni, R., Ferlino, L., Ott, M. & Tavella, M. (2004). Software didattico Open Source a scuola: abbiamo provato!. TD-Tecnologie Didattiche, 32, 2, 66-69.
ABSTRACT:
Note sulla sperimentazione di un CD Live contenente il software didattico Open Source
Pozzi, F. (2004). Nascita di una comunità di formatori in rete. TD-Tecnologie Didattiche, 32, 2, 59-65.
Bocconi, S. (2004). Riflettendo si AIR. TD-Tecnologie Didattiche, 32, 2, 41-51.
AA. VV. (2004). Formatori e Corsisti si raccontano ... il corso AIR visto dalla parte di alcuni partecipanti. TD-Tecnologie Didattiche, 32, 2, 33-41.
Repetto, M. (2004). AIR:in Liguria. TD-Tecnologie Didattiche, 32, 2, 24-32.
Midoro, V (2004). AIR: Apprendere Insieme in Rete. TD-Tecnologie Didattiche, 32, 2, 13-14.
Dini, S., Ferlino, L. & Martinoli, C. (2004). Usability of Eductional Software for Visual Impairment. In: Miesenberger K, Klaus J, Zagler W, Burger D. (eds) "Computers Helping People with Special Needs", Proc. 9th Innt. Conf., ICCHP, Paris, France, p.575-582. Springer-Verlag, Berlin.
Manca, S. (2004). Presenza sociale e apprendimento in rete: stato dell'arte e prospettive di ricerca. Atti Didamatica 2004, p. 369-378. Consorzio Omniacom Ed., Ferrara.
Adorni, G., Sarti, L. & Sugliano, AM. (2004). Il portale e-learning dell'Università di Genova: tecnologia e sperimentazione. Atti Didamatica 2004, p. 753-760. Consorzio Omniacom Ed., Ferrara.
Trentin, G. (2004). E-learning: qualità didattica e knowledge management. Lettura inaugurale del Congresso, Atti Didamatica 2004, p.xix-xxx. Consorzio Omniacom Ed., Ferrara.
Cagliani, ML., Chiappini, G.P. & Ott, M. (2004). Educazione linguistica e bambini sordi: un esempio d'uso di software didattico. Atti Didamatica 2004, p.131-140. Consorzio Omniacom Ed., Ferrara.
Delfino, M., Persico, D. & Sarti, L. (2004). Studio di un caso sull'introduzione di tecniche online nella formazione iniziale degli insegnanti. Atti Didamatica 2004, p.17-30. Consorzio Omniacom Ed., Ferrara.
ABSTRACT:
Questo lavoro presenta lo studio di un caso riguardante l’introduzione di tecniche di formazione online nel corso di Tecnologie Didattiche rivolto agli specializzandi della SSIS Liguria. L’articolo evidenzia i maggiori problemi riscontrati e le soluzioni adottate nella progettazione, l’erogazione e la validazione del corso. Il caso in esame comprende tre successive edizioni del corso, erogate in tre diversi anni accademici, e illustra le varie fasi di evoluzione, a partire da una prima edizione del corso condotta con approccio tradizionale, per arrivare a un‘edizione interamente online, attraverso l’introduzione graduale di queste tecniche a porzioni sempre più estese di corso.
Delfino, M. & Persico, D. (2004). How technology can support initial teacher training: a case study. in: Cantoni L, McLoughlin C (eds), Proc, of ED-MEDIA 2004, Lugano CH, p.4001-4008. AACE Publ, CD-ROM.
ABSTRACT:
This paper illustrates a three-year case study regarding a course in educational technology that addressed about 150 student teachers per year. The paper outlines the main problems of initial teacher training in Italy (most of which are probably common to several countries) and the solutions adopted. Starting from the 2001 edition of the course, which was entirely based on a face-to-face approach, e-learning techniques have been introduced in increasingly significant parts of the course. The paper presents the main difficulties faced during course design, delivery and evaluation and discusses the adopted solutions as well as future developments.
Alvino, S. & Sarti, L. (2004). Learning Objects e Costruttivismo. Atti Didamatica 2004, p.761-772. Consorzio Omniacom Ed., Ferrara.
Chioccariello, A., Manca, S. & Sarti, L. (2004). Children's playful learning with a robotic construction kit. in Siraj-Blatchford J. (Ed), Developing New Technologies for Young Children, pp.93-174. Trentham Books Limited, UK.
Caruso, G. & Tavella, M. (2004). A scuola con SoDiLinux. Il Maestro, n.3, marzo.
Trentin, G. (2004). E-learning and the third age. Jnl of Computer-Assisted Learning, 20, 21-30.
Bottino, R.M. (2004). The evolution of ICT-based learning environments: which perspectives for the school of the future. British Journal of Educational Technology, Blackwell Publishers, UK.
Midoro, V (2004). ICT in teachers practice and professional development. In: Midoro V, Admiral W: (eds), Pioneer Teachers. A key factor in European School Innovation, p.29-37. Menabò edizioni, Ortona (Chieti).
Bocconi, S., Pozzi, F. & Repetto, M. (2004). Towards a European community of pioneer teachers. In: Midoro V, Admiral W: (eds), Pioneer Teachers. A key factor in European School Innovation, p.43-56. Menabò edizioni, Ortona (Chieti).
The Ulearn Partners (2004). School innovation, ICT and pioneer teachers. In: Midoro V, Admiral W: (eds), Pioneer Teachers. A key factor in European School Innovation, p.9-16. Menabò edizioni, Ortona (Chieti).
Admiral, W. & Midoro, V (2004). Pioneer Teachers. A key factor in European School Innovation. p.77. Menabò edizioni, Ortona (Chieti).
Delfino, M., Manca, S., Persico, D. & Sarti, L. (2004). Online learning: attitudes, expectations and prejudices of adult novices. Proceedings of The IASTED International Conference on Web-Based Education (WBE 2004), Innsbruck (Austria), pp.31-36. ACTA Press, Anheim.
ABSTRACT:
The main attitudes, expectations and misconceptions of adult novices towards online learning have been investigated through a survey carried out within two different web-based courses. The data emerged from the two contexts showed several similarities: the reasons for the choice of the online approach, a positive perception of the method, a negative perception of the heavy commitment required, some resistance due to logistic and cultural difficulties. The main misconceptions include the tendency to overestimate the time flexibility offered by the collaborative approach and the inclination to underestimate the commitment required and the educational potential of written communication.
KEYWORDS:
Online Education and Training, Communication Technology Applications in Web-based Education, Virtual Collaborative Learning, Attitudes towards Online Learning, Misconceptions concerning Online Learning.
Trentin, G. (2003). Gestire la complessità dei sistemi di e-learning. FOR - Rivista per la formazione, , 57, 78-84. Franco Angeli, Milano.
Pedemonte, B. (2003). Pedemonte B. L’unità cognitiva tra argomentazione e dimostrazione: il ruolo della continuità strutturale . E. Gallo, L. Giacardi, O. Robutti (a cura di), Conferenze e Seminari, , , 2002/03. Associazione Subalpina Mathesis Ed. Torino.
Pedemonte, B. (2003). Etude didactique et cognitive des rapports de l’argumentation et de la démonstration dans l’apprentissage des Mathématiques . V. Durand-Guerrier et C. Tisseron (eds), Actes du séminaire national de didactique des mathématiques Année 2002, pp. 153-173. ARDM et IREM de l’Université Paris 7.
Pedemonte, B. (2003). What kind of proof can be constructed following an abductive argumentation?” . Proc. 3rd Conf. Eur. Res. in Mathematics Education CERME 3, Bellaria, Italy,
Trentin, G. (2003). Apprendimento in rete. In: Cerini G., Spinosi M. (a cura di ), Voci della Scuola 2004, 47-56.
Bocconi, S., Martin, A,, Midoro, V, Pozzi, F. & Sarti, L. (2003). Developing a European Pioneer Teacher Community for School Innovation. in C. Dowling, K-W. Lai (eds.), Information and Communication Technology and the Teacher of the Future, 71-83. Norwell: Kluwer Academic Publ., Massachusetts , USA.
Bocconi, S., Pozzi, F. & Repetto, M. (2003). Comunità di insegnanti pionieri in Europa. TD Tecnologie Didattiche, N. 30, 3, 25-34.
Midoro, V (2003). Le ICT nella pratica e nello sviluppo professionale dei docenti. TD Tecnologie Didattiche, n. 30, 3, 18-24.
Bocconi, S., Midoro, V, Pozzi, F. & Repetto, M. (2003). Innovazione nella scuola, ICT e docenti pionieri. TD Tecnologie Didattiche, n. 30, 3, 4-9.
Benigno, V., Ott, M. & Tavella, M. (2003). Netform: building up a virtual "teaching" community. In: Mendez Vilas A, Mesa Gonzalez JA, Mesa Gonzalez J (eds), Proc. II Intern. Conference on Multimedia and ICTs in Education (m-ICTE2003), 898-904. Junta da Extremadura.
ABSTRACT:
An educational environment produced in the framework of the research project called NETFORM is presented. It is tailored to the needs of teachers who still have a limited practical experience in the use of ICT in the classroom.
A team of expert teachers (trainers), have drawn on their personal experience to produce a number of "learning itineraries" based on the use of ICT. Newly trained teachers (trainees) can adopt these itineraries as "reusable teaching plans": they can follow the itineraries in their school practice in different ways, either reproducing what other teachers have already done or looking at the plans as best practice examples, guidelines or simply ideas.
A specific database has been designed in accordance with the structure of the teaching plans. This database is now available online: a number of teaching plans can be viewed, new plans can be added, comments and hints by the users are welcome and can be easily integrated in the plans. Strong online interaction between experts and newly trained teachers is foreseen and is part of the research project itself: that's the main reason why the NETFORM community can be considered as a "virtual teaching community", focused on the use of ICT in Education.
Delfino, M., Manca, S., Persico, D. & Sarti, L. (2003). Foundations of Communities of Practice: un workshop online sulle comunità di pratica. Form@re, newsletter per la formazione in rete, n.22.
Ferraris, M. (2003). Oltre la superficie dell'informazione: navigare in rete per costruire conoscenza. Atti-Sessione V, 8° Convegno Informatica, Didattica e Disabilità, IRRE, Torino.
Trentin, G. (2003). Cooperazione educativa in rete: modelli didattici e ricadute formative. Rassegna, periodico dell'Istituto Pedagogico dell'Alto Adige, a.XI, 10-20.
Andronico, A., Dettori, G., Ferlino, L. & Olimpo, G. (2003). Atti Didamatica 2003.
Biorci, G., Ferlino, L. & Rossi, M. (2003). Imparare dai bambini. Compagnia dei Librai.
Chiappini, G.P. (2003). Ruolo delle ICT nel primo approccio all'Algebra: esempio pratico e inquadramento teorico. Atti di S.F.I.D.A XX,
Trentin, G. (2003). Problematiche legate alla gestione della complessità di un sisema di e-learning. Andronico A., Dettori G., FerlinoL., Olimpo G. (a cura di), Atti del convegno Didamatica 2003, Olimpo G. (a cura di), pp. 1-8.
Chioccariello, A., Manca, S. & Sarti, L. (2003). Un ambiente visivo per programmare i robot LEGO. Andronico A., Dettori G., FerlinoL., Olimpo G. (a cura di), Atti del convegno Didamatica 2003, pp. 77-84.
Manca, S., Persico, D. & Sarti, L. (2003). Interesse e resistenze nei confronti dell'online nella formazione iniziale degli insegnanti. Andronico A., Dettori G., Ferlino L., Olimpo G. (a cura di), Atti del convegno Didamatica 2003, pp. 408-415.
Sarti, L. (2003). Costruttivismo Sociale, E-Learning, Comunità di Apprendimento in Rete. Stagi L., Vercelli G. (a cura di), E-Learning e Formazione Continua: Il Modello Risorgeco dal Trasferimento di Buone Pratiche alla Comunità di Pratica dei Formatori, Franco Angeli.
Alvino, S. (2003). Il tutoraggio e il monitoraggio di processi di apprendimento in rete. Stagi L., Vercelli G. (a cura di), E-Learning e Formazione Continua: Il Modello Risorgeco dal Trasferimento di Buone Pratiche alla Comunità di Pratica dei Formatori, Franco Angeli.
Lemut, E. (2003). Software Environments supporting and enhancing Systemic Thinking. Proceeding of CERME 3,
Chiappini, G.P., Pedemonte, G. & Robotti, E. (2003). Mathematical teaching and learning environment mediated by ICT. C. Dowling, K-W. Lai (eds.), Information and Communication Technology and the Teacher of the Future, Kluwer Academic Publishers.
Chiappini, G.P. & Reggiani, M. (2003). Towards a didactic practice based on mathematics laboratory activities. Proceeding of CERME 3,
Bottino, R.M. & Chiappini, G.P. (2003). An innovative teaching and learning environment for school mathematics. T.E.L.'03, International Conference on Technology Enhanced Learning Proceedings,
Bottino, R.M. (2003). ICT, National Polices, and their Impact on Schools and Teachers' Development. in C. Dowling, K-W. Lai (eds.), Information and Communication Technology and the Teacher of the Future, Kluwer Academic Publishers.
Candiani, V., Caruso, G., Ferlino, L. & Ott, M. (2003). Linux a scuola: proviamo... .. Atti Inforscuola,
Dettori, G. & Forcheri, P. (2003). A retrospection on ICT in teacher education: what can we learn?. Proceedings Internat. Conf. m-ICTE 2003, pp.17-21.
Dettori, G., Forcheri, P. & Molfino, M.T. (2003). Using ICT to implement learning as a problem solving activity. Internat. Conf. PEG 2003,
Dettori, G. & Forcheri, P. (2003). Combining different learning approaches: an experience in post-graduate teacher education. 3rd International Conference on Technology in Teaching and Learning in Higher Education,
Trentin, G. (2003). Managing the Complexity of e-Learning Systems. Educational Technology, 43, 6, 36-42.
Sarti, L. (2003). Artificial Intelligence and E-learning: a difficult relationship. Proc. Workshop on Artificial Intelligence & E-learning, p.1-15. SEU.
Manca, S., Persico, D. & Sarti, L. (2003). In rete è meglio? Un'indagine sugli atteggiamenti nei confronti edll'apprendimento online. Convegno AICA, settembre 2003. In: Atti I Workshop annuale del Progetto Web Learning per la qualtà del capitale umano, pp.1-17. EUE.
Sarti, L. (2003). Intelligenza Artificiale e Tecnologie Didattiche: a che punto siamo?. Scuola & Città, 2, 38-53. a.LIV.
Manca, S., Persico, D. & Sarti, L. (2003). Storia di un corso sulle TD e sugli insegnamenti che se ne possono trarre. TD Tecnologie Didattiche, 29, 66-75. Menabò edizioni, Ortona (Chieti).
Manca, S., Persico, D. & Sarti, L. (2003). On Student Teachers' Attitudes Towards Online Learning. Proc. of the IASTED Intern. Conference, pp. 121-126. ACTA Press.
ABSTRACT:
Within a course on educational technology, student teachers could choose among different modules, some online and some face-to-face. A survey was then carried out to analyse the reasons for trainees’ choices and, particularly, their attitudes towards online training. The study of the factors that had lead most course participants to opt for face-to-face rather than online activities has revealed that resistance towards the online mode is mainly due to cultural and logistic factors. Reasons to choose online, instead, mainly lie in personal interest and motivation. To conclude, some hypotheses are made as for ways through which resistance could be overcome.
KEYWORDS:
Teacher training, face-to-face training, online training, resistance factors
Dettori, G. & Ott, M. (2003). Considerations on Universal Access and Unversal design asa concerns Educational Software. Stephanidis C (ed), Proc. HCI Interantional 2003, pp.1093-1097. LEA.
Manca, S., Persico, D. & Sarti, L. (2003). Formazione iniziale degli insegnanti sulle tecnologie didattiche e tecnche di formazione in rete: studio di un caso presso la SSIS Liguria. : Robutti O e Mosca M: (a cura di), La formazione degli insegnanti:approccio didattico con le nuove tecnologie, Atti I Convegno Nazionale delle Scuole di Specializzazione Indirizzo Fisico-matematico-informatico, p.71-78. Ghisetti e Corvi Ed Torino.
Dettori, G., Ott, M. & Tavella, M. (2003). Considerazioni sull'uso del software didattico e difficoltà in matematica. TD Tecnologie Didattiche, 28, 1, 60-64.
ABSTRACT:
È noto che già nei primi anni della scuola elementare alcuni bambini mostrano difficoltà nell'area logico-matematica.
Ma a che cosa ci si riferisce esattamente con questa affermazione? A un generico ritardo di apprendimento oppure ad un disturbo specifico? È la difficoltà nella comprensione e nell'uso di entità numeriche e operazioni a generare difficoltà nel formulare strategie logiche di soluzione di problemi, oppure le due abilità sono indipendenti? L'analisi delle difficoltà intrinseche nel sapere in gioco (sviluppata sul versante matematico della ricerca didattica) può da sola mettere a fuoco le difficoltà di qualunque bambino, o esiste anche una componente individuale che dipende esclusivamente dalle caratteristiche del singolo? Esistono disturbi specifici associati esclusivamente alla comprensione, organizzazione e gestione delle entità numeriche e delle operazioni? Che ruolo giocano in questo campo attenzione, memoria e concentrazione? E ancora, quanto conta la componente affettivo-emotiva?
Dare una risposta almeno parziale a questi interrogativi ci è sembrato fondamentale per cercare di strutturare percorsi riabilitativi mirati che offrano una qualche garanzia di successo. È con questo spirito, con l'idea, cioè, di comprendere bene le variabili in gioco prima di intervenire concretamente, che abbiamo intrapreso, qualche anno fa', l'esperienza del progetto SVITA.
Benigno, V., Ghezzi, M. & Patriotta, G. (2003). Le tecnologie digitali e la scuola in ospedale: attività realizzate e scenari epr il futuro. TD Tecnologie Didattiche, 28, 1, 52-59.
Ferraris, M. (2003). Navigare nel WWW a scuola: ma per andare dove?. TD Tecnologie Didattiche, 28, 1, 29-41.
Dondi, M.G. & Ott, M. (2003). Le FAQ. TD Tecnologie Didattiche, 28, 1, 26-28.
A cura dei gruppi autori (2003). I Quanti del Progetto ORA. TD Tecnologie Didattiche, 28, 1, 12-25.
Bianucci, M., Dondi, M.G., Olimpo, G. & Ott, M. (2003). Progetto ORA e Tecnologie Didattiche: quli convergenze?. Dossier ORA, TD Tecnologie Didattiche, 28, 1, 9-11.
Dondi, M.G., Gambini, A., Greco, A.M., Luzzatto, G., Ott, M. & Rinaudo, G. (2003). Il Progetto ORA - Osservazione Riflessione Apprendimento. Dossier ORA, TD Tecnologie Didattiche, 28, 1, 5-8.
Manca, S. & Sarti, L. (2003). Intelligenza artificiale ed e-learning: un rapporto problematico. AI*IA Notizie, a.XVI, 1, 24-28.
Bocconi, S. & Pozzi, F. (2002). Un modello di comunicazione del formatore in rete. In: Midoro V. (a cura di) , e-learning – Apprendere insieme in rete, 65-78. Edizioni Menabò, Ortona.
Midoro, V (Ed.) (2002). E-learning – Apprendere insieme in rete. p.127. Edizioni Menabò, Ortona, Ch.
Ott, M. (2002). Ott M: “Usare il computer a scuola serve a migliorare l’apprendimento? Risposte suggerite dall’esperienza”, . CADMO, a.IX, n.27, 122-128.
Persico, D. (2002). Le tecnologie didattiche:un’opportunità per la scuola. In: D. Persico, L. Ferlino, G. Olimpo, M. Tavella, C. Tirendi (a cura di), Atti multimediali del convegno TED 2002, CD-Rom,
Trentin, G. (2002). E-Learning . In: Cerini G., Spinosi M. (a cura di), Voci della Scuola 2003, 115-122.
Trentin, G. (2002). From distance education to virtual commmunities of practice: the wide range of possiiblities for using the Internet in continuous education and training . Int. Jnl on E-Learning, 1, 1, 55-66.
Dettori, G. (2002). Introducing IT in Mathematics Education: Prospects for Curriculum . Yin Cheong Cheng et al., Subject Teaching and Teacher Education in the New Century: Research and Innovation, pp.141-16. The Hong Kong Institute of Education & Kluwer Academic Publishers.
Bocconi, S., Midoro, V & Pozzi, F. (2002). ULEARN, a project for building a European community of pioneer teachers . In: Passey D, Kendall M (eds), TeLe-LEARNING, The Challenge for the Third Millenium, 109-112. Kluwer Academic Publ., Boston.
Dettori, G. (2002). Introducing IT in Mathematics Education: Prospects for Curriculum Revision and Teacher Training . In Yin Cheong Cheng et al (eds, Subject teaching and Teacher Education in the New Century: Reseach and Innovation, pp..141-165. The Hong Kong Institute of Education & Kluwer Academic Publilshers.
Chioccariello, A., Manca, S. & Sarti, L. (2002). La fabbrica dei robot. TD Tecnologie Didattiche, n. 27, pp. 56-67.
Ferlino, L., Olimpo, G., Persico, D., Tavella, M. & Tirendi, C. (2002). Atti multimediali del convegno TED 2002.
Dettori, G., Forcheri, P., Molfino, M.T., Moretti, S. & Quarati, A, (2002). Shaping teacher preparation content according to emerging pedagogical paradigms Proceedings International Conference on Computers in Education. ICCE2002, (Aukland, NZ, Dec.02, pp.1044-1048. IEEE Comp. Soc. Press.
Arzarello, F., Bazzini, L. & Chiappini, G.P. (2002). Le pensée algébrique dans une perspective sèmiotique,. Science et techniques éducatives, Vol 9 - n 1-2, pp 219-239.
Bottino, R.M. (2002). ICT-supported teaching and learning, some priorities and objectives for the future. in D. Passey, M. Kendall (eds.), TelE-Learning The Challenge for the Third Millenium, USA, Massachusetts, Norwell, 29-36.. Kluwer Academic Publishers.
Bottino, R.M. & Cox, M. (2002). ICT Based Learning Environments: What Are The Current Research Streams?. in D. Watson & J. Andersen (eds.), Computers and Education: Networking the Learner, The Netherlands, Dordrecht, 903-907.. Kluwer Academic Publishers.
Bottino, R.M. & Chiappini, G.P. (2002). Advanced Technology and Learning Environments. in L. English (ed.), Handbook of International Research in mathematics Education, Mahwah, New Jersey:, 757-786.. Lawrence Erlbaum Associates.
Bottino, R.M. (2002). Proteus: Another Way to face ICT Gaps. in: http://elearningeuropa.ibernet.com - elearningeuropa.info Portal, EC supported initiative,
Chiappini, G.P. (2002). Uso della tecnologia dell'informazione e della comunicazione in attività di modellizzazione e formalizzazione matematica. Atti del convegno TED 2002., 27/2-1/3.
Chiappini, G.P. (2002). Laboratorio di matematica e tecnologia,. Notiziario della Unione Matematica Italiana, Supplemento al N° 11, Novembre 2002.
Bottino, R.M. (2002). L'iniziativa comunitaria PROMETEUS: "Costruire un approccio comune per l'e-learning in europa". Atti del convegno TED 2002.,
Bottino, R.M. (2002). Le tecnologie multimediali nella didattica della matematica. a cura di R. Stio, L'utilizzo delle nuove tecnologie nella didattica, Atti del Seminario provinciale di formazione e aggiornamento per insegnanti delle scuole di ogni ordine e grado sull'utilizzo delle nuove tecnologie nella didattica, pp 47-51. MIUR, Provveditorato agli Studi di Salerno.
Pozzi, F. (2002). Verso una scuola modulare. TD Tecnologie Didattiche, 26, 2, 18-24.
Dettori, G., Ott, M. & Tavella, M. (2002). Integrating the use of educational software in primary school teaching by shaping learning itineraries. In: Proceedings of ICTE2002, Badajoz, Spagna, p.1530-1536.
ABSTRACT:
In this paper we argue how to improve the integration of educational software in elementary school by building "learning itineraries". This entails first of all a careful choice of software tools, based on the analysis of what cognitive tasks come into play in each exercise, and hence what cognitive abilities are implied. Then the selected activities must be organized into self-standing itineraries suitable for fulfilling the educational objectives posed and at the same time apt to facilitate learning. We exemplify our approach by making reference to an experience we carried out in a second grade of primary school.
Benigno, V. & Sarti, L. (2002). ETB (European Treasury Browser): un sistema per la qualità delle risorse educative sul web. TD Tecnologie Didattiche, 26, 2, 3-14.
Manca, S. & Sarti, L. (2002). Ambienti per le comunità virtuali di apprendimento. Andronico A., Chianese A, Fadini B. (a cura di), Didamatica 2002 Informatica per la Didattica, Atti, e-learning metodi strumenti esperienze a cofronto, pp.25-36. Liguori editore, Napoli.
Olimpo, G. (2002). Imparare con la rete: cosa cambia nella formazione a distanza. Andronico A., Chianese A, Fadini B. (a cura di), Didamatica 2002 Informatica per la Didattica, Atti, e-learning metodi strumenti esperienze a cofronto, pp.17_23. Liguori editore, Napoli.
Trentin, G. (2002). Cooperazione educativa in rete: quale valore aggiunto per l'apprendimento?. CADMO, a.X, n.28, p. 86-92.
Trentin, G. (2002). Formazione in rete. Biblioteche Scolastiche-Rassegna annuale di temi, informazioni,documenti, p.25-36. Editrice Bibliografica.
Manca, S. & Sarti, L. (2002). Comunità virtuali per l'apprendimento e nuove tecnologie. TD Tecnologie Didattiche, 25, 1, 11-15.
Midoro, V (2002). Dalle comunità di pratica alle comunità di apprendimento virtuali. TD Tecnologie Didattiche, 25, 1, 3-10.
Trentin, G. (2001). Il mediatore della formazione. Informatica, telematica e Scuola-IS, 1, 14-15.
Trentin, G. (2001). La pratica professionale e l'apprendimento in rete. Ricerca & Innovazione, 1, 14-16.
Benigno, V. (2001). L'uso del computer a supporto del bambino in ospedale. Atti Covegno ABIO 2001 "Bit, cerotti e... .fantasia, Milano, p. 5-10.
Persico, D. (Ed.) (2001). Atti Convegno TED-Tecnologie Didattiche e Scuola. 545. MPI/ITD-CNR,Genova.
Trentin, G. (2001). Apprendimento collaborativo in rete. Persico D. , Atti Conv. TED-Tecnologie Didattiche e Scuola, 4-79. MPI/ITD-CNR.
Trentin, G. (2001). Il Progetto Edelweiss. Tronconi A., Atti 7° Conv.Naz: Informatica, Didattica e Disabilità, 15-18.
Bocconi, S., Midoro, V & Sarti, L. (2001). Un approccio metodologico all'analisi qualitativo-quantitativa dei corsi in rete. Form@re-Newsletter per la formazione in rete, www.formare.erickson.it. Erickson, Trento.
Trentin, G. (2001). Dalla formazione a distanza all'apprendimento in rete. Collana "Scienze della Formazione", Franco Angeli.
Dini, S. & Ferlino, L. (2001). Bambini e computer: come cambia il modo di giocare e di imparare. TD - Tecnologie Didattiche, 23, 31-41.
Aiello, E. & Ferlino, L. (2001). Didactique de l'informatique, didactique assistée par l'informatique. EPI, 97-112.
Aiello, E. & Ferlino, L. (2001). Il computer: strumento educativo e riabilitativo. in G. Cartelli (a cura di), Arcipelago diversità, 131-147. Bulzoni editore.
Trentin, G. (2001). Designing Online Education Courses. In: Maddux CD, LaMont Johnson D (eds), The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, p.47-65. The Haworth Press, Inc. Binghamton.
Sarti, L. (2001). Indirizzi Web. In: Biolghini D (a cura di), "Comunità in rete e Net Learning", p.241-260. ETAS, Milano.
Manca, S. (2001). Multimedialità, comunicazione ed apprendimento:una rivisitazione dei rapporti tra parola, immagine ed azione. TD Tecnologie Didattiche, 24, 3, 9-15.
Bocconi, S. & Pozzi, F. (2001). Il quadro generale del sistema scolastico italiano. TD Tecnologie Didattiche, 23, 2, 14-18.
Trentin, G. (2001). Progettare la formazione in rete. Rivista di Informatica, XXXI, 2, 63-82.
Manca, S. & Sarti, L. (2001). Il rapporto tra comunità virtuale e apprendimento. In: Biolghini D (a cura di), "Comunità in rete e Net Learning", p.3-19. ETAS, Milano.
Olimpo, G. (2001). La multimedialità come agente di trasformazione di pensiero, di azione didattica e di organizzazione del lavoro dei docenti. un seminario, Quaderni et Atti ,, "Linguaggi non verbali e multmediali:un curricolo di comunicazione e mltimedialità",, 46, 67-87. MIUR/Liceo Scipione Maffei.
Midoro, V (2001). Il Progetto LABNET per l'educazione ambientale. Ricerca&Futuro, 21, 26-28.
Chioccariello, A., Manca, S. & Sarti, L. (2001). Kit de Construction de comportements. Actes du Colloque "Constructivismes:Usags et Perspectives en Education", vol 2, p.275-280. Ministère de l'Education et SRED, Genève, CH.
Manca, S. & Persico, D. (2001). Considerazioni sull'uso di First Class nella formazione a distanza. Rivista di Informatica, XXXI, 2, 109-116.
Arscone, M., Benigno, V., Chiappini, G.P., Chioccariello, A., Cortigiani, P., Gibelli, C. & Olimpo, G. (2001). Tecnolgie telematiche e multimediali per la scuola dell'autonomia. In:Mayer M (a cura di), Sperimentazione e valutazione nela scuola dell'autonomia, Il monitoraggio del progetto Copernico, pp 87-117. F.Angeli, Milano.
Dettori, G. & Ott, M. (2001). Accessible software for early maths education focusing on content, strategies, interface. Universal Access in HCI: Towards an Information Society for All, vol 3, pp.798-802. L Erlbaum Ass.Publ., Mahwah,N.J., London.
Benigno, V., Lindstrom, B. & Sarti, L. (2001). Key concepts of Quality. ETB-European Treasury Browser, Project no. IST-1999-11781, Retrieved in 2001 from the World Wide Web,
Trentin, G. (2001). From formal training to communities of practice via network-based learning. Educational Technology, 41, 2, 5-14.
Midoro, V (2001). "How teachers and teacher training are changing". in: Taylor H, Hogenbirk P (eds), Informationa and Communication Technologies in Education", Selected proc. IFIP 2000, p.83-94, 2001-05-1121. Kluwer Academic Publ.
Olimpo, G. (2001). Educazione e nuove tecnologie: ecco cosa cambia per chi studia. Telèma, anno 7, Primavera, 59-64.
Benigno, V. & Trentin, G. (2000). Una proposta metodologica per la valutazione di corsi in rete. A.Andronico, G.Casadei, G.Sacerdoti (a cura di), Atti convegno DIDAMATICA - Informatica per la didattica, 47-53. Società Editrice Il Ponte Vecchio.
Benigno, V. & Trentin, G. (2000). The Internet as a support for pre-service and in-service medical education. From Information to Teleteaching. Proc. ISTEP 2000, Intern.Symp. on Telemedicine and Teleeducation in Practice, Kosice, Slovakia, 315-317.
Chioccariello, A., Chioccariello, A., Manca, S., Manca, S., Sarti, L. & Sarti, L. (2000). Behaviour construction kit. in (a cura di Caenepeel M., de Michelis G., Hoppe U., Millwood R.), Proceedings of Building Tomorrow Today, i3 Annual Conference, 13-15 Settembre 2000, Jönköping (Svezia), pp. 72-76.
ABSTRACT:
Constructionism suggests that learners are particularly likely to create new ideas when actively engaged in making external artefacts that they can reflect upon and share with others. A behaviour construction kit enables children to play with and build cybernetic constructions that interact with the environment and with one another. The construction kit allows the creation of contraptions and vehicles endowed with voices, sound and light patterns. Children can influence the behaviour of their construction by acting upon the sensors and can modify it by redefining its behaviours and reconfiguring its building blocks. A visual programming environment based on the metaphor of behavioural gears and action rules is described. In this framework teachers can define a number of microworlds to help children make their own constructions. The children can program the construction through a learning-by-imitation process: selecting existing behaviours, inspecting and modifying them, and eventually defining new ones.
KEYWORDS:
agents, constructionism, end-user programming languages, early learning
Bocconi, S., Midoro, V & Pozzi, F. (2000). GE8. TD Tecnologie Didattiche, 21, 3, 42-53.
Manca, S. & Persico, D. (2000). Valutazione qualitativa di un sistema di computer conferenza nella formazione a distanza. TD Tecnologie Didattiche, 21, 3, 35-41.
Dettori, G. & Ott, M. (2000). Le Faq. TD Tecnologie Didattiche, 21, 3, 22-25.
Bianchetti, P., Bocconi, S. & Sarti, L. (2000). Bianchetti P., Bocconi S., Sarti L. “A methodology for joint design, co-operation and decision-making for on-line collaborative learning”, , . Interactive Educational Multimedia, 1, 1-10 - http://www.ub.es/multimedia/iem/down/c1. University of Barcelona, Spain.
Benigno, V. & Trentin, G. (2000). The Evaluation of Online Courses. International Journal of Computer Assisted Learning,, 16, 3, 259-270.
Trentin, G. (2000). Lo spettro di possibili usi delle reti nella formazione continua e a distanza. Formazione Manageriale, 1-2, 1-6.
Trentin, G. (2000). 2000 The Apprentice Historian: Studying Modern History with the Help of Computers and Telematics. International Journal of Educational Telecommunications, 6, 3, 213-225.
Persico, D. (2000). Scegliere i media per la didattica. TD Tecnologie Didattiche, 20, 2, 44-58.
Chioccariello, A. (2000). Il computer nella scuola dell'infanzia. TD Tecnologie Didattiche, 20, 2, 36-43.
Bocconi, S. & Pozzi, F. (2000). Quel che resta di un corso in rete. TD Tecnologie Didattiche, 20, 2, 30-35.
Trentin, G. (2000). Dalla formazione a distanza alle comunità di pratica attraverso l'apprendimento in rete. TD Tecnologie Didattiche, 20, 2, 21-29.
Ferraris, M. & Manca, S. (2000). Scusi, di che cosa si occupano le tecnologie didattiche?. TD Tecnologie Didattiche, 20, 2, 4-13.
Midoro, V (2000). Building a Virtual School for In Service Tachers on Environmental Education. In. Kastis N (ed), proc. EDEN Conference, Barcelona, p, 226-231.
Bocconi, S. & Pozzi, F. (2000). An Online Tutor Coomunication Model. In. Kastis N (ed), proc. EDEN Conference, Barcelona, p.37-42.
Midoro, V (2000). MEDEA: a virtual school for in-service teachers' training. Proc. CEEE ITALY 2000, p.76-84.
Trentin, G. (2000). Internet nella didattica. DOCETE, suppl. al n.18, 169-190.
Trentin, G. (2000). I possibili usi di Internet. DOCETE, suppl. al n.18, 153-167.
Sarti, L. (2000). Comunità virtuali e apprendimento: matrimonio d'amore o di interesse?. Atti Seminario EduNET "Si può fare formazione in rete per le piccole imprese?", SMAU, 94-97.
Bianchetti, P., Bocconi, S. & Sarti, L. (2000). L'apprendimento collaborativo in rete: una metodologia per progettare, cooperare e decidere insieme. TD Tecnologie Didattiche, 19, 1, 14-20.
Ferlino, L. (2000). Disponibilità e qualità del software per favorire l'apprendimento. SAGGI-Child Development & Disabilities, XXVI, 2, 65-69.
Benigno, V., Olimpo, G. & Tavella, M. (2000). Multimedia in Education: an experience in the propagation of teachers' skills. IFIP, 16th WCC2000, 21-25 Aug. 2000, Beijing, China, pp.289-295. PHEI Publishing House.
Bocconi, S., Midoro, V & Sarti, L. (2000). Evaluating the Quality of OnlineCourses. IFIP, 16th WCC2000, 21-25 Aug. 2000, Beijing, China, pp.66-73. PHEI Publishing House.
Trentin, G. (2000). The Quality-Interactivity Relationship in Distance Education. Educational Technology, 40, 1, 17-27.
Ferraris, M., Manca, S., Persico, D. & Sarti, L. (2000). Managing the Change from Face-to-Face to Distance Training for SMEs. Computers and Education, 34, 77-91.
ABSTRACT:
FADxPMI is a project aimed at supporting the evolution from a training system firmly based on the face-to-face approach into one where ODL techniques are widely used, especially to reach the staff of SMEs at their workplace. Within this project, the development of know-how among course designers and trainers in the design of distance training events was achieved through a course called Design of Distance Training. This course was a good
KEYWORDS:
opportunity to demonstrate a wide range of ODL techniques to participants, and it also provided an interesting picture of the kind of problems that may be faced in developing distance training courses for SMEs' staff. This paper discusses both the design
Sarti, L. (2000). Indirizzi web sulla formazione on line. in Biolghini D., Cengarle M. (a cura di), "NET LEARNING - Imparare insieme attraverso la rete", 217-230. ETAS Compass, Milano.
Sarti, L. (2000). La Valutazione nella formazione on line. in Biolghini D., Cengarle M. (a cura di), "NET LEARNING - Imparare insieme attraverso la rete", 57-75. ETAS Compass, Milano.
Manca, S. & Persico, D. (2000). Use of First Class as a collaborative learning environment. IETI - Innovation in Education and training International, 37, 1, 34-41.
ABSTRACT:
This paper draws on the authors’ experience in using SoftArc Intranet FirstClass™ as a collaborative learning environment and discusses and exemplifies the pros and cons of choosing this system for running online courses. After a short description of FirstClass and its educational uses, the paper focuses on some case studies: two courses developed and run by the Institute for Educational Technology of the Italian Research Council. These are used as a basis for qualitative considerations about the strengths and weaknesses of FirstClass, including occasional comparisons with the performance of similar systems. In the exposition, a distinction is made between the viewpoints of the course student, the course tutor and designer, and the course administrator. The main conclusion is that FirstClass lends itself very well to managing collaborative learning processes at a distance, providing a very simple and easy to understand interface which can be configured by the course designers according to different design principles. As far as the system’s weaknesses are concerned, we must mention that it does not offer sufficient support for the web design tasks that course tutors, designers and students sometimes have to carry out. Moreover, it lacks ad hoc functions for the analysis of communication flows, which are very useful for formative evaluation purposes.
Midoro, V (2000). How teachers and teacher training are changing. Proc. IFIP WG 3.1, Chile 2000 The bookmark of the school of the future, Vina del Mar, Chile, April9th-14th, 2000,
Persico, D. (1999). La telematica per i docenti: quali contenuti?. TD Tecnologie Didattiche, 18, 3, 51-62.
Cerbara, L., Contini, M., Ott, M. & Sassi, E. (1999). Scuola media inferiore: un'indagine sulla dotazione di computer e l'uso di software. TD Tecnologie Didattiche, 18, 3, 37-50.
Bocconi, S. & Pozzi, F. (1999). Un modello di comunicazione del formatore in rete. TD Tecnologie Didattiche, 18, 3, 25-36.
Ferraris, M., Manca, S., Persico, D. & Sarti, L. (1999). Formazione a distanza e piccole emedie imprese. TD Tecnologie Didattiche, 18, 3, 18-24.
Midoro, V (1999). Come cambiano gli insegnanti e la loro formazione. TD Tecnologie Didattiche, 18, 3, 4-11.
Biolghini, D., Boldrini, D. & Sarti, L. (1999). La formazione on line come prosecuzione "oltre" l'aula del rapporto didattico. TD Tecnologie Didattiche, 2, 17, 44-56.
Manca, S., Persico, D. & Sarti, L. (1999). La telematica nella formazione a distanza: due approcci a confronto. TD Tecnologie Didattiche, 2, 17, 4-8.
Ott, M. (1999). A proposito di qualità del software didattico... . TD Tecnologie Didattiche, 1, 16, 50-54.
Bocconi, S., Midoro, V & Sarti, L. (1999). Valutazione della qualità nella formazione in rete. TD Tecnologie Didattiche, 1, 16, 24-40.
Olimpo, G. (1999). Qualità, educazione, tencologia. TD Tecnologie Didattiche, 1, 16, 4-9.
Ferlino, L., Ott, M. & Tavella, M. (1999). ASD-Annnuario del Software Didattico. CD-ROM, CNR-ITD.
Trentin, G. (1999). I sistemi per computer conferencing visti da un progettista di corsi online. Rivista di Informatica, 29, 1, 5-18.
Trentin, G. (1999). Qualità nella formazione a distanza. TD Tecnologie Didattiche, 1, 16, 10-23.
Trentin, G. (1999). Dalla formazione per corrispondenza alla formazione in rete . Rivista di Informatica, n.spec."Teledidattica, teleformazione e telelavoro", 29, 3, 231-249.
Trentin, G. (1999). Network-Based Collaborative Education. International Journal of Instructional Media, vol. 26, 2, 145-157.
Trentin, G. (1999). Telematics, Narrative and Poetry: The Parole in Jeans Project. International Journal of Instructional Media, vol. 26, 4, 409-421.
Trentin, G. (1999). Telematica e Formazione a Distanza: il caso Polaris. Collana "Scienze della Formazione", Franco Angeli, Milano.
Persico, D. (1999). Collaborative Development and Joint Delivery of Telematics Based Courses Across Europe. In: de Bra P., Leggett J. (eds), Proc. of WebNet 99-World Conference on the WWW and Internet, vol. I, pp.865-870. AAACE, Honolulu, Hawaii.
Benigno, V. & Trentin, G. (1999). On-line/On-site Education: the EDIT course for the educational use of telematics. Jnl of Information Technology for Teacher Education, 7, 3, 347-361.
Scimeca, S. & Trentin, G. (1999). The roles of tutors and experts in designing online education courses. Distance Education, 20, 1, 144-161.
Briano, R., Manca, S., Midoro, V, Persico, D. & Sarti, L. (1999). On-line teacher training in environmental education across Europe. In: Abbott C. (ed), Proc. TET '99, p. 46-56.
ABSTRACT:
EuMEDEA is an on-line teacher training course concerning a methodology for the design and implementation of Environmental Education projects in schools. The course took place in spring 1998 and addressed about 30 teachers and student teachers from four European countries. The participants worked in groups under the guidance of remote tutors based at the Istituto Tecnologie Didattiche in Genoa, Italy. Experts in various fields were also available from other European institutions. The learning-by-doing approach implemented in EuMEDEA involved both face-to-face meetings of local groups and Computer Mediated Communication between groups and tutors to discuss the results of the group-work at different stages of the course. The technology involved included computer-conferencing and video-conferencing systems. The formative evaluation of the course indicated that a high percentage of participants succeeded in achieving the learning objectives and also felt very positive about the course approach and content.
Midoro, V (1999). Modelling online education. Proc. IFIP WG3.1 and 3.5 (in co-operation with 3.6) Open Conference, Painopaikka Yliopistopaino, Helsinki, 239-246.
Chiappini, G.P., Chioccariello, A. & Gibelli, C. (1999). Collaborativee Teacher Training Through Telematics. Proc. IFIP WG3.1 and 3.5 (in co-operation with 3.6) Open Conference, Painopaikka Yliopistopaino, Helsinki, 81-97.
Sarti, L. (1999). Nuove tecnologie nelo sviluppo di pagine internet. Rivista di Informatica, XXIX, 1, 19-29.
Bianchetti, P. & Persico, D. (1999). ODL for SME's: developing a training system for the Liguria Region. ERCIM, Proc. Ninth DELOS Workshop Digital Libraries for Distance Learning, pp. 7-12. DELOS Working GroupReports.
Midoro, V (1999). Formazione in rete per l'educazione ambientale. Atti seminario di agg. 'A scuola d'Ambiente' (1997), Ecole, suppl. n.54, p.125-130.
Manca, S., Persico, D. & Sarti, L. (1999). Striking the balance between communication and access to information: recipes for telematics-based education and training. In: Szucs A. and Wagner A. (eds), Proc. EDEN Third Open Classroom Conference, Balatonfured,Hungary, 25-26 March 1999, pp.22-26. EDEN.
ABSTRACT:
This paper advocates the importance of striking the balance between the two main assets of telecommunication technology in education and training: support for interpersonal communication and that for information retrieval. The pros and cons of these two resources are discussed, focusing on examples of telematics-based courses for teachers. These range from cases where the information available in the course Web-site plays the key role, to others where the learning dynamics mostly depend on communication between participants.
Ferraris, M. (1999). DISC:un diccionario electronico multi-usuario. In: Actas VI Simposio Internacional de Comunicacion Social, vol. I, p. 678-686.
Midoro, V & Persico, D. (1999). O-line Line Training of European Teachers In Environmental Education. Telematics Times For Teachers, final issue, no.7, Winter 98/99, p.2.
Ferraris, M. (1999). Los retos de la escuela italiana. Cuadernos de Pedagogia, 276, enero 1999, p. 82-87.
Trentin, G. (1998). Insegnare e apprendere in rete. Zanichelli.
Ferlino, L. & Ferlino, L. (1998). Software didattico e integrazione scolastica. in V. Midoro (a cura di), Argomenti di Tecnologie Didattiche, 256-261. Menabò edizioni, Ortona (Chieti).
Chiappini, G.P., Chioccariello, A. & Gibelli, C. (1998). Comunicazione e cooperazione a distanza per l'autonomia scolastica. TD TecnologieDidattiche, 3, 15, 43-50.
Midoro, V (1998). Ma che cos'è questa formazione in rete?. TD TecnologieDidattiche, 3, 15, 21-26.
Midoro, V (1998). Il Progetto "LABNET", Atti "Il Cielo in una stanza". Convegno nazionale sull'Educazione Ambientale", Bologna 1997, pp.73-76.
Briano, R., Midoro, V, Persico, D., Sarti, L. & Trentin, G. (1998). Eumedea: a European on-line course to train European teachers in environmental education. In: Davies G (ed), Proc. XV IFIP World Computer Congress "Teleteaching '98 Distance Learning, Training and Education", part II, p.725-736.
Persico, D. (1998). La formazione dei docenti naviga in Interne. Thema, 5, 88-93.
Ferraris, M. (1998). Introduccion del ordenador y de los multimedia en la escuela italiana: estrategias y puntos criticos. In: Departamento de Ciencias de la Educacion (a cura di), "Educacion y Tecnologias de la Comunicacion", Proc. II Congreso Internacional de Comunicacion, Tecnologia y Educacion, Universidad de Oviedo, p. 111-120.
Sarti, L. (1998). Nuove prospettive per un uso didattico di Internet. TD Tecnologie Didattiche, 2, 14, 40-55.
Benigno, V. & Trentin, G. (1998). Nuove tecnologie per la formazione degli insegnanti. TD Tecnologie Didattiche, 2, 14, 24-32.
Gibelli, C. (1998). Flessibilità di rete flessibilità di scuola. TD Tecnologie Didattiche, 2, 14, 10-17.
Briano, R. & Midoro, V (1998). MEDEA:un projet de formation 'on line' sur l'éducation à l'environnement. Actes XXes Journées Internationales sur la communication, l'éducation et la culture scientifiques et industrielles, Chamonix, 23-27 mars, 1998, pp.157-164.
Briano, R. & Midoro, V (1998). Teaching environmental science via cooperative production of a hypermedia. Jl. of Computers in Mathematics and Sicence Teaching, 17, 2/3, 223-237.
Midoro, V (1998). I linguaggi non verbali: apprendere e comunicare con le nuove tecnologie. Comunicazione e apprendimento attraverso i linguaggi non verbali, p.27-38.
Briano, R., Manca, S., Midoro, V, Persico, D. & Sarti, L. (1998). Online teacher training in environmental education: a european perspectiv. Proc. 1998 Eden Conference, Bologna, 24-26 June, vol. 1, p. 99-103.
ABSTRACT:
The paper presents EuMedea, a Europe-wide on-line teacher training course on EE, run by the Istituto Tecnologie Didattiche within the framework of T3 and involving five different European countries. EuMedea aims to experiment new ways to train teachers at a European level and create a network of people sharing common educational methods in environmental education, who can continue to co-operate after the course. In EuMedea learning is a social activity performed at a distance with the mediation of technology. Here participants interact in a fully-fledged learning community, which encourages individuals to overcome their isolation and enhances their contribution to the group. Participants become aware of the possibilities offered by interaction and collaboration not just with colleagues in their own country, but also with those working at European level. Even when the course is over, the teacher can keep a channel open with the community. Finally we discuss the technology used to fulfil the requirements posed by the course.
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Di Quattro, M. & Ferraris, M. (1995). Fare con il computer. TD Tecnologie Didattiche, 6, 40-47.
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Deloche, G, Ott, M. & Tavella, M. (1995). Anagram solving and reading abilities in children. Reading and Writing, 7 (4): 395-406 DEC 1995 . Kluwer Academic Publ, Dordrecht, The Netherlands.
ABSTRACT:
The relationship between anagram solving and reading aloud proficiency was studied in Italian and French 6th grade children. Whereas a statistically significant relation was found in Italian, the link was not so direct in French. French children's ability in solving anagram problems seemed to benefit from their capacity in recognising written word-forms (lexical decision) and using the direct lexicat reading route. Statistical properties concerning texical entries appeared to be in an intermediate stage of computation. It is thus concluded that anagram solving may highlight some developmental stages and processing strategies in the acquisition and elaboration of written language.
KEYWORDS:
Anagram, Development, Lexicon, Reading
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Olimpo, G. (1993). "Considerazioni sui modelli d'uso della telematica nella didattica". Atti Giornata di studio su Telematica e Didattica, Genova, 1992, pp.7-14. Menabò edizioni, Ortona (Chieti).
Olimpo, G. (1993). "Nascita e sviluppi delle tecnologie didattiche". TD Tecnologie Didattiche, 1, 23-34.
Gibelli, C. (1993). "Telematica e scuola di base: un ottimismo giustificato?". TD Tecnologie Didattiche, 2, 56-60.
Olimpo, G. (1993). "Linguaggi formali, reti di comunicazione e cultura informatica". in Galliani L (a cura di), L'Operatore Tecnologico, pp.137-149. La Nuova Italia, Firenze.
Degl'Innocenti, R. & Ferraris, M. (1993). "Rubrica l'Italiano Alfanumerico: raccolta di scritti". Italiano & Oltre, a. VIII, 1993.
Midoro, V (1993). "What makes multimedia systems interesting for education". Proc. ED-MEDIA Conference, Orlando, Ca, USA, 23-26 June 1993,, pp. 377-382.
Briano, R. & Midoro, V (1993). "Produzione collaborativa di sistemi multimediali nel settore dell'educazione ambientale". Convegno sul tema "Sistemi multimediali per la didattica assistita da calcolatore nel settore tecnico-scientifico", Genova, 12 novembre 1993, pp.42-45.
Midoro, V (1993). "Sistemi multimediali e didattica". In: Andronico A, Forcheri P, Molfino MT, Pedemonte O, Sacerdoti G (a cura di), Atti Didamatica '93 Informatica per la Didattica, pp.190-197.
Midoro, V (1993). "Il museo delle tecnologie didattiche: i mezzi". TD Tecnologie Didattiche, 1, 51-57.
Ferraris, M. (1993). "TD nella scuola italiana: se ci sei batti un colpo". TD Tecnologie Didattiche, 1, 35-42.
Ferraris, M. (1993). "Progetto Laboratorio Computer". Atti del Convegno Nazionale 'Informatica e Scuola dell'Obbligo, Fossano, pp.42-50.
Trentin, G. (1993). "Le tecnologie della comunicazione via rete". TD Tecnologie Didattiche, 2, 61-75.
Olimpo, G. & Trentin, G. (1993). "La telematica nella didattica: come e quando". TD Tecnologie Didattiche, 1, 2, 4-17.
Trentin, G. (1993). "La telematica nella formazione del disabile". Atti 3° Convegno Nazionale Informatica Didattica e Disabilità, Torino, vol. I, pp.173-178.
Persico, D. & Sarti, L. (1993). "Esperienze e modelli d'uso delle risorse telematiche a supporto delle attività didattiche". Atti Giornata di studio su Telematica e Didattica, Genova, 1992, pp.37-45. Menabò edizioni, Ortona (Chieti).
Pesenti, E., Ratti, D. & Tavella, M. (1993). "Reusability services in the courseware authoring process". in: Petrushin V., Dovigallo A. (eds), Computer Technologies in Education , Proc. of ICCTE '93, Kiev, Ukraine, pp.18-19.
Marconi, L., Ott, M., Ratti, D. & Tavella, M. (1993). "Lessico elementare". pp.447. Zanichelli, Bologna.
ABSTRACT:
Guardare dentro alle parole ci è sembrato che potesse aiutarci a guardare nel mondo dei nostri bambini: è un mondo in evoluzione, che si sta strutturando, che si costruisce piano piano con l'esperienza quotidiana, con il contatto con gli altri, con la scuola, la lettura, ma anche con il gioco, la televisione ... Ma non vogliamo anche aiutarli ad andare oltre, dando loro nuovi strumenti di espressione? Le parole che i bambini conoscono e usano sono, in fondo, il metro della loro esperienza, l'immagine delle loro conoscenze ma anche della loro vivacità intellettuale, della loro voglia di apprendere e di comunicare. Nella nostra esperienza di genitori ci siamo forse meravigliati di sentire nostro figlio parlare a tre anni di "impalcature" e di trovare nero su bianco, in seconda elementare, il termine "aggrovigliato"; abbiamo sorriso difronte a graziose st01piature come quel "fozza itaia" che compare oggi su tutti i muri e abbiamo benevolmente scherzato di fronte alla "scenza" scritta senza la "i" o al diario definito "la genda ". Ciascuno di noi sa bene tuttavia che il patrimonio linguistico, la competenza sulla lingua orale e scritta sono uno degli elementi fondamentali della cultura moderna scolastica ed extrascolastica. Condurre per mano i nostri figli verso una ricerca di approfondimento lessicale, verso una realtà che sta al di là delle 6000 parole del Lessico Elementare è forse uno degli obiettivi che dovremo porci, sign{fica forse aiutarli a scoprire qualche cosa di diverso e aiutarli a diventare padroni di dire e di scrivere quello che vogliono, padroni delle proprie idee di oggi e di domani.
Dati statistici sull'italiano scritto e letto dai bambini delle elementari Le parole che i bambini usano sono l'immagine delle loro conoscenze, della loro vivacità intellettuale, della loro voglia di apprendere e di comunicare, Il patrimonio linguistico e la competenza sulla lingua orale e scritta sono uno degli elementi fondamentali della cultura moderna, scolastica ed extrascolastica, Su questi presupposti gli autori del Lessico Elementare hanno compilato un dizionario di frequenza aggiornato e completo che costituisse da un lato un saldo punto di partenza per ricerche linguistiche e dall'altro uno strumento di lavoro per tutti gli operatori del settore formazione (insegnanti, autori e editori di libri per bambini, genitori).
Il Lessico Elementare è un dizionario di frequenza della lingua italiana letta e scritta dai bambini della scuola elementare. Si innesta nel lavoro di ricerca sviluppato nell'ambito delle difficoltà di lettura e scrittura. Per effettuare una riabilitazione mirata delle difficoltà di letto-scrittura è stato infatti indispensabile disporre di una documentazione idonea sulle parole della lingua italiana da essi veramente conosciute ed usate. Il lavoro ha richiesto di integrare le competenze di due diversi Istituti del CNR, l'Istituto di Tecnologie didattiche e l'istituto di Linguistica computazionale. La casa editrice Zanichelli ha pubblicato il volume nella sua collana di dizionari.
Ferlino, L., Ott, M. & Trentin, G. (1993). "Didattica e Disabilità: quale software?". pp.367. Franco Angeli, Milano.
Besio, S. & Ferlino, L. (1993). "Blissymbolics software worldwide: from prototypes towards future optimezed products". Proc. ECART 2, p.34.2.
Dini, S., Ferlino, L. & Tavella, M. (1993). "Librogames: leggere per capire ma anche leggere per imparare a leggere". In: Andronico A, Forcheri P, Molfino MT, Pedemonte O, Sacerdoti G (a cura di), Atti Didamatica '93 Informatica per la Didattica, pp.279-287.
Ferlino, L. (1993). "Software didattico: dove e come informarsi". Insegnare, 4-5, 38-40.
Ferlino, L. (1993). "Didattica e Disabilità: la proposta della Biblioteca del Software Didattico". Il Tempo della Scuola, a.II, nov, 68-72.
Persico, D. & Sarti, L. (1993). "A Common Information Space to integrate Design and Production of Courseware". In: Tak Wai Chan (ed), Proc ICCE '93, pp.294-299.
Ott, M. & Trentin, G. (1993). "L'Uso delle tecnologie didattiche nella scuola media dell'obbligo". Annali della P.I., a.XXXIX, mag-giu, 182-198.
Trentin, G. (1993). "La telematica a scuola". Il Tempo della Scuola, a.III, apr, 48-51.
Midoro, V & Thier, H.D. (1993). "Seismic Education: two experiences compared". Annali di Geofisica, special issue, XXXVI, 1, 219-224.
Trentin, G. (1993). "Le nuove tecnologie informatiche e della comunicazione a supporto delle attività formative". Golem, a.5, 1-2, 3-4.
Persico, D. (1993). "Uso dell'elaboratore nell'insegnamento della logica". In: La sperimentazione di matematica fisica e informatica nel biennio superiore, Corazza L (a cura di), Quaderni CIDI Milano, 37, 39-53.
Innocenti, C., Jesi, S., Massucco, C. & Persico, D. (1992). Logiclandia. Laboratorio Software di logica matematica per il biennio della scuola media superiore: manuale d’uso, materiale per la valutazione, software. Editrice Theorema Libri, Milano .
Marceglia, L., Persico, D. & Rivella, S. (1992). Logiclandia. Laboratorio Software di logica matematica per il biennio della scuola media superiore: note per l’insegnante e dispense. Editrice Theorema Libri, Milano .
Ferraris, M. (1992). Information Technology in the Italian School system: some problems and perspectives. European Conference about Information Tecnology in education: a critical insight, Barcellona novembre 1992,, pag. 31-51.
Degl'Innocenti, R. & Ferraris, M. (1992). "Rubrica l'Italiano Alfanumerico: raccolta di scritti". Italiano & Oltre, a. VII, 1992.
Caviglia, F. (1992). "WordProf: An atelier for the apprentice writer". Proc. TIE-Tecnologia, Informaciò, Educaciò, Universitat de Barcelona, p.73-82.
Trentin, G. (1992). "Nuove risorse informative. Suggerimenti per un miglior utilizzo nella scuola". MIT, a.1, lug.'92, pp 20-25.
Besio, S., Gibelli, C. & Ott, M. (1992). "Ruolo e Limiti dell'uso dell'elaboratore nel Trattamento della Dislessia evolutiva di tipo fonologico: risultati di un'esperienza". Atti Convegno Informatica, Didattica, Disablilità, Pisa, 1991, pp.254-266.
ABSTRACT:
Viene illustrato il caso di un soggetto in età evolutiva affetto da grave dislessia di tipo fonologico che è stato sottoposto, per tre anni, a un training riabilitativo basato sull'uso dell'elaboratore. Sono evidenziate, da un lato, le problematiche connesse con l'analisi diagnostica dei disturbi funzionali e, dall'altro, sono messi in risalto i problemi legati alla strutturazione di iter riabilitativi efficaci. Nell'ambito dell'analisi dei risultati ottenuti con l'intervento programmato, è indagata primariamente la valenza dell'uso dell'elaboratore nell'attività di sostegno e recupero.
KEYWORDS:
Dislessia, Disgrafia, Riabilitazione, Software rieducativo
Midoro, V (1992). "Approcci e strumenti per l'educazione ai rischi naturali". In: La prevenzione nella protezione civile: il ruolo della scuola, Gambino J, Fornipopolo A (a cura di, Atti di un seminario, Messina, pp 18-20.
Bozzo, M.T., Di Quattro, M., Ott, M., Pesenti, E. & Tavella, M. (1992). "Gli errori di scrittura: analisi comparata in due regioni italiane". In Di Blasio P., Venini L (a cura di), "Competenze cognitive e sociali" Vita e Pensiero, Milano, pp. 321-334.
Bartolomei, M.T., Ferraris, M. & Guarrera, M. (1992). Progetto Laboratorio-Computer. Golem, a.IV, 20-22. Edizioni Dedalo srl., Bari.
Ferraris, M. (1992). "Addio 'brutta copia". IS, a.I, 1, 36-41.
Besio, S. & Ferlino, L. (1992). "Disabilità motoria: quali risorse informatiche?". AIAS., a.X, gen-feb,11-13,,mar-giu, 48-51,lug-ago, 32-35, sett-dic, 33-35,
Ott, M. & Trentin, G. (1992). "Scuola Secondaria Superiore: un'indagine sull'uso di software nella didattica". Annali della Pubblica Istruzione, a.XXXVIII, 3, 294-313.
Trentin, G. (1992). "Come funziona una biblioteca del software didattico". Innovazione Educativa, 4, 14-16.
Caviglia, F., Degl'Innocenti, R. & Ferraris, M. (1992). "WordProf: a Writing Environment on Computer". In: Hartley J. (ed), "Technology and Writing", pp.221-23219. Jessica Kingsley Publ., London and Philadelphia.
Bozzo, M.T., Pesenti, E. & Tavella, M. (1992). "Aspetti grafico-visivi nel riconoscimento di lettere in terza elementare". Contributi di Ricerca in Psicologia e Pedagogia, 1, 47-54.
Persico, D., Sarti, L. & Viarengo, V. (1992). "Browsing a Database of Multimedia Learning Material". ILI, 8, 213-235. J. Wiley & sons.
Besio, S. & Ferlino, L. (1992). "Software and Hardware for Mobility Disorders: a proposal for evaluation". In: Zagler W (ed), Computers for Handicapped Persons, Proc 3rd Int Conf, Vienna, R.Oldenburg, Wien,Munchen, pp 23-30.
Ferlino, L. (1992). "Il Gioco della Papera: quando giocare aiuta a imparare". MC Microcomputer, n.120, luglio-agosto, 202-206.
Ferlino, L. & Trentin, G. (1992). "Servizi informativi e di consultazione presso l'ITD di Genova". In: Pecchia C., Saba A., Alberti C.(a cura di), Atti 2° Conv. Nazionale Informatica, Didattica e Disabilità,1991, CNR, 461-470.
Bartolomei, M.T., Ferraris, M. & Guarrera, M. (1992). "Progetto Laboratorio Computer. Uso di risorse informatiche nella scuola dell'obbligo". a cura di Comune di Genova, Assess Ist.Scolastiche/CNR, Istituto Tecnologie Didattiche, Genova,, pp. 27. Tipografia Mengotti e C snc.
Caviglia, F. (1992). "A report on the project Prolog and Knowledge Bases in Schools". EEC Project A 124, Final Report, Appendix 4, p.xxix-xxx.
Midoro, V (1992). "Multimedialità e ricerca". Ricerca & Innovazione, a.6, 2, 25-26.
Olimpo, G. (1992). "La multimedialità e le sue applicazioni". Ricerca & Innovazione, a.6, 2, 21-24.
Olimpo, G. (1992). "Sistemi didattici e data-base multimediali: un progetto Delta". Golem, a.5, 1-2, 11-15.
Marconi, L. & Sarti, L. (1992). "An approach to courseware reusability". In: Brusilovsky P., Stefanuk V.(eds), Proc. East-West Conference on Emerging Technologies in Education, Moscow, pp.273-277.
Midoro, V (1992). "L'educazione diminuisce il rischio?". a cura di CNR GNDT e ITD, In: Atti Seminario Nazionale Educazione ai Rischi Naturali", Genova, pp.66-71.
Midoro, V, Sarti, L. & Trentin, G. (1992). "Hypermedia and databases of learning material as tools for learners and educators". In: Estes N., Thomas M (eds), Proc. of The Ninth International Conference on Technlogy and Education, Paris, p.351-353.
Banaudi, G. & Ferlino, L. (1992). "Le attività della BSD nel campo del'handicap". MC Microcomputer, 116, 3, 209-212.
Trentin, G. (1992). "Case Study: Supporting the structuring of Personal Knowledge with computers". ETTI, 29, 4, 283-295.
Sarti, L. (1992). "Human/computer interfacing in educational environments". ETTI, 29, 1, 52-63.
Frau, E., Midoro, V & Pedemonte, G. (1992). "Do hypermedia systems really enhance learning? A case study on earthquake education". ETTI, 29, 1, 42-51.
Persico, D. (1992). "Navigating through words". ETTI, 29, 1, 35-41.
Bell, B. & Persico, D. (1992). "Workshop report: developing strategies for evaluating courseware". In Saunders D, Race P (eds), "Developing and Measuring Competence", Atti 25th Int Conf of AETT, p.203. Kogan Page,London.
Bell, B. & Persico, D. (1992). "Workshop report: assuring quality by developing staff competence". In Saunders D, Race P (eds), "Developing and Measuring Competence", Atti 25th Int Conf of AETT, p.120. Kogan Page,London.
Chioccariello, A., Olimpo, G., Tavella, M. & Trentin, G. (1992). "On The Concept of Reusability in Education Design". In Cerri SA, Whiting J (eds), "Learning Technology in the European Communities" Atti di DELTA Conference on research and development,, pp.535-545. Kluwer Academic Publisher, Dordrecht.
ABSTRACT:
The concept of reusability, which is already well established in several branches of engineering, is still little understood and practised in the field of educational software. This paper is based on the work carried out within the DELTA project ESM_BASE (Educational Systems based on Multimedia Databases). It makes an attempt to model the concept of reusability in the field of education by discussing the basic requirements for the actual reusability of multimedia educational components. The paper describes also the major architectural choices made by the project and some of the results achieved to date.
KEYWORDS:
Database, Educational System,reusability
Midoro, V, Persico, D., Trentin, G. & Viarengo, V. (1992). "Using a Database of Multimedia Learning Material in Courseware Authoring". Jl. of Educational Multimedia and Hypermedia, 1, 77-90.
Caviglia, F. & Ferraris, M. (1991). "Paletti e paragrafi". Italiano & Oltre, a.VI, 5, pp 230-232.
Degl'Innocenti, R. & Ferraris, M. (1991). Rubrica L'Italiano Alfanumerico. Raccolta, Italiano & Oltre, a.VI.
Midoro, V, Olimpo, G., Persico, D. & Sarti, L. (1991). "Multimedia navigable systems and Artificial Intelligence". Proc. int. Conference on Advanced Research on Computers in Education ARCE, Tokyo,, 155-160.
Bozzo, M.T., Ott, M. & Pesenti, E. (1991). Una griglia di classificazione degli errori ortografici: un approccio cognitivista. Contributi di Psicologia, a.4, n.2, 15-35.
ABSTRACT:
Viene presentata una griglia per la classificazione degli errori di scrittura organizzata secondo direttrici multiple che tengono conto sia degli apporti degli studi più tradizionali sia delle più recenti acquisizioni degli studi neuropsicologici o psicolinguistici. La classificazione si presta ad analisi dettagliate, ma consente anche sintesi molteplici che pos-sono condurre ad identificare fattori che intervengono nell'acquisizione della capacità di scrittura nella fase evolutiva.
Banaudi, G. & Trentin, G. (1991). "BTD: il bollettino elettronico sulle tecnologie didattiche". Informatica, Telematica e Scuola, a.V, n.4/5, 41-49.
Ferraris, M. (1991). "Valutazione di software didattico e di centri di documentazione rivolti alle scuole". Golem, a.III, n.7, pp.16-19.
Caviglia, F. (1991). "Wordprof: un atelier per la didattica della produzione scritta". Golem, a.III, n.7, pp.4-6.
Persico, D. (1991). "Teacher Training in Italy: why do teachers need to learn how to program?". SRHE Newsletter, August 1991, pp.9-10.
Trentin, G. (1991). "La Biblioteca del Software Didattico del CNR". in: Steiner Lupi F, Ciacco A, Marchello A (a cura di), L'informatica a Scuola, Polaris, Bologna, pp.77-84.
Frau, E., Midoro, V & Pedemonte, G. (1991). "Sistemi ipermediali e apprendimento: alcuni risultati della sperimentazione del sistema terremoti". Golem, a.III, n.5, 10-16.
Gibelli, C. & Ott, M. (1991). "Difficoltà specifiche di lettura e di scrittura". Golem, a.II, 3/4, 20-24.
Frau, E., Ott, M. & Tavella, M. (1991). An Information Service of Educational Software for the Disabled. In: Giorgi G., Hanau C (eds), Proc. SYSTED 90, Regione Emilia Romagna, pp. 849-855.
Innocenti, C., Massucco, C., Persico, D. & Sarti, L. (1991). "UGO: An Intelligent tutoring system for Prolog". In: Bottino RM, Forcheri P., Molfino MT (eds), 'Knowledge-Based Environments for Teaching and Learning', CNR, Genova, PEG, Exeter,, pp.322-330.
Olimpo, G. (1991). "Riusabilità del software didattico multimediale". Golem, a.III, 2, 17-20.
Ferraris, M. & Leccioli, N. (1991). "Hypercard nella scuola elementare. L'esperienza delle scuole genovesi con laboratori attrezzati". Spazio M, 1,6-7.
Gibelli, C. & Ott, M. (1991). Developmental reading and writing disorders: courseware as a remedial tool. in: Winterburn R. (ed), Aspects of educational and Training Technolog, Realizing Human Potential , vol: XXIV, pp.197-203. Kogan Page, London/Nichols Publ.Co. New York.
ABSTRACT:
Many children, irrespective of language or nationality, show difficulties i n the reading and writing areas (for dyslexia as a deficit reported in many different orthographies, see Aaron 1989a). As far as these deficits are concerned, the use of computers as a remedial t o o l is n o w taking off and there are a number of computer programs devoted to their treatment. The choice of suitable computer programs is undoubtedly very important in the setting up of effective remedial treatments. From data obtained from a loog-term experiment held at an Italian Junior High School involving children with severe reading and writing problems who have been undergoing computer-based remedial treatment, we attempt here to draw scme conclusions about the main =iteria for evaluating software products suitable for the treatment of such problems. We will also attempt to show that if correctly chosen and adequately used, courseware can be considered an effective remedial t o o l in the realization of the human potential of children considered impaired in the field of reading and writing.
Trentin, G. (1991). "Description of problem solving using Petri Nets". in: Winterburn R. (ed), Realizing Human Potential, Aspects of educational and Training Technology, vol: XXIV, pp.122-128. Kogan Page,London,Nichols,N.Y..
Persico, D. (1991). "Teaching Logic: why and how". in: Winterburn R. (ed), Realizing Human Potential, Aspects of educational and Training Technology, vol: XXIV, pp.111-116. Kogan Page,London,Nichols,N.Y..
Ferraris, M. (1991). "An approach to the use of computers in instructional testing". In: P.L.Dann, S.L.Irvine and J.M.Collins (eds), Advances in Computer-based human assessment, pp.219-236. Kluwer Academic Press, Dordrecht.
Morchio, B., Ott, M., Pesenti, E. & Tavella, M. (1990). Developmental Dyslexia: a computer-based test. International Conference on the role and impact of information technology in the assessment & rehabilitation of individuals with communication disorders, Thessaloniki, Greece,
ABSTRACT:
Information Technology can play a major role in the diagnosis of developmental dyslexia. This contribution shows the results of a computer based reading test aimed at identifying subjects presenting specific developmental disorders in the reading area. The test, administered to about 1000 Italian students from third to sixth grade, consisted of the timed presentation of one list of words and one list of pronounceable non-words: phonological and visual abilities were thus investigated. Main considerations arising from the analysis of the test's results are: a) the test is able to identify subjects with reading disorders in that their performance is significantly poor; b) the test can probably be considered as a tool suitable for identifying the specificity of the problems of each child (typology and seriousness of the impairment) in that the performances of subjects showing specific difficulties are qualitatively very different (presently this point is still under investigation). In addition the resulting data shows that the performance in the reading of words and non-words is different at any school level (words are always read better than non-words) and that children at the various school levels perform differently: the level of both performances (reading of words and non-words) as well as the difference between them changes with the school level.
KEYWORDS:
dyslexia, technology enhanced learning, rehabilitation, einclusion, learning difficulties
Mortola, G.P., Ott, M. & Trentin, G. (1990). "Per una nuova didattica della medicina: quali strumenti informatici?". Medicina e Informatica, 7, 4, 215-221.
Persico, D. (1990). "Hipertexto y tecnologia multimedia: un paradigma para los diccionarios del futuro.". Info Didac, 10, 1, 5-7.
Midoro, V & Tavella, M. (1990). "Sistemi didattici multimediali interattivi". Presidenza Consiglio dei Ministri, Dip. Informazione e Editoria (a cura di), Roma, Atti Convegno 'Multimedialità', pp.97-100.
Midoro, V & Thier, H.D. (1990). "Earthquake education: two experiencs compared". Atti del Convegno Irpinia 10 Anni Dopo, 1-8.
Degl'Innocenti, R. & Ferraris, M. (1990). Rubrica L'Italiano Alfanumerico. Raccolta, Italiano & Oltre, a.V.
Gibelli, C. & Ott, M. (1990). "Schede di presentazione di software per la codifica e decodifica della lingua scritta". Golem, a.II, 10/11, 10-15.
Trentin, G. (1990). "Uso di linguaggi formali per la schematizzazione della conoscenza personale". Golem, a.II,10/11, 5-10.
Mortola, G.P., Ott, M., Sarcona, M.R. & Trentin, G. (1990). "Il software didattico in medicina". Riv.Neurobiol, 36,2,149-155.
Ferraris, M. (1990). "Educazione linguistica e computer". Informatica, Telematica e Scuola, a.IV, 6, 40-57.
Trentin, G. (1990). "Ipermedialità e software didattico". Informatica, Telematica e Scuola, a.IV, 6, 6-14.
Degl'Innocenti, R. (1990). "Prospettive multimediali dell'uso del computer nell'insegnamento delle lingue". in: Quaderni di Ricerca, Convegno di Studi su "Apprendimento-Insegnamento delle lingue nell'aula multimediale", pp.43-58. C.L.I.Università di Venezia.
Ferraris, M. (1990). "Interazione studente computer nella didattica delle lingue". in: Quaderni di Ricerca, Atti del Convegno di Studi su "Apprendimento-Insegnamento delle lingue nell'aula multimediale", pp.43-58. C.L.I.Università di Venezia.
Persico, D. (1990). "Hypertext and multimedia technology: a paradigm for dictionaries of the future". Golem, 1, 9-11.
Ferraris, M. (1990). "The use of a database in schools: examples and comments". Golem, 1,5-9.
Evangelisti, M., Mortola, G.P., Ott, M., Trentin, G. & Ugolini, D. (1990). "Ausili informatici per la didattica della medicina". Atti AIIM '90, pp.376-385. F.Angeli, Milano.
Mortola, G.P., Ott, M., Sarcona, M.R. & Trentin, G. (1990). "Valutazione e validazione del software didattico in medicina". In: M.De Blasi, E.Luque and E.Scerri (eds), Atti AIIM '90, pp.369-375. F.Angeli, Milano.
Persico, D. (1990). "Guided discovery learning of logic". In: M.De Blasi, E.Luque and E.Scerri (eds), Atti Education and Application of Computer Technology, pp.53-63. Fratelli Laterza Publishers,Bari.
Olimpo, G. (1990). "Un'esperienza di valutazione di software didattico". La Fisica nella scuola, XXIII, 2, 93-98.
Olimpo, G. & Sassi, E. (1990). "Note sulla ricerca nel settore delle applicazioni degli elaboratori nella didattica della fisica". La Fisica nella scuola, XXIII, 2, 6-18.
Ott, M. & Trentin, G. (1990). "Italy facing new educational technologies: an overview from an 'institutional'vantage point". EC Newsletter, 2,2,37-47.
Midoro, V & Olimpo, G. (1990). "Educational Systems Based on Multimedia Databases of Learning Material". In: Estes N, Heene J, Leclercq D (eds), Atti The Seventh International Conference on Technology and Education, Vol.1, 297-299. CEP Consultants Ltd, London.
Ferraris, M. (1990). "Il computer per l'italiano del biennio". (su A.Claudio Candeli, Anna Chiarini, L'italiano con il computer, Thema Editore, Bologna, 1988), Italiano & Oltre, a.V, 3, 141-142.
Trentin, G. (1990). "Struttura e organizzazione di un database". Golem, a.1, 2, 8-14.
Ferraris, M. (1990). "Uso del data base nella scuola dell'obbligo: esempi e riflessioni". Golem, a.II,2, 4-7.
Mortola, G.P., Ott, M. & Trentin, G. (1990). "Tecnologie dell'informazione per la didattica". Atti Convegno SMARTHOSPITAL, Ed. LitoLine Arti Grafiche, Pavia.
Frau, E. & Ott, M. (1990). "Software e hardware per la didattica del disabile: qualche spunto per la scelta degli strumenti". Golem, a.II, 3, 11-15.
Chioccariello, A., Midoro, V, Olimpo, G., Persico, D., Sarti, L., Tavella, M. & Trentin, G. (1990). "On the concept of databases of multimedia learning material (DBLM)".. In: McDougall A, Dowling C (eds), Computers in Education, Proc. IFIP, pp.431-436. North-Holland, Amsterdam.
ABSTRACT:
This paper refers to the ESM_BASE (Educational Systems Based on Multimedia Database) project carried out within the EEC DELTA programme. The concepts of ULM (Unit of Learning Mat.erial) and of DBLM (Database of multimedia Learning Material) as resources for learning and as bases for courseware reusability in the authoring process are discussed in connection with possible developments of the educational market. A basic architecture fora DBLM is proposed which allows for different personalized views of the same DBLM to be used by different classes of educational applications. Educational processes based on learners' navigation in a DBLM guided by an intelligent tutor are also considered.
Midoro, V (1990). "Il progetto TERREMOTI". Informatica, Telematica e Scuola, a.IV, 20, 44-50.
Ott, M. & Trentin, G. (1990). "Software didattico: come evitare di comprare a scatola chiusa". Scuola e Informatica, a.IV, 20, 29-34.
Ferraris, M. & Persico, D. (1990). "The Italian school system". Bell C. and Harris D (eds), World Yearbook of Education 1990, Assessment and Evaluation, pp.162-167. Kogan Page, London.
Di Carlo, A. & Trentin, G. (1990). "Diagnostic testing in formative evaluation: the students as test developers". Bell C. and Harris D (eds), World Yearbook of Education 1990, Assessment and Evaluation, pp.175-187. Kogan Page, London.
Midoro, V (1990). "Terremoti: un sistema multimediale interattivo". Compuscuola, 47, 14-16.
Trentin, G. (1990). "Un modello per la risoluzione di problemi". Informatica, Telematica e Scuola, a.IV, 19, 1,32-41.
Persico, D. (1990). "Imparare la logica con i Data Base". Informatica, Telematica e Scuola, a.IV, 1, 19, pp.62-70.
Trentin, G. (1990). "Tecnologie Informatiche per Esercitare la Strutturazione della Conoscenza Personale,. Atti Didamatica '90, pp.37-54. Tacchi Editore, Pisa.
Corrado, V., Donato, S., Pagano, R., Persico, D., Pontrelli, A. & Sarti, L. (1990). "EPS: un ambiente didattico portabile per imparare la programmazione logica". Atti Didamatica '90, pp. 227-238. Tacchi Editore, Pisa.
Caviglia, F., Degl'Innocenti, R. & Ferraris, M. (1990). "WordProf: A Writing Environment on Computer". ETTI, 27,33-42.
Persico, D. (1990). "Il problema del 'Controllo' in un processo didattico". Golem, a.II, 1, 2-5.
Persico, D. & Sarti, L. (1990). "A learning environment to practice logic programming". ETTI, 27, 1, 20-27.
Persico, D. (1990). "A scuola di logica con l'elaboratore". Rivista IBM, a.XXVI, 1, 44-52.
Midoro, V (1990). "Computer, intelligenza artificiale e apprendimento". Rivista IBM, a. XXVI, 1, 36-43.
Caviglia, F. & Sarti, L. (1989). "Intelligenza Artificiale: quale contributo all'educazione linguistica?". In: Calvani A.(a cura di), Scuola, Computer, Linguaggio, pp.101-159. Loescher editore, Torino.
Degl'Innocenti, R. & Ferraris, M. (1989). Rubrica "L' Italiano Alfa Numerico". Raccolta, Italiano & Oltre, a. IV.
Olimpo, G. & Ott, M. (1989). "Una guida all'analisi di software didattico". Informatica, Telematica e Scuola, a.III, 18, 34-41.
Bartolomei, M.T. & Ferraris, M. (1989). "Impiego dell'elaboratore nella scuola di base: Il progetto laboratorio computer". Convegno su "processi di insegnamento apprendimento nella scuola dell'obbligo: ruolo ed influenza delle metodologie informatiche, pp.267-275. Coop.Libraria Universitaria Editrice, Bologna.
Ott, M. & Trentin, G. (1989). "La Biblioteca del Software Didattico. Uno strumento per conoscere le unità didattiche basate sull'utilizzo del computer.". In: P.Costanzo Capitani (ed), Proc.Int. Conf. on Methods and Technology for Learning, pp.69-73. Editrice Bibliografica, Firenze.
Morchio, B., Ott, M. & Pesenti, E. (1989). The Italian Language: developmental reading and writing problems. In: PG Aron (ed), Reading and Writing disorders in different orthographic systems, Series D: Behavioural and Social Sciences, vol.52, pp.143-161. Kluwer Academic Publisher, Dordrecht,Boston,London.
Ferraris, M. (1989). "Metodi di valutazione dell'apprendimento". Atti Seminari sulle Tecnologie dell'Informazione, Regione Toscana/AICA, pp.460-475.
Trentin, G. (1989). "Tecniche multimediali per i processi formativi". Atti Seminari sulle Tecnologie dell'Informazione, Regione Toscana/AICA, pp.412-423.
Chioccariello, A., Midoro, V, Olimpo, G., Persico, D., Sarti, L. & Tavella, M. (1989). "Video Interattivo e Intelligenza Artificiale". In: Andronico A., De Blasi M., Sacerdoti G. (a cura di), Atti Didamatica '89, pp.227-241. Fratelli Laterza, Bari.
ABSTRACT:
In un sistema didattico, l'interazione può essere caratterizzata da tre proprietà: adattività, re attività, flessibilità. l sistemi interattivi esistenti sono adattivi e/o reattivi. La flessibilità è una nuova dimensione dell'interazione resa possibile dal videodisco. In un sistema flessibile l'utente esplora una banca di materiale didattico multimediale e apprende mediante questa esplorazione. Questo articolo descrive i fondamenti teorici di un progetto di ricerca che mira ad esplorare le nuove potenzialità offerte alla didattica dalla tecnologia del videodisco e dalle metodologie e tecniche di intelligenza artificiale. Nell'ambito di questo progetto è in corso di sviluppo "Terremoti", un prototipo di sistema didattico multimediale basato sulle idee qui delineate.
Midoro, V (1989). "Le basi teoriche dei sistemi interattivi per la formazione". a cura di Gilli D. e Grimaldi A, Interazione col computer e processi formativi, pp. 17-65. Franco Angeli editore.
Ferraris, M., Persico, D. & Sarti, L. (1989). "Integration of expertise for courseware production". Preprints of the "Third international conference Children in the information age", Sofia, Bulgaria, pp. 200-214.
Degl'Innocenti, R. & Ferraris, M. (1989). "I lemmi che stanno nel 'compact disc'". Italiano & Oltre, a.IV, 5, 211-216.
Degl'Innocenti, R. (1989). "Il computer dal volto umanistico". Computer e software didattico, Ed. Giunti & Lisciani, Teramo.
AA. VV. (1989). "Le memorie ottiche nella didattica". Newsletter di tecnologie e Processi Formativi, Golem, anno 1, n. 10.
Midoro, V (1989). "Realtà e prospettive del software didattico". Informatica Telematica e Scuola, a. 3, n. 3, pp. 36-42.
Olimpo, G. & Ott, M. (1989). "Guida all'analisi di Software Didattico: una raccolta di esempi". pp.323. De Agostini, Novara.
Di Carlo, A. & Trentin, G. (1989). "Uso delle Reti di Petri nella didattica della matematica". Atti 12° Conv. sull'insegnamento della matematica: La matematica nella SSS", Sorrento 88, Notiziario UMI, a. 16, n. 7, 122-139.
Di Carlo, A. & Trentin, G. (1989). "Come strutturare un contenuto matematico:gli studenti sviluppano un test diagnostico sulle relazioni d'ordine". La Matematica e la sua didattica, a. 3, n. 2, 6-11. Armando Editore, Roma.
Ferraris, M. (1989). "Educazione linguistica e computer: una visita guidata". La Tartaruga - Scuola & Informatica, a I, n 6, 12-14.
Calvani, A., Degl'Innocenti, R., Franceschi, F. & Ricotti, R. (1989). "Storia al computer". I Viaggi di Erodoto, Milano, a 3, n. 7, 148-155.
Morchio, B. & Ott, M. (1989). "Using computers in the diagnosis and remediation of developmental dyslexia". In: C.Bell, J.Davies, R.Winders (eds), Promoting Learning, Aspects of Educational and Training Technology XXII, pp. 231-236. Kogan Page, London/Nichols Publ.Co., New York.
ABSTRACT:
The paper tries to answer the following questions:
- Is it possible to use the computer in dyslexia diagnosis and remediation?
- What are the potentialities and peculiarities of computers in this field when compared with other tools?
- Which are presently the best strategies and methods for computer-aided diagnosis and remediation of dyslexia?
The paper also illustrates a joint research project of the Institute for Educational Technology (ITD-CNR) and the Public Health Service Unit no.l2 of Genoa (USL 12) focusing the attention on the computer programs produced by the research team.
Chioccariello, A., Sarti, L. & Tavella, M. (1989). "S.O.M.M.A. Sistemi di Oggetti Multimediali per l'Apprendimento". HUG (a cura di), Atti 'Verso la comunicazione elettronica', Milano, pp.83-85.
ABSTRACT:
SOMMA è un sistema per la produzione di software didattico multimediale; esso permette all'autore di organizzare i materiali didattici a disposizione in una rete di oggetti, navigabile dall'utente in sede di fruizione, la cui struttura rispecchia quella dei contenuti relativi all'intervento didattico in questione.
Ad ogni nodo della struttura possono essere associati materiali di varia natura: immagini video sia statiche (stili frame) che dinamiche, sequenze audio digitalizzate, testi, grafica prodotta da elaboratore. Grafica e video vengono presentate sullo stesso schermo,nell'intento di mantenere unico il punto d'attenzione visiva del fruitore.
L'uso della graf1ca consente all'autore di progettare un ambiente didattico con modalità di comunicazione iconiche; la costruzione dell'ambiente sulla base di un'adeguata metafora e il supporto di una grafica di sufficiente qualità contibuiscono a migliorare la motivazione e l'interesse dello studente.
Caviglia, F., Degl'Innocenti, R. & Ferraris, M. (1989). "Un atelier per l'apprendista scrittore". Golem, a.1, 2, 3-6.
Midoro, V (1989). "Giochi di simulazione ed educazione". in A.Cecchini, F.Indovina (a cura di), 'Simulazione, pp.243-248. F.Angeli, Milano.
Degl'Innocenti, R. & Ferraris, M. (1988). Il computer nell'ora di italiano. Zanichelli.
Olimpo, G. (1988). "L'Istituto per le Tecnologie Didattiche del CNR: una prospettiva dall'interno". Compuscuola, 25.
Ott, M. (1988). "Perché usare il computer per imparare le lingue straniere". Epsilon, 1, 3, 53-57.
Ott, M. & Ratti, D. (1988). "El Ordenador como instrumento para enseñar y aprender lenguas".. Asociacion Española de linguïstica aplicada, Santander, Actas del VI Congreso de linguistica aplicada, Adquisicion de lenguas: teorias y aplicaciones,
Morchio, B., Ott, M. & Pesenti, E. (1988). "Il programma che aiuta il bambino dislessico". Italiano & Oltre, 4, 166-169.
Degl'Innocenti, R. & Ferraris, M. (1988). "L'italiano con il chip". Italiano & Oltre, 4, 157-158.
Degl'Innocenti, R. (1988). "Il software che crea 'parole'". Italiano & Oltre, 4, 175, 186-187.
Caviglia, F. & Ferraris, M. (1988). "La scrittura sullo schermo". Italiano & Oltre, 4, 170-174.
Trentin, G. (1988). "I 'programmi' di Italiano". Italiano & Oltre, 4, 195-197.
Caviglia, F. (1988). "Lessico Base". Italiano & Oltre, 4, 198-200.
Merello, A. & Persico, D. (1988). "Matematica oggi". Compuscuola, 31, 12-14.
Morchio, B., Ott, M. & Pesenti, E. (1988). "Dislessia e computer". Atti Convegno "Handicap e Tecnologia" Siena, pp. 137-155. Prov. di Siena.
Morchio, B., Ott, M. & Pesenti, E. (1988). "Per la diagnosi dei disturbi evolutivi di lettura e scrittura: modelli neuropsicologici e risorse informatiche".. Atti convegno "Informatica, didattica e disabilità", Firenze, pp. 165-174.
Ferraris, M. (1988). "Esperienze e riflessioni sull'impiego del word processor nella scuola". Atti del Convegno Scuola 2000 - Compuscuola, 29, 99-103.
Gibelli, C., Morchio, B., Ott, M. & Pesenti, E. (1988). "Diagnosticare e trattare le dislessie evolutive con l'ausilio dell'elaboratore: osservazioni su una esperienza nella scuola media". Atti del Convegno Scuola 2000 - Compuscuola, 29, 103-106.
Chioccariello, A., Midoro, V, Olimpo, G., Persico, D., Sarti, L. & Tavella, M. (1988). "Interactive video and artificial intelligence: a convenient marriage". PLET, vol. 25 N° 4, 299-309.
ABSTRACT:
This paper describes the theoretical framework of a research project aimed at exploring the new potentialities for instructional systems offered by videodisc technology and artificial intelligence methodologies and techniques. In the context of this project, 'Earth', a prototype of ITS, is being developed, which embodies the ideas presented. In an instructional system, interaction can be characterized by three properties: adaptivity, reactivity and flexibility. The existing interactive systems are adaptive and/or reactive. Flexibility is a new dimension of interaction allowed by videodiscs. In a flexible system the user explores a multi-media database of educational material and learning is a consequence of this exploration. In the paper, we briefly describe some of the major development problems and discuss how AI techniques provide a means to prevent the user from getting lost in the learning material.
Olimpo, G. (1988). "Software didattico e piano nazionale per l'informatica nella scuola". In G.Cortini (ed), Informatica e Insegnamento Scientifico, pp. 119-128. La Nuova Italia, Firenze.
Ott, M. (1988). "Dislessia e Disgrafia. Note dal NATO-ASI". Compuscuola, 26.
Ott, M. & Persico, D. (1988). "A practical approach to courseware analysis and evaluation". In: H.Mathias, N.Rushby, R.Budgett (eds),, Designing new systems and technologies for learning, Aspects of Educational Technology, XXI. pp 189-196. Kogan Page, London/Nichols Publ.Co. New York.
Ferraris, M., Persico, D. & Sarti, L. (1988). "Una collaborazione scuola ricerca per la produzione di courseware". Atti del convegno AICA-Didamatica, Milano,
Degl'Innocenti, R. (1988). "Informatica e lettere nella Scuola Media Superiore". Annali Pubblica Istruzione: Studi e Documenti, 41-42, 188-208.
Ott, M. & Trentin, G. (1988). "La situazione del Software didattico in Italia". Annali Pubblica Istruzione: Studi e Documenti, 41/42, 188-208.
Olimpo, G. (1988). "Considerazioni sullo Sviluppo dell'Educazione Informatica". Annali Pubblica Istruzione: Studi e Documenti, 41/42, 18-35.
Ferraris, M. (1988). "Le tecnologie dell'informazione nella scuola dell'obbligo: esperienze, orientamenti, riflessioni". Annali Pubblica Istruzione: Studi e Documenti, 41/42, 130-159.
Midoro, V (1988). "Dialoghetto su Intelligenza Artificiale e educazione". Annali Pubblica Istruzione: Studi e Documenti, 41/42, 108-129.
Olimpo, G. & Ott, M. (1988). "Le Biblioteche di Software Didattico". Rivista di Informatica, n.1, pp 59-66.
Midoro, V, Persico, D. & Sarti, L. (1988). "Prolog for problem solving". In: Ercoli P and Lewis B (eds), AI Tools for Education, pp.145-161. North-Holland, Amsterdam.
Degl'Innocenti, R. & Ferraris, M. (1988). "Database as a tool for promoting research activities in the classroom: an example in teaching humanities". Computer Education, 12, 157-162.
Chioccariello, A., Midoro, V, Persico, D., Sarti, L. & Tavella, M. (1988). "Ariadne's Thread: An introduction to logic programming". Computer Education, vol.12, N° 1, 191-197.
ABSTRACT:
Ariadne's Thread is a package composed of a self-instruction text addressed to high school students coupled with a commercially available prolog interpreter. The material is aimed at introducing computer novices to the concepts of logic programming. The examples and tasks in the package are based on the metaphor of Theseus in Crete with the subject matter presented through a series of dialogues between Ariadne and Theseus, introducing Prolog, a "genius" who will help him to find a way out of the labyrinth. Thirty secondary school teachers of different subjects with little or no computer experience attended a week-long summer school based on Ariadne's Thread. During the first two days they were introduced to Prolog in lectures, in the remaining three days they developed small Prolog applications in groups in the lab. with one computer and a tutor assigned to each group. Data was collected through questionnaires. The results showed that the material was quite easily understood and motivating, and the participants were able to devise applications in their subject area but only with substantial help from the tutors. Prolog alone did not prove to be a suitable vehicle for an introduction to logic programming concepts. While simple examples were easily learnt, more difficult problems required mastery of the language far beyond the level attained. This study indicates that the learning environment needs to be developed to facilitate the use of problem solving techniques, and the course requires to be extended to two weeks duration.
Olimpo, G. (1988). "The Robot Brothers: an Environment for Learning Parallel Programming Oriented to Computer Education". Computer Education, n.12, pp 113-118.
Bottino, R.M., Ferraris, M., Forcheri, P., Midoro, V, Molfino, M.T., Olimpo, G., Persico, D. & Sarti, L. (1987). Corso di Introduzione all'informatica: Manuale Studente, Guida Insegnante, dischetto CORSO, Confezione Robot Martino Olivetti. SEI,Torino.
Persico, D. & Sarti, L. (1987). "Intelligenza artificiale e didattica.". Informatica e Scuola, 1, 31-39, 1988???.
Caviglia, F. & Sarti, L. (1987). "Prolog e educazione linguistica: prospettive di incontro". Rassegna di Psicologia, 2-3, 191-202.
Midoro, V (1987). "Videodisco interattivo: soluzione o problema?". In: Tecnologie ed innovazioni didattiche, Atti Convegno Progetto Strategico, a cura del CNR, pp. 120-123.
Olimpo, G. & Ott, M. (1987). "Una raccolta di esempi di analisi di software didattico". In: Tecnologie ed innovazioni didattiche, Atti Convegno Progetto Strategico, a cura del CNR, pp. 120-123.
Calvani, A. & Degl'Innocenti, R. (1987). "Computer e educazione linguistica". Scuola e Città, 3.
Caviglia, F. & Persico, D. (1987). "Summer University: Glasgow's miles better". Compuscuola, 3, 21, 26-39.
Morchio, B., Ott, M. & Pesenti, E. (1987). "L'elaboratore nel recupero delle dislessie evolutive". Atti del Convegno Scuola 2000 - Compuscuola, 19, 111-116.
Caviglia, F. & Sarti, L. (1987). "Educazione linguistica e Prolog". Atti Scuola 2000 Computer sul Banco, Compuscuola, 19, 118-120.
Olimpo, G. (1987). "Information Technology for evaluation of Achievement in University Teaching". in: Lewis R., Tagg E.D. (eds), "A Computer for each Student", Elsevier, pp 31-35.
Olimpo, G. (1987). "Tecnologie Didattiche per la Città Navale". Istituto Internazionale Comunicazioni, Genova, Atti Conv. "I Centri Musei della Scienza e della Tecnica: una Proposta per le Celebrazioni Colombiane", pp 159-169.
Ferraris, M. (1987). "Dalla parte dei bambini". Compuscuola, 16, pp 10-15.
Midoro, V (1987). "Telesoftware". Compuscuola, 15, pp 32-34.
Ferraris, M. (1986). Il processo di valutazione del software didattico. In Marucci G. (a cura di) , La valutazione del software didattico, 27-28. Provv. Studi di Roma.
Ferraris, M., Midoro, V & Olimpo, G. (1986). Le griglie di valutazione del software . In Marucci G. (a cura di), La valutazione del software didattico, 20-26. Provv. Studi di Roma.
Ferraris, M., Midoro, V & Olimpo, G. (1986). La valutazione del software didattico. In Marucci G. (a cura di) , La valutazione del software didattico, 13-19. Provv. Studi di Roma.
Degl'Innocenti, R. (1986). "Il computer nell'educazione linguistica e letteraria". Atti Applicazioni dell'elaboratore nella didattica delle discipline umanistiche, AICA, pp.1-15.
Persico, D. (1986). "Summer University 86". Compuscuola, 12, pp 6-11.
Persico, D. & Sarti, L. (1986). "Piano: impressioni sulla macchina di formazione ricorsiva". Compuscuola, 11, pp 10-12.
Degl'Innocenti, R. & Ferraris, M. (1986). "Datamondo". Compuscuola, 11, pp 38-42.
Frisiani, A.L. & Olimpo, G. (1986). "Tecnologie informatiche per la didattica". Universitas, a.7, 21, 17-21.
Olimpo, G. (1986). "Informatica e scuola media superiore". Fare Scuola/2, Quaderni di cultura didattica, Le macchine per pensare, pp.87-96. La Nuova Italia, Firenze.
Midoro, V (1986). "Dalla lavagna al videodisco". Sapere, a. 52, 6(887), 21-26.
Ferraris, M., Midoro, V, Olimpo, G. & Trentin, G. (1986). "DELFI: un esempio di CAD nella progettazione didattica". Dioikema (a cura di), Atti Convegno Internazionale ANTEM, pp. 163-173. CLUEB, Bologna.
Degl'Innocenti, R., Persico, D., Sarti, L. & Tavella, M. (1986). "Strumenti per l'introduzione dell'informatica nella formazione scolastica".. Dioikema (a cura di), Atti Convegno Internazionale ANTEM, pp. 177-185. CLUEB, Bologna.
ABSTRACT:
La seguente comunicazione verte sulla sperimentazione di un Corso di Introduzione all'Informatica nella formazione scolastica di base.
Il Corso è stato progettato e realizzato da due Istituti del C.N.R. di Genova, l'I.T.D. (Istituto per le Tecnologie Didattiche) e l'I.M.A. (Istituto per la Matematica Applicata).
Il Corso è già stato presentato in precedenti convegni, ma in questa sede verrà affrontato con nuovi elementi di conoscenza.
La novità consiste nei risultati che la prima fase di sperimentazione ha fornito, per la verifica delle ipotesi scientifiche e per la valutazione della qualità dei materiali didattici prodotti.
Olimpo, G. (1986). "Educazione informatica e apprendimento con il computer".. Dioikema (a cura di), Atti Convegno Internazionale ANTEM, pp.355-363. CLUEB, Bologna.
Ghislandi, P., Midoro, V & Olimpo, G. (1986). "Video interattivo e didattica: idee per la progettazione". Dioikema (a cura di), Atti Convegno Internazionale ANTEM,, pp.43-54. CLUEB, Bologna.
Ott, M. & Tavella, M. (1986). "La BSD: Una biblioteca per il Software Didattico". Compuscuola, n.4, 3-6.
Olimpo, G. (1986). "Il computer nella didattica: lo sviluppo del software". Acta Chirurgica Italica, n.42, 561-566.
Olimpo, G. (1986). "The Computer in the Evaluation of Learning". in: Bork A., Weinstock H., "Designing Computer based Learning Material", NATO ASI Series,, vol. F23, pp 153-181. Springer Verlag.
Caviglione, G., Conforti, G., Diani, F., Ferraris, M., Finzi, D., Gennari, M., Ghinelli, G., Lai, M., Oberti, J., Pesenti, E., Serradimigni, M., Spadacini, A., Tacconi, L. & Turinetto, A. (1985). Uno Più Uno Uguale Tre. 190. SAGEP Editrice, Genova,.
Ferraris, M., Midoro, V & Olimpo, G. (1985). Il Computer nella didattica. 221. SEI,Torino (2° ed. 1987).
Olimpo, G. & Sassi, E. (1985). "Introduzione alle applicazioni dell'elaboratore nella didattica".. Didattica Interattiva mediante audiovisivi in medicina, suppl vol 12, 1, pp. 65-78.
Ferraris, M. & Olimpo, G. (1985). "Un'esempio d'uso del computer nell'area logico-matematica". In: Viccaro G. (ed), Educare con l'informatica, pp. 127-132. Le Monnier, Firenze.
Midoro, V (1985). "L'informatica nella scuola: la situazione ungherese". Compuscuola, n.3, 36.
Persico, D. (1985). "Norfolk: WCCE 85". Compuscuola, n.2.
Olimpo, G., Persico, D., Sarti, L. & Tavella, M. (1985). "Un'esperienza di introduzione ai concetti base dell'informatica". a cura di Università di Camerino/IRRSAE Marche, Paradigma Didamatico '85, vol.III, 131-149.
ABSTRACT:
Nel corso del lavoro è illustrata una esperienza di introduzione all'Informatica nella formazione di base.
L'intervento, sviluppato nell'ambito del progetto IRIS in coordinazione con il Centro Europeo per l'Educazione, ha comportato lo sviluppo di una unità didattica orientata al primo biennio della scuola media superiore.
L'esperienza viene illustrata sia dal punto di vista dei contenuti che dai metodi adottati, vengono inoltre descritti il contesto in cui è stata condotta, il piano di lavoro seguito, i primi risultati e le prospettive di sviluppo.
In particolare viene presentato il robot Martino, uno strumento software atto ad introdurre i principali concetti alla base dello studio dell'informatica.
Olimpo, G. (1985). "Il computer nella scuola". Scuola Viva, a.XXI, 8, 3-6.
Degl'Innocenti, R., Ferraris, M. & Sassi, E. (1985). "Il computer fra i giovani". Sapere, a.51, 10, 29-35.
Olimpo, G. (1985). "Le applicazioni dell'elaboratore nella didattica". Quaderni di Comunicazione Audiovisiva, a.2, n.5, 42-51.
Midoro, V (1985). "Burgerinformatica per la scuola: la situazione olandese". Compuscuola, n.7, 26-28.
Ferraris, M., Midoro, V & Olimpo, G. (1985). "E così scopro perchè quell'allievo non sa". Media Duemila, a. III, 4, 76-81.
Caboara, M., Giannotti, E. & Olimpo, G. (1985). "VISAL: un Sistema CAI per l'Apprendimento di Algoritmi". Rivista di Informatica, vol. 15, pp 33-41.
Ferraris, M. & Sassi, E. (1985). "In-service teachers' training on CAL: an experimental research.". in: Duncain K and Harris D. (eds), Proceedings of 4th WCCE, Norfolk, VA, 1985, 121-126. North-Holland, Amsterdam.
Ferraris, M., Midoro, V, Olimpo, G., Persico, D. & Sissa, G. (1985). "Diagnostic evaluation in the learning process.". in: Duncan K and Harris D. (eds), Proceedings of 4th WCCE, Norfolk, VA, 1985, pp 251- 258. North-Holland, Amsterdam.
Olimpo, G., Persico, D., Sarti, L. & Tavella, M. (1985). "An experiment in introducing the basic concepts of informatics". in: Duncan K and Harris D. (eds), Proceedings of 4th WCCE, Norfolk, Va, 1985, pp. 31-38. North-Holland, Amsterdam.
ABSTRACT:
This paper describes an experiment in introducing informatics into basic education. This operation, developed in the context of the IRIS project, in coordination with the European Centre for Education, entailed the development of a teaching unit designed for the first tvw years of high school. The experiment is illustrated both from the point of view of the content and from that of the methods used, and the framework within which it was conducted, the working plan followed; the first results and prospects for the future are also described. In particular, the robot Martino is introduced. This is a software instrument aimed at introducing the main basic concepts of the study of informatics.
Avitabile, G., Ferraris, M. & Sassi, E. (1985). "Una ricerca-sperimentazione su un intervento formativo per insegnanti di materie scientifiche su 'informatica e AED'". La Scuola Se, a.4, n. 12, pp. 72-76.
Ferraris, M. (1985). "Introduzione ai lavori della commissione 'Informatica e tecnologie didattiche". VIII Convegno Nazionale CIDI 'Informatica e Scuola', 1984, pp.224. Le Monnier, Firenze.
Olimpo, G. & Sassi, E. (1985). "Introduzione alle applicazioni dell'elaboratore nella didattica". Software Didattico, primo censimento nazionale, AICA, pp.401. (ed) Gruppo Ed. Jackson, Milano,.
Degl'Innocenti, R., Ferraris, M. & Tavella, M. (1985). Due passi nel mondo del computer. Versione 1 Provincia di Genova (1985); Versione 2. Provincia di Trento (1988), 1-61.
Midoro, V (1985). "Microelettronica a scuola: la politica inglese". Compuscuola, n.6.
Midoro, V (1985). "La politica francese per l'introduzione del computer nella scuola". Compuscuola, n.4.
Degl'Innocenti, R. (1985). "L'informatica nell'ora di italiano". Scuola Viva, a.XXI, 8, pp 16-26.
Degl'Innocenti, R. (1985). "L'alfabetizzazione informatica". a cura di F de Michele e L. Rocchi, 8° Convegno Nazionale CIDI - Informatica e Scuola, pp. 174-179. Le Monnier, Firenze.
Olimpo, G. (1985). "Informatica nella formazione di base: obiettivi, contenuti, metodi". Simposio sobre informatica y educacion, Tucuman, Argentina, 1984, Universidad del Norte, Tucuman, pp. 218-234.
Ferraris, M., Midoro, V, Ott, M. & Stucchi, M. (1984). Che cosa sono i terremoti e come possiamo difenderci. SEI.
Olimpo, G. (1984). "Informatica en la Formacion de Base: Objetivos, Contenidos y Metodos". in: A. Roquez (ed), "Informatica y Educacion", pp 1-28. CEPE, Lima, Perù,.
Ferraris, M. & Olimpo, G. (1984). "L'evoluzione delle tecnologie didattiche". La Scuola Se, a 3, n.2.
Olimpo, G. & Sassi, E. (1984). "Obiettivi e contenuti dell'introduzione dell'informatica nella formazione di base". La Scuola Se, a.3, n.3.
Olimpo, G. (1984). "Considerazioni sullo Sviluppo del Software Didattico". Annali Ministero Pubblica Istruzione, n.5. Le Monnier, Firenze.
Ferraris, M., Midoro, V, Olimpo, G. & Trentin, G. (1984). "DELFI: Un sistema per la valutazione diagnostica dell'apprendimento". Congresso AICA,, pp. 435-451.
Italiani, M. & Olimpo, G. (1984). "Applicazioni dell'Elaboratore nella Didattica: Stato dell'Arte e Prospettive". L'Elettrotecnica, Vol. 71, pp 1043-1052.
Olimpo, G. & Sanna, R. (1984). "Il Professor Computer". Sapere, a.50, 11 (971).
Olimpo, G. (1984). "Ingegneria della formazione: una disciplina emergente". Civiltà Cibernetica, 2/IV.
Midoro, V (1984). "La lavagna programmata". Rivista IBM, a.XX, 1, 9-12.
Ferraris, M., Midoro, V & Olimpo, G. (1984). "Un'esperienza di istruzione assistita da calcolatore nella scuola". Automazione e Strumentazione, vol. 32, n. 2, pp 105-109.
Olimpo, G. & Sassi, E. (1984). "Linee Evolutive nel campo delle Applicazione degli Elaboratori nella Didattica". Automazione e Strumentazione, vol. 32, n. 2, pp 95-102.
Ferraris, M., Midoro, V & Olimpo, G. (1984). "Instructional System Design and Software System Design: A Unifying Approach". Journal of Structural Learning, n.8, 55-61.
Ferraris, M., Midoro, V & Olimpo, G. (1984). "Courseware portability in computer assisted learning". Journal of Structural Learning, n.8, 45-54.
Ferraris, M., Midoro, V & Ott, M. (1984). "Defenses Against Earthquakes: A Non Traditional Course". In: Shaw KE (ed), 'Staff Development and Career Updating' Aspects of Educational Technology XVII, pp. 63-73. Kogan Page, London/Nichols Publ NY,.
Ferraris, M., Midoro, V & Olimpo, G. (1984). "Petri Nets as a Modelling Tool in the Development of CAL Courseware". Computers and Education, n.8, 41-49.
Ferraris, M., Midoro, V & Olimpo, G. (1984). "Petri Nets as a Modelling Tool in the Development of CAL Courseware". In: Smith PR (ed), CAI '83, Selected Proc, 41-49. Pergamon Press, Oxford.
Ferraris, M., Midoro, V & Olimpo, G. (1984). "Diagnostic Testing and the development of CAL remedial sequences". Computer and Education, n.8, 407-414.
Ferraris, M., Midoro, V & Olimpo, G. (1983). "Diagnostic Testing and the development of CAL remedial sequences". 4th Canadian Symp. on Instructional Technology, Winnipeg, Canada, pp 203-209.
Chioccariello, A., Olimpo, G., Sassi, E. & Spadacini, G. (1983). "Production of CAL Packages: a set of Criteria and an example in the field of Electric Circuits". Proc. 4th Canadian Symp. on Instructional Technology, Winnipeg, Canada, pp 137-144.
Caboara, M., Giannotti, E. & Olimpo, G. (1983). "Learning Algorithms by CAL Techniques". Proc. 4th Canadian Symp. on Instructional Technology, Winnipeg, Canada, pp 137-144.
Olimpo, G. (1983). "Computer e istruzione". Enciclopedia dl elettronica e informatica, vol 7: Informatica e società, pp 55-67. Gruppo Ed Jackson , Milano.
Ferraris, M. (1983). "Che cosa è e a che cosa serve un calcolatore elettronico". Quaderni CIDI, n. 17, 21-35.
Ferraris, M. (1983). "I diversi strumenti AV e il loro possibile uso nella didattica". Quaderni CIDI, n. 16, 7-15.
Ferraris, M. (1983). "Microcomputer: qualche indicazione". Notiziario UMI, X, suppl. al n° 11, 54-60.
Borsese, A., Ferraris, M. & Pentimalli, R. (1983). "Gerarchie di apprendimento e loro possibile uso nell'insegnamento della chimica". La Chimica nella Scuola, 33-37, novembre 1983.
Olimpo, G. (1983). "Ingegneria della Formazione: una Disciplina Emergente". Convegno Internazionale Innovazioni Tecnologiche ed Educazione, Venezia, pp 175-182.
Italiani, M. & Olimpo, G. (1983). "L'Evoluzione delle Tecnologie Informatiche e la Didattica nelle Università". Convegno L'Università e l'Evoluzione delle Tecnologie Informatiche, Milano, pp 3.1-3.9.
Olimpo, G. (1983). "Aspetti Formativi del Metodo Informatico". Civiltà Cibernetica, vol. 3, n. 2.
Olimpo, G. (1982). "Aspetti Formativi del Metodo Informatico". Giornata di Corso su: Contenuti formativi dell'informatica di base, AICA/AED, Padova,
Istituto Tecnologie Didattiche (1982). "Che cosa sono i terremoti e come possiamo difenderci". Geologia Democratica, n. 14.
Sanna, R. (1982). "Logica della comunicazione didattica visiva ed audiovisiva". V° Corso Nazionale per Animatori di formazione, Santa Margherita Ligure, pp.99-115.
Midoro, V (1982). "Struttura dei programmi didattici". V° Corso Nazionale per Animatori di formazione, Santa Margherita Ligure, pp.137-146 e 175-178.
Olimpo, G. (1982). "Applicazioni degli elaboratori nella didattica". V° Corso Nazionale per Animatori di formazione, Santa Margherita Ligure, pp.137-146 e 175-178.
Caviglione, G., Ferraris, M., Midoro, V & Ott, M. (1982). "Prove di controllo qualità del corso: Che cosa sono i terremoti e come possiamo difenderci". pubblicazione del PFG/CNR, n°520.
Ferraris, M., Midoro, V, Ott, M. & Stucchi, M. (1982). "Corso Che cosa sono i terremoti e come possiamo difenderci (prototipo)". pubblicazione del PFG/CNR, n°519.
Ferraris, M., Midoro, V, Ott, M. & Stucchi, M. (1982). "Che cosa sono i terremoti e come possiamo difenderci: un prototipo di corso per una nuova didattica". pubblicazione del PFG/CNR, n°495.
Ferraris, M., Midoro, V & Sanna, R. (1982). "Organizzazione tipo di un'esperienza di laboratorio". Civiltà Cibernetica, n. 3.
Ferraris, M., Massolo, C., Midoro, V & Olimpo, G. (1982). "Tecniche CAI nell'insegnamento di metodologie di sviluppo del software". Congresso Annuale AICA, Padova, pp. 41-52.
Olimpo, G. (1982). "Sistemi didattici e sistemi software". Atti a cura di E Borello e F Goria, Lingue straniere, calcolatori e didattica, Le lingue del lavoro., pp. 177-188. Tirrenia Stampatori, Torino.
Sanna, R. (1982). "Tecnologie didattiche emergenti". Atti a cura di E Borello e F Goria, Lingue straniere, calcolatori e didattica, Le lingue del lavoro., pp. 230-239. Tirrenia Stampatori, Torino.
Ferraris, M., Midoro, V & Olimpo, G. (1982). "Instructional System Design & Software System Design: a Unifying Approach". In: Lasker G.E. (ed.), Proceedings of International Congress 'Applied Systems and Cybernetics' vol. II: Systems Concepts, Models and Methodology, pp.789-793. Pergamon Press, New York.
Ferraris, M., Midoro, V & Olimpo, G. (1982). "CAI Systems and Teaching Material Portability". In: Lasker G.E. (ed.), Proceedings of International Congress 'Applied Systems and Cybernetics' vol. V: Systems Approaches in Computer Science and Mathematics, pp. 2515-5220. Pergamon Press, New York.
Sanna, R. (1981). "L'approccio cibernetico ai processi didattici". Civiltà Cibernetica, 1, 11-15.
Dovier, A.M., Forcheri, P., Gazzaniga, G., Ironi, L., Molfino, M.T., Olimpo, G., Pedemonte, G., Provera, E., Sassi, E. & Verrone (1981). "AED nell'Insegnamento delle Materie Tecnico Scientifiche: una Proposta di Orientamento alla Scelta dei Prodotti Esistenti sul Mercato". Congresso. AICA, Pavia,,
Ferraris, M., Midoro, V & Olimpo, G. (1981). "Verso la progettazione assistita da calcolatore di materiale CAI ". Atti Congresso Annuale AICA, Pavia, pp.1163-1171.
Ferraris, M., Midoro, V & Olimpo, G. (1981). "Validation Processes for Instructional Systems". in: Percival F, Ellington H. (eds), Aspects of Educational Technology, vol XV: Distance Learning and Evaluation, pp. 145- 150. Kogan Page, London.
Sanna, R. (1981). "I processi didattici nel quadro degli sviluppi delle comunicazioni e dell'informatica". L'elettrotecnica, 68, pp 971-975.
Ferraris, M., Midoro, V & Olimpo, G. (1980). "Analogia tra lo sviluppo di sistemi didattici e sistemi software". Atti del 2° Incontro Nazionale su Applicazioni degli elaboratori nella Didattica, Sorrento, pp.1-17.
Midoro, V (1980). "Contenuti nuovi dell'insegnamento: un modello per la ricerca e la sperimentazione". Scuola Democratica, 13, 9-15.
Ferraris, M., Frisiani, A.L., Midoro, V & Olimpo, G. (1979). "COMES: un approccio alla portabilità del software didattico". 1° Incontro Nazionale su "Applicazione dell'elaboratore nella Didattica", Rivista di Informatica,, suppl. 3, n. 9, 113-121.
Ferraris, M., Midoro, V, Olimpo, G. & Sanna, R. (1979). "Strategie di utilizzazione dell'elaboratore per fini didattici: esperienze e orientamenti". Atti del 1° Incontro Nazionale su "Applicazione dell'elaboratore nella Didattica", Rivista di Informatica,, suppl. 3, 9, pp 27-34.
Ferraris, M., Midoro, V, Olimpo, G. & Sanna, R. (1979). "Una metodologia per la gestione automatica di test individualizzati". 1° Incontro Nazionale su "Applicazione dell'elaboratore nella Didattica", Rivista di Informatica, 127-133.
Benedetti, D., Bonafede, M., Gasperini, C., Midoro, V, Sanna, R. & Stucchi, M. (1979). "Progetto di educazione di massa nel settore ambiente e territorio con particolare riferimento ai fenomeni sismici e vulcanici". Pubblicazione CNR, pp.15. ESA Editrice, Roma.
Sanna, R. (1979). "Struttura logica del corso Tv/stampa "Soccorritori" della RAI-TV" Tv didattica e compatibilità di orario, Incontro Intern. produzione televisiva e diffusione multimediale". Produzione radiotelevisiva e diffusione multimediale - Incontro internazionale, ERI, Torino.
De Ferrari, M.G., Ferraris, M., Midoro, V, Olimpo, G., Parola, L. & Sanna, R. (1979). "Corso per soccorritori: un'esperienza italiana di scuola aperta". Accademia, doc. 20, Alternative per l'apprendimento: 1° Incontro di Studio Internazionale sulle Tecnologie dell'Insegnamento a Distanza, Roma,
Biondi, M., Midoro, V & Pescetti, D. (1979). "I PPC (Programmable Pocket Calculators) nell'insegnamento universitario". Rivista di Informatica, suppl., 3, 9, 143-147.
Biondi, M., Midoro, V & Pescetti, D. (1979). "The Use of Programmable Pocket Calculators in Engineering Introductory Courses". in Hartley M.G. and Buckley A. (eds),, The Challenge of Microprocessors, Selected Readings for Engineering Educators, pp.68-76. Manchester University Press, Manchester.
Biondi, M., Midoro, V & Pescetti, D. (1979). "The Use of Programmable Pocket Calculators in Engineering Introductory Courses". International Journal Electrical Engineering Education (IJEEE), n. 16, 138-146.
Di Manzo, M., Frisiani, A.L. & Olimpo, G. (1979). "Loop Optimization for parallel Processing". The Computer Jnl, n. 22, 234-239.
Di Manzo, M., Frisiani, A.L. & Olimpo, G. (1978). "An algebraic Approach to the Testing of Equivalence of Sequential Machines". Digital Processes, n. 4, pp. 17-28.
Di Manzo, M., Ferraris, M., Frisiani, A.L., Midoro, V & Olimpo, G. (1978). "COMES: A CAI System Oriented to programming languages". in: Williams K.L. (ed), SIGCSE Bull., 10, 7-15 , Proceedings of Technical Symposium on Computer Science Education, Detroit,
Olimpo, G. (1978). "Applicazioni Grafiche del Calcolatore nei Processi Didattici". Tavola Rotonda su Evoluzione delle Tecnologie Video per l'Insegnamento, pp. 5-13. AEI, Catanzaro.
Sanna, R. (1978). "Metodi e mezzi audiovisivi nei processi didattici". Tavola Rotonda su Evoluzione delle Tecnologie Video per l'insegnamento, pp. 15-35. AEI, Catanzaro.
Di Manzo, M., Frisiani, A.L. & Olimpo, G. (1978). "Deadlock Avoidance in Graph-Structured Task Systems". in: Goos. G, Hartmanis J. (eds), Lecture Notes in Computer Science, n. 65, pp 548-559. Springer Verlag.
Di Manzo, M., Ferraris, M., Frisiani, A.L., Midoro, V & Olimpo, G. (1978). "COMES: Un sistema di Istruzione Assistita da Calcolatore orientato ai linguaggi di programmazione". Rivista di Informatica, n. 8, 161-173.
Di Manzo, M., Frisiani, A.L. & Olimpo, G. (1977). "Un Metodo per la Definizione di Tipi di Dati Astratti per il Linguaggio PL/I". Congresso AICA, Milano, pp. 417-428.
Midoro, V & Sanna, R. (1977). "Modello e metodo di istruzione audiovisiva tutoriale". L'Elettronica, n. 64, 397-402.
Ferraris, M. & Sanna, R. (1976). "Adattamento della presentazione audiovisiva alle caratteristiche della materia nei processi didattici". 4° Simposio su Cibernetica, Tecnologie di Apprendimento e Comunicazione Didattica, San Marino, pp. 77-86.
Sanna, R. (1976). "Audiovisual Technology in Higher Education". Tavola Rotonda su Le comunicazioni nei processi istruzionali e informativi, 24° Conv. Intern. Comunicazioni, Genova, pp. 35-47.
Antognetti, P., Di Manzo, M., Frisiani, A.L. & Olimpo, G. (1976). "ELLAS: a System for Graphic Interactive Simulation of Electronic Circuits". Proc. Intern. Symp. on Technology for Selective Dissemination of Information, San Marino, pp. 150-151.
Antognetti, P., Di Manzo, M., Frisiani, A.L. & Olimpo, G. (1976). "ELLAS: un sistema per la simulazione grafica interattiva dei circuiti elettronici". L'Elettrotecnica, n. 63, 985-990.
Di Manzo, M. & Olimpo, G. (1975). Un Semplice Metodo di Riconoscimento di Concetti Espressi in Linguaggio Naturale. Congresso AICA, Genova, pp. 309-314.
Sanna, R. (1975). Impieghi educativi della televisione in Italia. Colloquio Europeo, Milano,
Sanna, R. (1974). Interventi alla Tavola Rotonda Televisione Didattica e Metodologie dell'Ascolto. Proc. of the TACONET Conference:Self-regulated learning in technology enhanced learning environments,,
Sanna, R. (1972). Audiovisivi Didattici. Documentazione per la televisione educativa, n.6 nuova serie, pp.33-46bis. RAI-TV.
Sanna, R. (1972). Alcuni punti focali delle moderne tecnologie e dei sistemi CAI nel quadro delle ricerche del Laboratorio. Convegno programmazione Tecnologica e Processi di Comunicazione", Bologna, pp. 175-181.
Sanna, R. (1971). I veicoli di informazione didattica nei sistemi CAI. 18° Congresso Internazionale Elettronica, Roma, vol. II, pp. 264-272.