In: Tecnologie didattiche, vol. 44 (2) pp. 44 - 56. Dossier Mobile Learning. Menabò edizioni, 2008.
ABSTRACT In: ICL 2009 - International Conference : The Challenges of Life Long Learning (Villach, Austria, 23-25 September 2009). Proceedings, pp. 675 - 680. Auer, Michael E (eds.). International Association of Online Engineering, 2009.
ABSTRACT In: Tecnologie didattiche, vol. 42 (3) pp. 22 - 39. Menabò edizioni, 2007.
ABSTRACT In questo articolo vengono presentati alcuni dei risultati del progetto MOTILL. MOTILL, ovvero “Le Tecnologie Mobili nell’apprendimento permanente: buone pratiche”, è un progetto finanziato dalla Comunità Europea, nell’ambito del... more
ABSTRACT In questo articolo vengono presentati alcuni dei risultati del progetto MOTILL. MOTILL, ovvero “Le Tecnologie Mobili nell’apprendimento permanente: buone pratiche”, è un progetto finanziato dalla Comunità Europea, nell’ambito del National Lifelong Learning Strategies (NLLS). Il progetto, durato un anno terminato a Marzo 2010, si è focalizzato sull’uso delle tecnologie mobili in contesti di lifelong learning (LLL). L’articolo sarà dedicato a una breve introduzione del progetto, dei suoi obiettivi e delle azioni portate avanti, e a un rapido riassunto dei principali risultati ottenuti, i quali sono stati resi disponibili online alla comunità scientifica e diffusi ai policy makers impegnati nei programmi di apprendimento permanente.
ABSTRACT In: ICL2009 - International Conference ICL 2009 : The challenges of life long learning (Villach, Austria, 23-25 September 2009). Proceedings, pp. 665 - 674. Auer, Michael E (eds.). International Association of Online Engineering,... more
ABSTRACT In: ICL2009 - International Conference ICL 2009 : The challenges of life long learning (Villach, Austria, 23-25 September 2009). Proceedings, pp. 665 - 674. Auer, Michael E (eds.). International Association of Online Engineering, 2009.
ABSTRACT Personalisation, adaptation and recommendation are central aims of Technology Enhanced Learning (TEL) environments. In this context, information retrieval and clustering techniques are more and more often applied to filter and... more
ABSTRACT Personalisation, adaptation and recommendation are central aims of Technology Enhanced Learning (TEL) 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.
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ABSTRACT The focus of this chapter is on "key issues for fostering OER communities of practices with teachers". It is based on the successful experiences of three European funded projects: SLOOP, TENEGEN, and... more
ABSTRACT The focus of this chapter is on "key issues for fostering OER communities of practices with teachers". It is based on the successful experiences of three European funded projects: SLOOP, TENEGEN, and SLOOP2DESC.These three projects draw on the concept of Open Education as well as on the Open and Free Software movements. The original idea behind the three projects was that teachers can build Learning Object. in conjunction with software specialists who are developing open software packages: each teacher can contribute to the development phase, as well as repurposing the Learning Objects to meet her/his specific needs, thus working in a collaborative environment. In order to enable this collaborative production and reuse of Learning Objects, we have introduced the Open Learning Object or OpenLO model, which combines the benefits of the Learning Object paradigm with the 'Openness' concept characterized by Web 2.0 approaches to knowledge building and sharing.
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Research Interests:
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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... more
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.
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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... more
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. The use of LOs at school has often been seen as an opportunity. In fact, the description of LOs through metadata facilitates the search for didactical materials on the web, and the LO paradigm claims that they can easily be reused through their aggregation; moreover, the adoption of standards that sustain the production of LOs permits the interoperability of didactical resources in different Learning Management Systems. At the same time it is necessary to consider the doubts rai...
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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... more
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 ...
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User-generated Open Educational Resources represent an important opportunity for schools. Since 2005, our research team has been working towards the exploitation of this opportunity. During three consecutive European funded projects, we... more
User-generated Open Educational Resources represent an important opportunity for schools. Since 2005, our research team has been working towards the exploitation of this opportunity. During three consecutive European funded projects, we have co-designed ...
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... more
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. ...
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... The concepts presented in the paper are based on the experience we have done in using a Learning Object Management System, called FreeLOms, that we have developed in the framework an the European funded project SLOOP (Sharing Learning... more
... The concepts presented in the paper are based on the experience we have done in using a Learning Object Management System, called FreeLOms, that we have developed in the framework an the European funded project SLOOP (Sharing Learning Object in an Open ...
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... more
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 ...
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This paper describes the LOD. CS. UNI. PA Project and its main goal, the transformation process of data already available on the web site of the Computer Science curricula web site at the University of Palermo into data ready to be... more
This paper describes the LOD. CS. UNI. PA Project and its main goal, the transformation process of data already available on the web site of the Computer Science curricula web site at the University of Palermo into data ready to be connected to the LOD. Since 1997 information about bachelor and master degrees in Computer Science at the University of Palermo has been published on the web, and provides a reference point for students, teachers and researchers who have easy access to the information they require. ...
Int. J. of Computers, Communications & Control, ISSN 1841-9836, E-ISSN 1841-9844 Vol. V (2010), No. 4, pp. 578-585 ... An Ontology to Model e-portfolio and Social Relationship in Web 2.0 Informal Learning Environments ... D. Taibi, M.... more
Int. J. of Computers, Communications & Control, ISSN 1841-9836, E-ISSN 1841-9844 Vol. V (2010), No. 4, pp. 578-585 ... An Ontology to Model e-portfolio and Social Relationship in Web 2.0 Informal Learning Environments ... D. Taibi, M. Gentile, G. Fulantelli, M. Allegra
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Over the last few years we have witnessed a rapid evolution of ICT-based solutions in education. In this scenario, specific issues concerning the production and sharing of learning resources and, more in general knowledge management have... more
Over the last few years we have witnessed a rapid evolution of ICT-based solutions in education. In this scenario, specific issues concerning the production and sharing of learning resources and, more in general knowledge management have been extensively ...
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This paper describes the approach followed by three European Founded projects in order to reduce the gap between teachers and Net Generation students. The students use the Web 2.0 environments to share, comment and tag different types of... more
This paper describes the approach followed by three European Founded projects in order to reduce the gap between teachers and Net Generation students. The students use the Web 2.0 environments to share, comment and tag different types of media collaboratively ...
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The OSLO conference and agenda on “Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning”, highlight the main experiences in Europe and their outcomes regarding the promotion of... more
The OSLO conference and agenda on “Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning”, highlight the main experiences in Europe and their outcomes regarding the promotion of entrepreneurship in education. Education and training should contribute to encouraging entrepreneurship by fostering the right mindset, providing relevant skills for self-employment, raising awareness of career opportunities as an entrepreneur. Entrepreneurship learning has taken place almost everywhere at secondary school in Europe, but there are no shared entrepreneurship oriented models for different educational levels and systems.
Entrepreneurship is defined (European Commission 2002) as “a dynamic and social process where individuals, alone or in collaboration, identify opportunities for innovation and act upon these by transforming ideas into practical and targeted activities, whether in a social cultural or economic context”; therefore, entrepreneurship in education includes economic, social and cultural factors. For this reason it is important to identify educational models to support students in the development both of personal qualities and attitudes and of formal knowledge and skills, and in particular:
- Personal qualities and attitudes increase the probability of a person recognizing opportunities and acting on them.
- Knowledge and skills concern what must be done to establish a new enterprise, and how to be successful in developing an idea into a practical, goal-oriented enterprise?
Our research focuses on the study of ICT solutions concerning on line entrepreneurial environments based on social networking.
Entrepreneurial networking is more than just collaboration since it stimulates the ability to find and create new relationships, the ability and the know how to identify the key competencies that can be useful in developing entrepreneurial mindsets.
Entrepreneurship is defined (European Commission 2002) as “a dynamic and social process where individuals, alone or in collaboration, identify opportunities for innovation and act upon these by transforming ideas into practical and targeted activities, whether in a social cultural or economic context”; therefore, entrepreneurship in education includes economic, social and cultural factors. For this reason it is important to identify educational models to support students in the development both of personal qualities and attitudes and of formal knowledge and skills, and in particular:
- Personal qualities and attitudes increase the probability of a person recognizing opportunities and acting on them.
- Knowledge and skills concern what must be done to establish a new enterprise, and how to be successful in developing an idea into a practical, goal-oriented enterprise?
Our research focuses on the study of ICT solutions concerning on line entrepreneurial environments based on social networking.
Entrepreneurial networking is more than just collaboration since it stimulates the ability to find and create new relationships, the ability and the know how to identify the key competencies that can be useful in developing entrepreneurial mindsets.
Research Interests:
Serious games can create models of the real word, allowing students to enter lifelike environments and conditions which they would otherwise be unable to access, to gain experience of complex situations, reacting to specific and dynamic... more
Serious games can create models of the real word, allowing students to enter lifelike environments and conditions which they would otherwise be unable to access, to gain experience of complex situations, reacting to specific and dynamic input they receive as they are playing. In this kind of environment they can assume a role, test their abilities and acquire new competences.
When designing a serious game, one of the first questions to ask is: “How realistic does the model have to be?”. A high level of reality is not always the best choice for learning. To reproduce complex situations may not be appropriate for a beginner, so it may be better to start with a level at which the user interacts with only a few of the components, adding others later. Besides, reality can refer to a variety of aspects: people, activities, objects, skills and places. A simplified model can be more effective for learning, if it focuses on specific content and/or skills at any one time. After the mastering of specific contents/skills by the user, the model can introduce a higher level of reality and integrate several components. For these reasons the system presented in this paper is based on a step-by-step approach which increases in complexity, with the aim of simulating an enterprise environment that allows students to learn business dynamics.
When designing a serious game, one of the first questions to ask is: “How realistic does the model have to be?”. A high level of reality is not always the best choice for learning. To reproduce complex situations may not be appropriate for a beginner, so it may be better to start with a level at which the user interacts with only a few of the components, adding others later. Besides, reality can refer to a variety of aspects: people, activities, objects, skills and places. A simplified model can be more effective for learning, if it focuses on specific content and/or skills at any one time. After the mastering of specific contents/skills by the user, the model can introduce a higher level of reality and integrate several components. For these reasons the system presented in this paper is based on a step-by-step approach which increases in complexity, with the aim of simulating an enterprise environment that allows students to learn business dynamics.
Research Interests:
In this paper we illustrate a solution to reduce the gap between teachers and the Net Generation. In the framework of an European funded project called Tenegen, based on a former project called Sloop, we encourage teachers to produce,... more
In this paper we illustrate a solution to reduce the gap between teachers and the Net Generation. In the framework of an European funded project called Tenegen, based on a former project called Sloop, we encourage teachers to produce, share, comment, tag ...