La scuola ai tempi del digitale. Istruzioni per costruire una scuola nuova, 2015
Negli ultimi anni, l'adozione di giochi digitali in ambito didattico è cresciuta significativamen... more Negli ultimi anni, l'adozione di giochi digitali in ambito didattico è cresciuta significativamente, non solo all'estero ma anche nel nostro paese. Il potenziale di questi strumenti a livello di apprendimento e di sviluppo delle abilità cognitive è stato ampiamente indagato dai ricer-catori nell'area dell'apprendimento basato sui giochi, ossia Game Based Learning (Van Eck, 2010; Egenfeldt-Nielsen, 2006; Gee, 2003). Recentemente, uno specifico interesse è stato rivolto allo studio de-gli apprendimenti derivanti dell'attività stessa di sviluppo dei giochi digitali (Brennan e Resnick, 2012; Games e Squire, 2008; Kafai, 2006). Si tratta di un'attività sempre più alla portata di tutti, a prescindere dall'età e dalla capacità informatica, grazie anche alla disponibilità di una vasta gamma di ambienti per lo sviluppo di giochi per utenti molto diversi, dal bambino piccolo a chi intende lanciarsi professionalmente come game designer (Earp, Dagnino e Ott, 2014). Alcune ricerche in merito alle ricadute dell'attività di sviluppo di giochi rispetto agli apprendimenti curriculari e alle abilità trasversali sono state condotte ma la maggior parte di esse riguarda piccoli gruppi di studenti e singole abilità/competenze (Earp, in press; Robertson, 2012; Baytak e Land, 2010). Il progetto europeo MAGICAL (MAking Games In CollAboration for Learning) è nato 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 fonda-mentali nel XXI secolo (Dagnino, Earp e Ott, 2012).
Video games clearly have great educational potential, both for formal and informal learning, and ... more Video games clearly have great educational potential, both for formal and informal learning, and this avenue is being thoroughly investigated in the psychology and education literature. However, there appears to be a disconnect between social science academic research and the game development sector, in that research and development practices rarely inform each other. This paper presents a two-part analysis of this communicative disconnect based on investigations carried out within the H2020 Gaming Horizons project. The first part regards a literature review that identified the main topics of focus in the social sciences literature on games, as well as the chief recommendations authors express. The second part examines 73 interviews with 30 developers, 14 researchers, 13 players, 12 educators, and 4 policy makers, investigating how they perceived games and gaming. The study highlights several factors contributing to the disconnect: different priorities and dissemination practices; the lag between innovation in the games market and research advancements; low accessibility of academic research; and disproportionate academic focus on serious games compared to entertainment games. The authors suggest closer contact between researchers and developers might be sought by diversifying academic dissemination channels, promoting conferences involving both groups, and developing research partnerships with entertainment game companies.
Page 1. ICT resources, immigrant students and the teaching of Italian as a Second Language (L2): ... more Page 1. ICT resources, immigrant students and the teaching of Italian as a Second Language (L2): a survey Francesca Maria Dagnino E-mail:dagnino@itd.cnr.it Institute for Educational Technology (ITD) - Institute of History of ...
CIT. Journal of Computing and Information Technology,, 2014
The paper offers an experience-based viewpoint on two key phases of the development of an Informa... more The paper offers an experience-based viewpoint on two key phases of the development of an Information and Communication Technologies (ICTs)-based system: the defini-tion of requirements and the identification of related criteria and methodology for its evaluation. In doing so, it refers to the unique context of the i-Treasures EU project, which deals with the development of an innovative integrated platform to support the learning and transmission of Intangible Cultural Heritage (ICH). The i-Treasures inte-grated platform is conceived to support both traditional learning approaches and innova-tive and active learning processes, based on extensive use of sensor-technologies. In this light, during the development process, particular attention has been devoted to the defi-nition of requirements with specific reference to sensor- mediated Human Computer In-teraction (HCI) issues and the evaluation process was designed accordingly, in coher-ence with the specific advanced features of the integrated platform. The paper offers a view of the complexity of the design of ICT-based tools supporting the preservation and transmission of ICH and also provides an insight (and this could have a broader impact) into the methodology adopted to harmonize the requirements and the evaluation phases which are key pillars for the construction of any educationally effective ICT-based learning system.
Questo contributo descrive l'esperienza del laboratorio "Noi e gli altri", organizz... more Questo contributo descrive l'esperienza del laboratorio "Noi e gli altri", organizzato da due Istituti del CNR, l'Istituto di Storia dell'Europa Mediterranea di Cagliari e l'Istituto per le Tecnologie Didattiche di Genova, nell'ambito del Festival della Scienza. Lo scopo del laboratorio è stato duplice: da un lato, formulare un approccio alla studio della storia come scienza, basato cioè sull'osservazione e la verifica dei fatti reperibili con metodo scientifico; dall'altro, sviluppare nei ragazzi delle scuole secondarie competenze relative all'information problem solving e in particolare, sfruttare la ricerca in rete per sollecitare capacità di osservazione, di formulazione di ipotesi e di loro verifica.
The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and transmissi... more The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and transmission; its primary aim is to develop an open and extendable platform to provide access to ICH resources, enable knowledge exchange between researchers and contribute to the transmission of the rare know-how from Living Human Treasures to apprentices. The main purpose of this document is to define the system and user requirements of the i-Treasures platform. The requirements definition process was based on a participatory approach, where experts, performers and users have been actively involved through surveys and interviews, 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 learning approaches to ICH. Thus the document contains a state of the art review in the field, as well as the analysis of the artistic expressions (i.e. intangible heritages) identified by the project as use cases, namely: 1) rare traditional songs, 2) rare dance interactions, 3) traditional craftsmanship and 4) contemporary music composition.
ABSTRACT The role of technologies in teaching and learning a second language is widely recognized... more ABSTRACT The role of technologies in teaching and learning a second language is widely recognized and a variety of ICT applications is also available for supporting the teaching of Italian L2; nevertheless, a specific research focus on the actual diffusion and use of ICT is still lacking. This paper reports data on the use of ICT tools in the field of the teaching of Italian as L2 to immigrant students in compulsory education. We tackled this issue by carrying out a survey within a sample of Italian primary and lower secondary schools. This paper aims to report on current teaching practices in the field of teaching Italian L2, and pays special attention to the use of ICT tools. In particular, the survey was aimed to assess whether and how software products are currently used and also to understand which specific software products are used and which are the teachers’ feelings as to their potential, effectiveness, strengths and weakness. We actually collected 70 questionnaires from a casual sample of schools from three Italian regions; the schools were selected on the grounds of immigrant students distribution. The results of the survey account for the teachers' positive attitude towards the use of ICT tools in the field, but also show their moderate use. This fact appears to be mainly due to logistic difficulties (e.g. unavailability of pc labs) and, possibly, to the lack of specific teachers’ information and training on the existing ICT resources and their adoption in school contexts. The latter factor, though, was not always explicitly declared by responding teachers. The research findings provide helpful hints for a more widespread and effective use of ICT tools, for future specific teacher training actions and for the design and development of more sound and effective tools
ABSTRACT This contribution deals with Entrepreneurship Education, a growing education area which ... more ABSTRACT This contribution deals with Entrepreneurship Education, a growing education area which is important to see as not limited to economical and business studies. Entrepreneurship Education should rather be aimed to develop students’ entrepreneurial mentality and to provide students with both general competences (such as: self-confidence, creativity, communication and collaboration…) and specific skills needed to manage enterprises. After briefly outlining the Italian situation as to Entrepreneurship Education, the paper, based on a concrete experience carried out in the framework of the European project eSG, some reflections are proposed around the educational suitability and effectiveness of innovative tools such as SGs and of non- traditional educational strategies such as “gamification”.
The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and
transmis... more The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and
transmission; its primary aim is to develop an open and extendable platform to provide
access to ICH resources and contribute to the transmission of the rare know-how from
Living Human Treasures to apprentices.
The main purpose of Task 5.1 and of this document in particular, is to propose
innovative teaching and learning opportunities, able to demonstrate and exploit the
technologies developed by the project.
Thus the document describes the process followed by the partnership to build up
sound educational scenarios, which starts from a preliminary phase of pedagogical
planning where the designer has to take into account all the variables at play in the
learning context, down to the implementation of the educational scenarios into the
Learning Management System, thus giving the opportunity to its users both to use
already existing scenarios (built up with the help of the experts of the various cultural
expressions), as well as to create completely new learning paths, according to
individual needs.
2013 Digital Heritage International Congress (DigitalHeritage), 2013
ABSTRACT The paper deals with the “Canto a Tenore” a typical artistic expression from Sardinia It... more ABSTRACT The paper deals with the “Canto a Tenore” a typical artistic expression from Sardinia Italy, which is also recognized by UNESCO as one of the ICH (Intangible Cultural Heritage), namely those “traditions or living expressions inherited from our ancestors” to be passed on to our descendants. It explores how digital technology is affecting the way this particular type of singing is/can be transmitted from those that are are the “guardians” of the rare know how behind the “Canto a Tenore”) to the apprentices. The paper focuses on the transmission modalities and explains how in the years the way this rare know how has been passed down from generation to generation has changed. In doing so it highlights how in our times digital technology is gradually becoming and, what’s more important, is increasingly being “felt” as a suitable means not only to spread knowledge and provide relevant information but also to sustain the transmission process itself. In the end, the paper casts a glance to the new frontiers opened by the adoption of cutting the edge sensor technologies, by referring to the ongoing EU project I-treasures, which proposes novel methodologies and new technological paradigms for the analysis and modeling of a variety of different ICHs, including the “Canto a Tenore”
The paper deals with the hot issue of entrepreneurship education and describes the rationale behi... more 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.
ABSTRACT Reuse and repurposing are two of the most basic software concepts. They are powerful pra... more ABSTRACT Reuse and repurposing are two of the most basic software concepts. They are powerful practices that can deliver significant improvements in software productivity and quality, as well as substantially lower software development and maintenance costs. Unfortunately, few serious gaming research entities have been able to capitalize on the tremendous benefits that reuse and repurposing offer. The rapid growth of the serious game research community in the EU has set the stage for a large diversity in serious gaming scientific research in terms of the application domains (military, health, business, engineering), scientific disciplines (psychology, computer science, social science), and development solutions. It is often argued that the large growth has created a problematically fragmented serious gaming community. The fragmentation makes it difficult to maximize contributions and successes, avoid overlap, enable resource reuse, as well as harmonized development efforts through interoperability. Questions remain regarding the demographics and outcomes of this polymorphous research community. By answering these questions, fragmentation can be reduced and synergy can emerge. Moreover, by knowing the status quo, the serious gaming research community's development can be analysed over time. The EU has tried to reduce the fragmentation in the serious gaming community by funding the Game and Learning Alliance (GALA) Network of Excellence. The GALA tasks included the establishment of a Technical Committee on Interoperability and Semantics, and of the European Academy of Serious Games (SG Academy), a web-based social networking website that enables EU serious gaming researchers, students, teachers and professionals to collaboratively build and share knowledge of serious gaming. In this paper, the authors build upon the expertise of this community to answer the following questions: What is the reusability and interoperability potential of existing serious games (SG)? Are information, software components, and SGs easily accessible? How many SGs have been developed through European funding? How many of these SGs are available online? How many are open source? How many require a user account? For what languages are these games available? What are the most common topics games are developed for? This research aims to enable the adoption of accessibility, reusability and interoperability principles within the SG community, as well as to support the development of the next generation of serious game researchers and developers.
The paper discusses how to design innovative educational interventions in the field of Intangible... more 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
Questo contributo descrive l'esperienza del laboratorio "Italiani allo specchio", o... more Questo contributo descrive l'esperienza del laboratorio "Italiani allo specchio", organizzato da due Istituti del CNR, l'Istituto di Storia dell'Europa Mediterranea di Cagliari e l'Istituto per le Tecnologie Didattiche di Genova, nell'ambito del Festival della Scienza. Lo scopo del laboratorio è stato quello di favorire lo sviluppo nei ragazzi delle scuole secondarie competenze relative all'information problem solving e in particolare, sfruttare la ricerca in rete per sollecitare capacità di osservazione, di formulazione di ipotesi e di loro verifica. Inoltre, il laboratorio è stato luogo di riflessione sul tema dell'identita culturale da un punto di vista storico
Proceedings of the Workshop on Horizon 2020 and Creative Europe vs Digital Heritage: A European Projects Crossover. Flash News, Florence, Italy, February 18, 2014, 2015
The paper draws on the I-Treasures project, an Integrated Project co-financed by EU under the ICT... more The paper draws on the I-Treasures project, an Integrated Project co-financed by EU under the ICT theme (Information and Communication Technologies) of the FP7 (7th Framework Program), which deals with the use of advanced ICT technologies in the field of Intangible Cultural Heritage (ICH). Actually, the project aims at going far beyond the mere ICT-enhanced dissemination; rather it is meant to support the learning and passing down of the rare know how behind the various ICHs by means of cutting edge ICT and sensor technologies. In doing so, it focuses on four use cases: a) Rare Traditional Songs, b) Rare Dance Interactions, c) Traditional Craftsmanship and d) Contemporary Music Composition. An open and extendable platform is being developed which provides access to specific ICH resources and through a dedicated Learning Management Systems aims at sustaining the learning and transmission of rare know-how behind ICHs from expert artist/performers to apprentices.
La scuola ai tempi del digitale. Istruzioni per costruire una scuola nuova, 2015
Negli ultimi anni, l'adozione di giochi digitali in ambito didattico è cresciuta significativamen... more Negli ultimi anni, l'adozione di giochi digitali in ambito didattico è cresciuta significativamente, non solo all'estero ma anche nel nostro paese. Il potenziale di questi strumenti a livello di apprendimento e di sviluppo delle abilità cognitive è stato ampiamente indagato dai ricer-catori nell'area dell'apprendimento basato sui giochi, ossia Game Based Learning (Van Eck, 2010; Egenfeldt-Nielsen, 2006; Gee, 2003). Recentemente, uno specifico interesse è stato rivolto allo studio de-gli apprendimenti derivanti dell'attività stessa di sviluppo dei giochi digitali (Brennan e Resnick, 2012; Games e Squire, 2008; Kafai, 2006). Si tratta di un'attività sempre più alla portata di tutti, a prescindere dall'età e dalla capacità informatica, grazie anche alla disponibilità di una vasta gamma di ambienti per lo sviluppo di giochi per utenti molto diversi, dal bambino piccolo a chi intende lanciarsi professionalmente come game designer (Earp, Dagnino e Ott, 2014). Alcune ricerche in merito alle ricadute dell'attività di sviluppo di giochi rispetto agli apprendimenti curriculari e alle abilità trasversali sono state condotte ma la maggior parte di esse riguarda piccoli gruppi di studenti e singole abilità/competenze (Earp, in press; Robertson, 2012; Baytak e Land, 2010). Il progetto europeo MAGICAL (MAking Games In CollAboration for Learning) è nato 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 fonda-mentali nel XXI secolo (Dagnino, Earp e Ott, 2012).
Video games clearly have great educational potential, both for formal and informal learning, and ... more Video games clearly have great educational potential, both for formal and informal learning, and this avenue is being thoroughly investigated in the psychology and education literature. However, there appears to be a disconnect between social science academic research and the game development sector, in that research and development practices rarely inform each other. This paper presents a two-part analysis of this communicative disconnect based on investigations carried out within the H2020 Gaming Horizons project. The first part regards a literature review that identified the main topics of focus in the social sciences literature on games, as well as the chief recommendations authors express. The second part examines 73 interviews with 30 developers, 14 researchers, 13 players, 12 educators, and 4 policy makers, investigating how they perceived games and gaming. The study highlights several factors contributing to the disconnect: different priorities and dissemination practices; the lag between innovation in the games market and research advancements; low accessibility of academic research; and disproportionate academic focus on serious games compared to entertainment games. The authors suggest closer contact between researchers and developers might be sought by diversifying academic dissemination channels, promoting conferences involving both groups, and developing research partnerships with entertainment game companies.
Page 1. ICT resources, immigrant students and the teaching of Italian as a Second Language (L2): ... more Page 1. ICT resources, immigrant students and the teaching of Italian as a Second Language (L2): a survey Francesca Maria Dagnino E-mail:dagnino@itd.cnr.it Institute for Educational Technology (ITD) - Institute of History of ...
CIT. Journal of Computing and Information Technology,, 2014
The paper offers an experience-based viewpoint on two key phases of the development of an Informa... more The paper offers an experience-based viewpoint on two key phases of the development of an Information and Communication Technologies (ICTs)-based system: the defini-tion of requirements and the identification of related criteria and methodology for its evaluation. In doing so, it refers to the unique context of the i-Treasures EU project, which deals with the development of an innovative integrated platform to support the learning and transmission of Intangible Cultural Heritage (ICH). The i-Treasures inte-grated platform is conceived to support both traditional learning approaches and innova-tive and active learning processes, based on extensive use of sensor-technologies. In this light, during the development process, particular attention has been devoted to the defi-nition of requirements with specific reference to sensor- mediated Human Computer In-teraction (HCI) issues and the evaluation process was designed accordingly, in coher-ence with the specific advanced features of the integrated platform. The paper offers a view of the complexity of the design of ICT-based tools supporting the preservation and transmission of ICH and also provides an insight (and this could have a broader impact) into the methodology adopted to harmonize the requirements and the evaluation phases which are key pillars for the construction of any educationally effective ICT-based learning system.
Questo contributo descrive l'esperienza del laboratorio "Noi e gli altri", organizz... more Questo contributo descrive l'esperienza del laboratorio "Noi e gli altri", organizzato da due Istituti del CNR, l'Istituto di Storia dell'Europa Mediterranea di Cagliari e l'Istituto per le Tecnologie Didattiche di Genova, nell'ambito del Festival della Scienza. Lo scopo del laboratorio è stato duplice: da un lato, formulare un approccio alla studio della storia come scienza, basato cioè sull'osservazione e la verifica dei fatti reperibili con metodo scientifico; dall'altro, sviluppare nei ragazzi delle scuole secondarie competenze relative all'information problem solving e in particolare, sfruttare la ricerca in rete per sollecitare capacità di osservazione, di formulazione di ipotesi e di loro verifica.
The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and transmissi... more The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and transmission; its primary aim is to develop an open and extendable platform to provide access to ICH resources, enable knowledge exchange between researchers and contribute to the transmission of the rare know-how from Living Human Treasures to apprentices. The main purpose of this document is to define the system and user requirements of the i-Treasures platform. The requirements definition process was based on a participatory approach, where experts, performers and users have been actively involved through surveys and interviews, 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 learning approaches to ICH. Thus the document contains a state of the art review in the field, as well as the analysis of the artistic expressions (i.e. intangible heritages) identified by the project as use cases, namely: 1) rare traditional songs, 2) rare dance interactions, 3) traditional craftsmanship and 4) contemporary music composition.
ABSTRACT The role of technologies in teaching and learning a second language is widely recognized... more ABSTRACT The role of technologies in teaching and learning a second language is widely recognized and a variety of ICT applications is also available for supporting the teaching of Italian L2; nevertheless, a specific research focus on the actual diffusion and use of ICT is still lacking. This paper reports data on the use of ICT tools in the field of the teaching of Italian as L2 to immigrant students in compulsory education. We tackled this issue by carrying out a survey within a sample of Italian primary and lower secondary schools. This paper aims to report on current teaching practices in the field of teaching Italian L2, and pays special attention to the use of ICT tools. In particular, the survey was aimed to assess whether and how software products are currently used and also to understand which specific software products are used and which are the teachers’ feelings as to their potential, effectiveness, strengths and weakness. We actually collected 70 questionnaires from a casual sample of schools from three Italian regions; the schools were selected on the grounds of immigrant students distribution. The results of the survey account for the teachers' positive attitude towards the use of ICT tools in the field, but also show their moderate use. This fact appears to be mainly due to logistic difficulties (e.g. unavailability of pc labs) and, possibly, to the lack of specific teachers’ information and training on the existing ICT resources and their adoption in school contexts. The latter factor, though, was not always explicitly declared by responding teachers. The research findings provide helpful hints for a more widespread and effective use of ICT tools, for future specific teacher training actions and for the design and development of more sound and effective tools
ABSTRACT This contribution deals with Entrepreneurship Education, a growing education area which ... more ABSTRACT This contribution deals with Entrepreneurship Education, a growing education area which is important to see as not limited to economical and business studies. Entrepreneurship Education should rather be aimed to develop students’ entrepreneurial mentality and to provide students with both general competences (such as: self-confidence, creativity, communication and collaboration…) and specific skills needed to manage enterprises. After briefly outlining the Italian situation as to Entrepreneurship Education, the paper, based on a concrete experience carried out in the framework of the European project eSG, some reflections are proposed around the educational suitability and effectiveness of innovative tools such as SGs and of non- traditional educational strategies such as “gamification”.
The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and
transmis... more The i-Treasures project deals with ICH (Intangible Cultural Heritage) preservation and
transmission; its primary aim is to develop an open and extendable platform to provide
access to ICH resources and contribute to the transmission of the rare know-how from
Living Human Treasures to apprentices.
The main purpose of Task 5.1 and of this document in particular, is to propose
innovative teaching and learning opportunities, able to demonstrate and exploit the
technologies developed by the project.
Thus the document describes the process followed by the partnership to build up
sound educational scenarios, which starts from a preliminary phase of pedagogical
planning where the designer has to take into account all the variables at play in the
learning context, down to the implementation of the educational scenarios into the
Learning Management System, thus giving the opportunity to its users both to use
already existing scenarios (built up with the help of the experts of the various cultural
expressions), as well as to create completely new learning paths, according to
individual needs.
2013 Digital Heritage International Congress (DigitalHeritage), 2013
ABSTRACT The paper deals with the “Canto a Tenore” a typical artistic expression from Sardinia It... more ABSTRACT The paper deals with the “Canto a Tenore” a typical artistic expression from Sardinia Italy, which is also recognized by UNESCO as one of the ICH (Intangible Cultural Heritage), namely those “traditions or living expressions inherited from our ancestors” to be passed on to our descendants. It explores how digital technology is affecting the way this particular type of singing is/can be transmitted from those that are are the “guardians” of the rare know how behind the “Canto a Tenore”) to the apprentices. The paper focuses on the transmission modalities and explains how in the years the way this rare know how has been passed down from generation to generation has changed. In doing so it highlights how in our times digital technology is gradually becoming and, what’s more important, is increasingly being “felt” as a suitable means not only to spread knowledge and provide relevant information but also to sustain the transmission process itself. In the end, the paper casts a glance to the new frontiers opened by the adoption of cutting the edge sensor technologies, by referring to the ongoing EU project I-treasures, which proposes novel methodologies and new technological paradigms for the analysis and modeling of a variety of different ICHs, including the “Canto a Tenore”
The paper deals with the hot issue of entrepreneurship education and describes the rationale behi... more 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.
ABSTRACT Reuse and repurposing are two of the most basic software concepts. They are powerful pra... more ABSTRACT Reuse and repurposing are two of the most basic software concepts. They are powerful practices that can deliver significant improvements in software productivity and quality, as well as substantially lower software development and maintenance costs. Unfortunately, few serious gaming research entities have been able to capitalize on the tremendous benefits that reuse and repurposing offer. The rapid growth of the serious game research community in the EU has set the stage for a large diversity in serious gaming scientific research in terms of the application domains (military, health, business, engineering), scientific disciplines (psychology, computer science, social science), and development solutions. It is often argued that the large growth has created a problematically fragmented serious gaming community. The fragmentation makes it difficult to maximize contributions and successes, avoid overlap, enable resource reuse, as well as harmonized development efforts through interoperability. Questions remain regarding the demographics and outcomes of this polymorphous research community. By answering these questions, fragmentation can be reduced and synergy can emerge. Moreover, by knowing the status quo, the serious gaming research community's development can be analysed over time. The EU has tried to reduce the fragmentation in the serious gaming community by funding the Game and Learning Alliance (GALA) Network of Excellence. The GALA tasks included the establishment of a Technical Committee on Interoperability and Semantics, and of the European Academy of Serious Games (SG Academy), a web-based social networking website that enables EU serious gaming researchers, students, teachers and professionals to collaboratively build and share knowledge of serious gaming. In this paper, the authors build upon the expertise of this community to answer the following questions: What is the reusability and interoperability potential of existing serious games (SG)? Are information, software components, and SGs easily accessible? How many SGs have been developed through European funding? How many of these SGs are available online? How many are open source? How many require a user account? For what languages are these games available? What are the most common topics games are developed for? This research aims to enable the adoption of accessibility, reusability and interoperability principles within the SG community, as well as to support the development of the next generation of serious game researchers and developers.
The paper discusses how to design innovative educational interventions in the field of Intangible... more 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
Questo contributo descrive l'esperienza del laboratorio "Italiani allo specchio", o... more Questo contributo descrive l'esperienza del laboratorio "Italiani allo specchio", organizzato da due Istituti del CNR, l'Istituto di Storia dell'Europa Mediterranea di Cagliari e l'Istituto per le Tecnologie Didattiche di Genova, nell'ambito del Festival della Scienza. Lo scopo del laboratorio è stato quello di favorire lo sviluppo nei ragazzi delle scuole secondarie competenze relative all'information problem solving e in particolare, sfruttare la ricerca in rete per sollecitare capacità di osservazione, di formulazione di ipotesi e di loro verifica. Inoltre, il laboratorio è stato luogo di riflessione sul tema dell'identita culturale da un punto di vista storico
Proceedings of the Workshop on Horizon 2020 and Creative Europe vs Digital Heritage: A European Projects Crossover. Flash News, Florence, Italy, February 18, 2014, 2015
The paper draws on the I-Treasures project, an Integrated Project co-financed by EU under the ICT... more The paper draws on the I-Treasures project, an Integrated Project co-financed by EU under the ICT theme (Information and Communication Technologies) of the FP7 (7th Framework Program), which deals with the use of advanced ICT technologies in the field of Intangible Cultural Heritage (ICH). Actually, the project aims at going far beyond the mere ICT-enhanced dissemination; rather it is meant to support the learning and passing down of the rare know how behind the various ICHs by means of cutting edge ICT and sensor technologies. In doing so, it focuses on four use cases: a) Rare Traditional Songs, b) Rare Dance Interactions, c) Traditional Craftsmanship and d) Contemporary Music Composition. An open and extendable platform is being developed which provides access to specific ICH resources and through a dedicated Learning Management Systems aims at sustaining the learning and transmission of rare know-how behind ICHs from expert artist/performers to apprentices.
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The main purpose of this document is to define the system and user requirements of the i-Treasures platform. The requirements definition process was based on a participatory approach, where experts, performers and users have been actively involved through surveys and interviews, 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 learning approaches to ICH.
Thus the document contains a state of the art review in the field, as well as the analysis of the artistic expressions (i.e. intangible heritages) identified by the project as use cases, namely: 1) rare traditional songs, 2) rare dance interactions, 3) traditional craftsmanship and 4) contemporary music composition.
transmission; its primary aim is to develop an open and extendable platform to provide
access to ICH resources and contribute to the transmission of the rare know-how from
Living Human Treasures to apprentices.
The main purpose of Task 5.1 and of this document in particular, is to propose
innovative teaching and learning opportunities, able to demonstrate and exploit the
technologies developed by the project.
Thus the document describes the process followed by the partnership to build up
sound educational scenarios, which starts from a preliminary phase of pedagogical
planning where the designer has to take into account all the variables at play in the
learning context, down to the implementation of the educational scenarios into the
Learning Management System, thus giving the opportunity to its users both to use
already existing scenarios (built up with the help of the experts of the various cultural
expressions), as well as to create completely new learning paths, according to
individual needs.
The main purpose of this document is to define the system and user requirements of the i-Treasures platform. The requirements definition process was based on a participatory approach, where experts, performers and users have been actively involved through surveys and interviews, 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 learning approaches to ICH.
Thus the document contains a state of the art review in the field, as well as the analysis of the artistic expressions (i.e. intangible heritages) identified by the project as use cases, namely: 1) rare traditional songs, 2) rare dance interactions, 3) traditional craftsmanship and 4) contemporary music composition.
transmission; its primary aim is to develop an open and extendable platform to provide
access to ICH resources and contribute to the transmission of the rare know-how from
Living Human Treasures to apprentices.
The main purpose of Task 5.1 and of this document in particular, is to propose
innovative teaching and learning opportunities, able to demonstrate and exploit the
technologies developed by the project.
Thus the document describes the process followed by the partnership to build up
sound educational scenarios, which starts from a preliminary phase of pedagogical
planning where the designer has to take into account all the variables at play in the
learning context, down to the implementation of the educational scenarios into the
Learning Management System, thus giving the opportunity to its users both to use
already existing scenarios (built up with the help of the experts of the various cultural
expressions), as well as to create completely new learning paths, according to
individual needs.