Higher Education and Local Economic Development (Strumenti per la didattica e la ricerca)
Tourism Review , , 63 2: Paper currently under consideration for publication in A journal. O ther work are in preliminary data collection, first data analysis stage and early draft and refer mainly to organization capabilities development, network strategy maturity, persuasive technology and ICT mediated decision making. Gower, Ashgate Publishing, co-authoring Sainaghi, R.
Marketing innovations for Sustainable Destinations: Marketing Efficiency in Tourism: Coping with Volatile Demand , Munich: The Dynamic of International Competition.
Higher Education and Local Economic Development What people are saying - Write a review Volume 75 of Strumenti per la didattica e la ricerca. Higher education and local economic development / ernesto tavoletti. – Firenze: Firenze university press, (strumenti per la didattica e la ricerca ; 75).
From Practice to Theory , London: Creazione, sviluppo e valorizzazione nel turismo. Pearson, co-authoring Cabiddu, F. Uno studio sui portali turistici nazionali e internazionali. Guerini, co-authoring Marra, E. Egea, co-authoring Dubini, P. Principi, strumenti, esperienze, Milano: Franco Angeli, co-authoring Caso, R. Egea, 2nd ed. Esperienze aziendali su come costruire e trattenere manager di valore, Milano: Franco Angeli, co-authoring Aielli, M.
Finanza Marketing e Produzione, , 1: Impresa e Stato, , 81,4;. IULM tra sistema nazionale e globalizzazione. 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.
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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 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.
Hybrid Learning Spaces for the socio-educational inclusion of homebound students. Spazi ibridi di apprendimento e inclusione socio-educativa. Verranno riportati i primi risultati di un progetto sperimentale orientato allo specifico problema. 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. 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.
Una variante del modello di Kirkpatrick applicata alla valutazione dei programmi formativi per formatori professionali. Il progetto TRIS e l'inclusione socio-educativa degli studenti impossibilitati alla normale frequenza scolastica. Universita' degli Studi di Bergamo.
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. 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. 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. 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. 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. Technology Enhanced Visit to Museums. 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.
Second, we evaluated the pedagogical potentiality of these technological applications for further researches with schools. In this context technology plays a very important role: 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. Intellectual disabilities are one of the main causes due to which people can seldom reach a completely independent living.
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: 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. They can therefore experiment the newly learnt skills and further develop them by moving autonomously and discovering new areas in town.
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. The review concludes with a brief discussion and reflection on the results. 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. La valutazione del capitale intellettuale Author: This entails limitations to the assumptions that require further research and narrowing down the focus on disciplines as well as phases of professional life. 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.
Should unforeseen situations arise, they will be managed by the users with the immediate assistance of his educator. 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. The transmission of some cultural expressions, like rare traditional singing or dancing, is more related to the acquisition of procedural knowledge i. 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.
Students' Perspectives and Empowerment. 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 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.
Metaphors and online learning. 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. Voci e silenzi in un'esperienza italiana di Student Voice.
Learning dynamics of the peer review: 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. Tutor si, tutor no: Lingue antiche e moderne: Aspetti linguistici, clinici e normativi, Flussi di conoscenza e spazi ibridi di apprendimento. Educational Reflective Practices, 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.
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. 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. Network-Based Continuing Medical Education: Social Media and Professional Development.
Trentin, Nova Science Publishers Inc.. 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: What's all the Data about? Proceedings of the companion publication of the 23rd international conference on World wide web companion, ISBN: 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.
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.
Teachers' professional development in online social networking sites. 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. Social media in higher education. How Italian academic scholars are using or not using Web 2. Proceedings of Sirem-Siel ,.
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 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. Higher education; personal use; professional use; social media; teaching use.
De Carlo, Manuela
Lecture notes in computer science, , 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.
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: 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. Interacting to learn in the age of social technology. 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. The Net, Web 2. 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: 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.
Exploring type-specific topic profiles of datasets: 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. 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.
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.
Digital Scholarship; professional practices; scientific information; web tools. Exploiting Linked Data for supporting mobile learning experiences. 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 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.
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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. More information about the environment are available at: 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: 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. 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. 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. 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 , 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. 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.
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. 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. University of Potsdam, Potsdam. 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.
In our view, this approach allows an integration of computational thinking in the K curriculum across disciplines. Computational thinking; informatics education; programming in context. A scalable approach for efficiently generating structured dataset topic profiles. Lecture notes in computer science, LNCS, 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 main aim of this paper is to propose a model, which can explain Italian regional variability in the PISA 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.
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. Instructional Design e Didattica in Rete. Jafrancesco , Guida alla formazione del docente di lingue all'uso delle TIC, L'nteresse del mondo dell'? 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. Le indicazioni che seguono non hanno assolutamente la pretesa di fornire un paradigma di riferimento per l'? Innovation and sustainability in higher education: Information Technology and Open Source: Applications for Education, Innovation, and Sustainability, 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.
University of North Texas Press Grant: Census data showed that over the last decade the Latino population grew from This book collects essays that examine this phenomenal growth. In order to understand the Latino community in all its diversity, the analysis has to begin at the grassroots level. The political future of the Latino community in the United States in the twenty-first century will be largely determined by the various roles they have played in the major urban centers across the nation.
These essays collectively suggest that political agency can encompass everything from voting, lobbying, networking, grassroots organizing, and mobilization, to dramatic protest. Latinos are in fact gaining access to the same political institutions that worked so hard to marginalize them.
Rabinoff, Eve Book Series: Northwestern University Press Grant: Traditionally, the soul has been understood to have a non-rational part characterized by desire and perception and a rational part characterized by thinking, knowledge, and argument. Depending on how the relationship between the sides is conceived, the non-rational is either a bane to be controlled by the rational, or plays an irreducible role in moral action.
Keywords Philosophy Encoding truths? Diagnosis-Related Groups and the fragility of the marketisation discourse Book chapter Author: DRGs marked a shift in the way hospitals were oriented and were the means to operationalise the market-logic in healthcare. The DRG system is a case classification system: In this way, hospital care can be matched with pre-calculated resources. Developed in the early s by Robert B.
Fetter and John D. Politics, Lessons and Interplays Authors: In parallel, international conservation organizations have promoted small-scale pilot project activities, in order to capture the economic value of any resulting land-use emission reductions, mostly through voluntary carbon markets. Northwestern University Press 1. Tampere University Press 1. University of Calgary Press 1. University of North Texas Press 1.