Luciano Seta

Social knowledge building in a mobile learning environment

According to the social constructivism paradigm, knowledge is not transferred from teachers to students, but is the result of collaborative activities; when these activities take place in a mobile environment, it is extremely important to consider how the temporal and spatial factors can influence the collaborative process. In this work we define a model for mobile Knowledge Building Process (mKBP); starting from this model, we propose to analyse the evolution of a mobile collaborative learning experience through its interactions with the social, the information and the geographic spaces. Finally, we present the methodologies and the tools used to investigate the data gathered during a specific mobile learning experience carried out at the Institute for Educational Technologies of the Italian National Research Council, in the framework of the Mobile and Ubiquitous Learning (MoULe) project.

What have we learnt about mobile LifeLong Learning (mLLL)

Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues.

Design and evaluation of a mobile learning experience

Analysis of scientific and technological development in the field of mobile learning, with particular reference to design issues and evaluation experiences. Analyzes the characteristics of innovative teaching methods together with proposals for concrete operational tools that allow to design educational interventions for mobile learning.

Multimodality in a Mobile Learning Environment

The aim of this paper is to investigate the use of multimodal interfaces as an opportunity for students involved in mobile learning activities to enhance their didactic experience. The MoULe (Mobile and Ubiquitous Learning) system, a technological platform that we developed in order to support on-site learning experiences through handheld devices, allows the students to read and modify the educational content available on a e-learning platform, and to record new information during on site activities, by using different multimedia formats, such as textual notes, annotated audio and photos. Each student can use his/her handheld device to store these notes, or s/he can publish them on the server using a wireless connection. Afterwards, the published notes can be shared amongst the students and used to construct wiki pages. In this paper we analyse conditions under which the multimodality can support the student/learning environment interaction and, consequently, enhance the learning process.

Pen-based tools for the creation of handwritten learning content

This paper presents a pen-based didactic experience where teachers use different technologies to produce and deliver learning contents. We describe the use of a pen-based device for the creation of handwritten lessons. Handwritten contents such as sketches, pictures, graphs, are captured by a screen recorder tool, converted into a movie file and delivered by a streaming server. These handwritten contents are embedded into online lessons provided by a learning management system. This experience is part of an online BSc degree course organized by the University of Palermo. This paper describes the workflow to produce these learning contents and presents some considerations about the efficacy of handwritten contents to enhance the learning process of the students.

High-frequency interacting gravitational and magnetosonic waves

The interaction of high-frequency asymptotic waves in general relativistic magnetohydrodynamics will be investigated. It shall be proved that an order-one magnetosonic wave generates a gravitational wave of order three (theorem 1), and an order-two gravitational wave generates a magnetosonic wave of the same order (theorem 2). If the fluid satisfies the limit state equation , then a magnetosonic and a gravitational wave of same phase and of the same order can coexist and interact, each one acting as a source for the other (theorem 3).

The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment

Background The most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of applied behaviour analysis (ABA). Objective The study describes how the use of technology can simplify the application of EBPs in ABA. Methods The Web Health Application for ADHD Monitoring (WHAAM) application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating both visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index. Results Significant positive changes of children’s problem behaviours are observed and recorded. Both the duration of the previously identified behaviour ‘to get out of bed in time’ (r = −0.79, TAU-U = −0.58, p < 0.05) and the frequency of the behaviour ‘interrupting others’ (r = −0.96, TAU-U = −0.82, p < 0.01) decreased. Conclusions The WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of EBPs and increasing the communication among clinical, educational and family environments.

Le tecnologie mobili dell'apprendimento permanente, il progetto MOTILL

In questo articolo vengono presentati alcuni dei risultati del progetto MOTILL. MOTILL, ovvero «Le Tecnologie Mobili nell’apprendimento permanente: buone pratiche», e un progetto finanziato dalla Comunita Europea, nell’ambito del National Lifelong Learning Strategies (NLLS). Il progetto, durato un anno e terminato a Marzo 2010, si e focalizzato sull’uso delle tecnologie mobili in contesti di lifelong learning (LLL). L’articolo sara 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 comunita scientifica e diffusi ai policy makers impegnati nei programmi di apprendimento permanente.

Online reading comprehension: from a theoretical model to the development of a Web tool

This article aims to promote reflection on some crucial aspects of online reading comprehension. Examination of the Italian scenario regarding reading comprehension issues highlights a dramatic state of affairs, with a generation of students who have poor reading skills and are often unable to use simple cognitive strategies. The IREC model is proposed as a response to this critical situation, taking into consideration the key role which ICT can play. The aim of the model is to support the design of innovative web learning tools to meet present educational needs. The features and applications of the Gym2Learn system are described as an example of how the model can be applied. The article concludes with some considerations on the need to devise new educational strategies to improve students’ reading comprehension skills, and also to foster efforts to better understand the methodological and technological aspects involved in online reading comprehension.

Moule: a project for mobile and ubiquitous learning

Description of experience Moule, a project for mobile and ubiquitous learning that involves the construction of a platform for m-learning. Illustrates the approach adopted for the creation of shared content that the experimental framework and methodology.