Luigi Guerra

Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements

Paolo M. Pumilia-Gnarini graduated in Physics in 1986 from the Milan State University and had advanced courses on physics and computational techniques (NATO/ASI, NATO/MIDIT, and CNRS) during his career as a researcher. He has a long lasting professional experience in setting up and analysing results of large atomic systems numerical simulations matching experimental measurements of nuclear magnetic resonance signals, infrared absorption and raman spectroscopy, and x-ray diffraction patterns. Most studies for Italian Research Institutions (CNR and Montedison) have addressed molecular crystals and biosensors dynamics, while working as consultant for pharmaceutical companies (Farmitalia Carlo-Erba S.r.L, Pharmacia Corporation) and research institutes (Ronzoni, Donegani), focus has been on protein structure and biosensors. He has been teaching mathematics and physics at high school level, while working as a consultant on the use of the ICT in small businesses and for cultural associations interested on the impact of the information technologies on our society. To that aim, in the last decade, as member of the AICA (the oldest cultural association in Italy, to tackle computer science issues at academic and at popular level as well) Paolo M Pumilia has organized and managed workshops and conferences about the open source phenomenon, dealing with the economical, technical, law, and cultural aspects. He has been invited as an expert to the Consultation on ‘Access rights for e-earning content’, at the European Commission. In 2007, he has represented a number of Italian cultural associations at the Beijing Symposium of the International Council for Science CODATA (Committee on Data for Science and Technology). Few years ago, he joined a group of scholars at the Bologna and Padua universities to frame a viable proposal to gradually improve the youth education school system by involving the whole local community in that effort. Paolo M. Pumilia-Gnarini (Independent Researcher, Italy), Elena Favaron (La Scuola che Funziona, Italy), Elena Pacetti (University of Bologna, Italy), Jonathan Bishop (Centre for Research into Online Communities and E-Learning Systems, UK) and Luigi Guerra (University of Bologna, Italy)

L'elaborazione didattica di Learning Objects.

L’idea di un modello didattico problematico per la realizzazione di Learning Objects riprende i temi del problematicismo pedagogico e si impegna a definire un’ipotesi formativa complessa capace di valorizzare la possibile positiva compresenza integrata di strategie didattiche diverse (finanche antitetiche) ma componibili in una logica appunto di matrice problematicista. Il punto di partenza del modello proposto e rappresentato dalla opportunita di definire tre tipologie fondamentali di Learning Objects, rispettivamente centrati sull’oggetto, sul processo e sul soggetto dell’apprendimento. Parole chiave: E-learning e metodologie didattiche; Learning Objects e modelli didattici

Monitorare siti condivisi : una proposta di scaffolding

The use of shared sites as a work tool, and for building and sharing knowledge in a “learning community” and/or “communities of practice” is undeniably a characteristic of the so-called knowledge society. The phenomenon concerns all individuals and contexts, and involves all professional categories starting from those operating specifically in the information and communication sectors. Teachers and all those working in the field of education can be legitimately considered part of these two categories. In this complexity of forms, the reality of social networking can be seen as extremely multi-dimensional. What emerges in particular is the problem of co-ordinationing contributions within the groups or communities. The solutions are by no means simple and give rise to a sort of antinomy between “guided” sites (groups or communities which identify specific roles of co-ordination, evaluation and decision-making) and spontaneous sites (groups /communities in which all the participants engage with total equality of roles). The first are based on a top-down model and run the risk of going beyond the what might be called the “social constructionist” limits that characterise the new generation web culture, whilst the latter, in their turn, risk ending up in chaos, with useless additional areas in which contributions pile up one after the other without shared progress and unitary conclusions. The question highlighted in this article rises from this antinomic context and asks how co-ordination and monitoring can be carried out in shared sites while respecting a bottom up approach and still be able to produce sharing and evolution of knowledge. A proposal is put forward which suggests that monitoring should consist of an approach based on scaffolding.

MOOCs Scenarios and Learning Recognition. A Step Further

This paper introduces some pedagogical reflections about the “lights” and “shadows” of the MOOCs in higher education. It presents the main characteristics of those courses and proposes feasible potential scenarios of online learning recognitions. Currently, there are several modality to design the assessment in the massive courses, but the majority of them focus only on summative assessment function.

Virtual and Real: a proposal for the creation of an integrated museum

Nonostante siano numerosi i musei italiani ad avere un sito Web di riferimento, l’analisi effettuata rileva un uso della rete e delle specificita della telematica assolutamente marginale. Il sito Web solo in rari casi si presenta come estensione del museo stesso, per lo piu e una semplice vetrina che offre informazioni pratiche. L’ipotesi presentata nell’articolo ipotizza un uso della rete piu complesso, in grado di anticipare estendere e consolidare le conoscenze apprese durante la visita al museo reale.

Virtual&Real : un’ipotesi per la realizzazione di un museo integrato

Nonostante siano numerosi i musei italiani ad avere un sito Web di riferimento, l’analisi effettuata rileva un uso della rete e delle specificita della telematica assolutamente marginale. Il sito Web solo in rari casi si presenta come estensione del museo stesso, per lo piu e una semplice vetrina che offre informazioni pratiche. L’ipotesi presentata nell’articolo ipotizza un uso della rete piu complesso, in grado di anticipare estendere e consolidare le conoscenze apprese durante la visita al museo reale. Parole chiave: museo; sito Web; didattica museale _____________________________________________________________

Analisi di un campione significativo di Learning Objects

Il lavoro analizza sul piano pedagogico e didattico il concetto di Learning Object (LO) a partire dalla rilevazione diretta dei modelli formativi sottostanti, in forma esplicita o implicita, un campione significativo di Learning Objects identificato all’interno di rilevanti esperienze di e-learning universitarie e non universitarie prodotte in diverse nazioni, allo scopo di giungere alla messa a punto di una modellistica problematica di tipo didattico dei Learning Objects, funzionale alla costruzione di algoritmi differenziati di progettazione, realizzazione, erogazione e valutazione di LO, anche nella prospettiva dei Learning Artifacts.