Mario Allegra

The Open Learning Object model to promote Open Educational Resources

In this paper we present the results of research work, that forms part of the activities of the EU-funded project SLOOP: Sharing Learning Objects in an Open Perspective, aimed at encouraging the definition, development and management of Open Educational Resources based on the Learning Object paradigm (Wiley, 2000). We present a model of Open Learning Object (OpenLO) for a greater awareness in the use of LOs by teachers, giving them a more active role in the evolution of educational resources; the OpenLO model extends the concept of reusability, providing pedagogical sustainability. Moreover, we compare FreeLOms, a Learning Object Management System that implements the proposed OpenLO model, to traditional tools for handling LOs. Editors: Patrick McAndrew (Open University, UK). Reviewers: Anonymous Review (Anonymous) and Patrick McAndrew (Open University, UK).

Hypertext-like structures through a SOM network

III this paper we describe a system whose main aim is supporting a hypertext author to classify and organize a large amount of documents; the system allows the author to have access to the documents with hypertext features, providing some access points and suggesting, for each document, the related ones. The system is an interesting application of the Self Organizing Map network, a neural network widely used to organize multidimensional data; specifically, it is based on two SOM networks, the first one is aimed at organizing collections of documents in “information maps” that display the relations between the content of the documents; the second one identifies access points and splits the maps into meaningful areas. Finally the author can edit both the list of access points and the map through a Web page editor, thus moving the misclassified documents in the right area.

Test-enhanced learning: analysis of an experience with undergraduate nursing students

BackgroundThis study is based on the evidence that tests can be used as an educational tool to enhance learning, not just as an evaluation tool. There is a growing body of research that shows that participating in repeated testing improves learning, a phenomenon defined as Test-Enhanced Learning. The aim of the present study was to analyse the effect of the use of a test enhanced learning program integrated into a general psychology course for undergraduate nursing students and its interaction with the students’ test anxiety.Methods161 undergraduate nursing students attending a General Psychology course followed an educational program based on Test-Enhanced Learning methodology. Students were divided into two groups, an experimental group (TEL group) and a control group (Re-study group). TEL students took a multiple-choice test on the lecture topics. The Re-study group just read study material. Testing and re-study occurred at intervals of about a week after each lesson. TEL students received feedback immediately after each test. About two weeks after the end of the lessons, all the students took a final cumulative test on all the topics. Statistical analysis was used to analyse students’ performances. After the administration of the cumulative unit test, all the students took a graded examination.ResultsStudents in the TEL group performed better than the controls, both in the final cumulative test and in a graded examination. TEL participants experienced better final cumulative test results than students not tested (MTEL = 23.11, MRe-study = 20.47, t(109.86) = −2.57, p < 0.05, r = 0.24). Test-Enhanced Learning program participation has a positive impact on exam performance (βG_Step1 = 0.46, p < 0.001). Finally, the analysis performed shows a slight moderating effect of test anxiety on Test-Enhanced Learning (βGxTA_Step3 = 0.15, p < 0.05).Discussion and ConclusionsTest-Enhanced Learning can be an effective tool for promoting and enhancing learning. In fact, taking tests after studying produced better long-term retention and then better final test performance than re-reading without testing.Both students in the TEL group and the Re-study group with a high test anxiety level perform less well than colleagues with lower test anxiety. Nevertheless, students with higher test anxiety may obtain more benefits from participating in a Test-Enhanced Learning process than people with lower test anxiety.Further studies on larger and more representative samples are necessary in order to investigate the effect of test anxiety on Test-Enhanced Learning.

An Agent Based Methodology to Design Serious Game in Social Field

Training and simulation games are a type of serious game that allow learners to deal with realistic scenarios, to test their behavior under controlled conditions and to increase their understanding of the simulated system/process. In these games, the educational goal changes the issues related to the simulation design. In particular, achieving right balance between realism and teaching effectiveness is an essential design criterion. The difficulties in designing this type of serious games are particularly evident in the social field. In fact, this area is characterized by a complexity that is hard to design in formal terms. Starting from recent evolutions in the field of social simulation, this paper proposes the agent paradigm as a methodological tool to guide the design of serious games in the social field. The PNPV game, designed within the framework of the European project “I can … I cannot … I go!” Rev. 2 (PNPV project), which aims to introduce and foster an entrepreneurial mindset among young people, is described as a case study of a serious game developed by means of the agent based approach.

A Personal Intelligent Coach for Smart Embodied Learning Environments

Within a Smart Learning Environment (SLE) learners are involved in a new learning process tailored to create a continuum of education by extending the current educational formal settings to real-life informal learning context. The goal of this paper is to describe the Cognitive Architecture (CA) of a Personal Intelligent Coach able to manage learning tasks and interactions within a complex Smart Learning Environment (SLE). PICo has two possible embodiments: humanoid robot, and an avatar on mobile device. We argue that the proposed intelligent coach can adapt to the contents, to the students needs and can evolve its strategies according the learning process.

The Lack of Communication and the Need of IT for Supply-Chain Management Strategies in SMEs

The term “Supply Chain Management” (SCM) denotes the creation, integration, planning and control of all elements of universal added-value chains, from the procurement of raw materials to the final delivery to the customer. IT offers huge potentials for Small and Medium-sized Enterprises to activate effective SCM mechanisms. Even though experts estimate the potential saving that can be achieved through the implementation of effective SCM strategies at 3-5 per cent of turnover, SMEs are experiencing a great deal of difficulty in coping with these strategies. Reasons for this, especially among small enterprises (50 employees and under), are to be found in the specific enterprise culture. The results presented in this paper are the outcome of an EU funded project named “Supply Chain Partnership”, a pilot project aimed at analysing the communication, social and technological obstacles to the implementation of effective SCM strategies in SMEs. The focus of this paper is on the Italian experience, and concerns an industrial district located in Sicily.

Move Your Mind: Creative Dancing Humanoids as Support to STEAM Activities

Educational activities based on dance can support interest in comprehension of concepts from maths, geometry, physics, bio-mechanics and computational thinking. In this work, we discuss a possible use of a dancing humanoid robot as an innovative technology to support and enhance STEAM learning activities.

Improving Spatial Reasoning by Interacting with a Humanoid Robot

This paper analyzes the connection between spatial reasoning and STEM education from the point of view of embodied theories of cognition. A new learning model based on the use of a humanoid robot is presented with the aim of teaching and learning basic STEM concepts in a fruitful and engaging fashion.

A simulation model for crowd evacuation of fire emergency scenario

Human safety is an important issue when handling the crowd evacuation in order to avoid death and injuries. Human behavior changes from normal to panic behavior when they are in an emergency scenario such as building on fire. Modelling panic behavior on evacuee is a critical challenge as the human movement is unpredictable. Simulation (example: Discrete Event Simulation and Agent-Based Simulation) is a well-known method to investigate crowd evacuation. But the question here is: Which simulation method is suitable to model a realistic representation of crowd evacuation? Thus, in this paper, a simulation model based on Agent-Based Simulation (ABS) and Social Force Simulation (SFS) Model is proposed to improve on modelling fire evacuation in a closed space (building). To achieve the above research aim, three simulation models (ABS Model, SFS Model and a hybrid of ABS and SFS model) will be developed and compared. This paper will discuss on the development of conceptual model of these three simulation models. Later, the conceptual models will be used to represent the investigated simulation models.

Real: educational resources for astromomy laboratories

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