Orlando De Pietro

Mobile Tutoring for Situated Learning and Collaborative Learning in AIML Application Using QR-Code

The aim of this paper is to illustrate a technique of integration between Tutor Bot and QR codes, used to label real objects during learning activities in direct educational contexts (egc. Situated learning and Authentic Learning). Tutor Bot knowledge base, structured in AIML (Artificial Intelligent Markup Language), is questioned in natural language using a mobile device (smart-phones, tablet, etc...) that, with a specific software decodes the instructions contained in a QR label placed on the real object observed by the learner. Through the information contained in the QR-Code Tutor Bot provides, in natural language, labeled object description and refers to further investigations: for example referring to multimedia resources related to the observed object. With the help of these tools, learners can expand their learning experience by interacting directly with a virtual tutor and real with the virtual world. With this technique, the activity of learning by doing, Situated Learning, Authentic Learning and Collaborative Learning, can be enhanced and virtualized by increasing the educational efficiency.

An Intelligent Agent and an Adaptive Search Engine to support tutoring activities on-line

Concentrating our attention on the interaction tools in a web learning environment, an open source software system, called TutorBot which can be implemented in any e-learning platform supporting the tutoring activities on line, is described in the present work. This software is included among the category of intelligent agents and can be used as an interface between student and knowledge base to allow fl exible and effective forms of tutoring on line. The essential aspect is moreover the integration of an Adaptive Search Engine (ASE) with TutorBot, that allows to provide for possible lack of information that may be found in the knowledge base, but above all thanks to the used adaptivity techniques, guarantees high levels of personalisation taking into account the user’s profi le during the interaction phases

Methodologies and Technologies to support Didactics for Competences. Realization of an Active and Participatory teaching activity in a University Context.

Learners in order to acquire the competences deemed essential to meet the problems of daily life, must play a leading role that put them in a position to participate in the dialectic exchange for significant contributions to reason critically, to constantly check the practices implemented through approaches that use the methodology of educational research and new information and communication technologies (ICT). This paper describes the design and implementation of a teaching practice competences oriented , with the aim of encouraging an active and participatory learning by learners to acquire competences and expertise for problem solving. The study involved the construction collaboratively and cooperatively of a digital product. After describing the main methodologies and technologies used, it describes the phases of the research and the main results achieved.

An experimental approach for science laboratories in the contest of science of primary education degree course

Studi recenti hanno evidenziato la necessita di int rodurre le discipline scientifiche sin dalla scuola primaria, per consentire alle future generaz ioni di vivere in modo critico e consapevole nel mondo reale. I futuri insegnanti ha nno, quindi, la necessita di approfondire le loro conoscenze in ambito scientifico e di proge ttare valide attivita laboratoriali per gli alunni di scuola primaria. In questo contesto si inserisce la nostra azione fo rmativa rivolta agli studenti di Scienze della Formazione Primaria (SFP), mirata ad affronta re alcune difficolta nell’apprendimento della Fisica, ben note in letteratura. L’attivita d idattica proposta e basata sull’osservazione diretta dei fenomeni fisici, evitando, nella fase i niziale, ogni genere di introduzione formale che possa risultare di difficile comprensione per g li studenti di SFP. Il supporto delle tecnologie didattiche ha consentito di analizzare i n modo semplice e diretto i fenomeni osservati, evitando difficili calcoli o elaborazion e dati.

Digital Technologies for a Quality School: A Didactical Experience Supported by Web Forum

The work focuses on the use of digital technologies for a quality school, through the description of a significant educational experience carried out in a school context and supported by web forums. The aim of the present work is to verify whether through digital technologies, both in school and extra-school moments, it is possible to foster meaningful learning experiences. The reference model is based on the integration among the formal, non-formal and informal learning contexts and on the participation of all actors involved in the educational process: students, teachers and parents. At the end of the experience the authors, referring to the methodology of sentiment analysis, have analysed the process of communication in web forums, and we present the results.

A Virtual Tutor for Significant Learning within e-Learning 2.0 Environments

The paper reports of an automatic application solution that allows the realization of significant learning within e-learning 2.0 environments. In particular, it is presented an intelligent agent which supports tutoring activities within an e-Learning platform. The agent interacts with the users in natural language; it integrates an adaptive search engine to do automated researches based on external sources of the knowledge base of the platform, and a monitoring system to report of any technical failure.

Authentic and Situated Learning with the Use of an Adaptive Search Engine and a QR-Code in Mobile Mode

The paper presents a technique of interrogation, in mobile technology, of a knowledge base contained in an e-Learning platform. The query is done through the integrated use of an adaptive search engine ASE and QR codes. The QR-Code are used to label objects in real environments of cultural matter eg: museums, art galleries, archaeological sites, etc.. These objects can then be analyzed in more detail during a real learning activity situated learning and authentic learning. The knowledge base of the virtual learning environment VLE, is interrogated through a mobile device smartphone or tablet which, through an appropriate decoder software, interprets the instructions contained in a QR label previously positioned on the object actually observed by the learner eg, during a visit to a museum. ASE combines to the data contained in the QR-Code those relating to the user who performs the query previously recognized via the log-in on the e-Learning platform, therefore, extracts information about the observed object, adapting to the profile of the user-learner. With the help of these tools the learner can expand his real learning experience, while interacting with a virtual learning environment. In this way, situated and authentic learning activities can be upgraded and virtualized, maturing a significative educational experience with the use of intuitive and user friendly digital tools.