Crmpa Centro Of Ricerca In Matematica Pura Ed Applicata

Italy

Crmpa Centro Of Ricerca In Matematica Pura Ed Applicata

Italy
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Mangione G.R.,Crmpa Centro Of Ricerca In Matematica Pura Ed Applicata | Orciuoli F.,Crmpa Centro Of Ricerca In Matematica Pura Ed Applicata | Gaeta M.,University of Salerno | Salerno S.,University of Salerno
Journal of E-Learning and Knowledge Society | Year: 2012

The collaborative approaches based on concepts of Knowledge construction and knowledge creation consider the learning as a direct function of processes of social participation and dynamic argumentative talk between peers. These approaches justify the Social Semantic Web' success as a theoretical and technological model which establishes a synergy between an Ontology-based approach to knowledge (suitable for defining, structuring and sharing knowledge) and collaborative software environments (utilized to create and share knowledge socially). The above mentioned approaches make reference to Semantic Web and Social Web respectively. If the Ontologies are an effective mechanism for the formal representation and sharing of knowledge, the social/collaborative activities adopt pedagogical theories of Social Constructivism. Recently, the scientific community has promoted the Educational Social Semantic Web, where activities and educational content are easily created, shared and used by teachers and students even without possessing brilliant engineering knowledge skills or technological know-how. The purpose of this work is to model, according to Social Semantic Web's principles, an adaptive environment able to support Instruction-based Conversation learning processes in a work environment. In such an environment, the conversational process is guided by a collaborative script automatically generated basing on the explicit representation of a disciplinary domain, a knowledge goal to be achieved, as well as learner's characteristics (cognitive state) and corporate resources available at a given time. The environment maintains the learner's cognitive balance, minimizes the extraneous processing, appropriately manages the essential processing and maximizes the generative processing.


Mangione G.R.,Crmpa Centro Of Ricerca In Matematica Pura Ed Applicata | Capuano N.,University of Salerno | Orciuoli F.,University of Salerno | Ritrovato P.,University of Salerno
Journal of E-Learning and Knowledge Society | Year: 2013

Over the last decade, the interest in disaster education has grown rapidly. Several studies demonstrate that effective results can be obtained in this field only with instructional methods able to motivate the learner and to support them in practicing skills by means of narrative situations. The narrative is a privileged method that can help developing cognitive skills, organize knowledge and support the construction of meaning. In this paper we present a novel adaptive storytelling model defined in the context of ALICE project and its contextualization in the field of disaster education. The defined model aims at maximizing learner's understanding and development of concepts fostering the "learning in action" and problem solving skills in natural disaster contexts by combining direct experience, observation, discovery and action. In particular the model arises motivation in the story and creatively engage learners in finding solutions to a problem and building personal responsibility. The experimentation results are encouraging and confirm that the storytelling offers higher engagement than the traditional practicing methods.


Gaeta M.,University of Salerno | Mangione G.R.,Crmpa Centro Of Ricerca In Matematica Pura Ed Applicata | Orciuoli F.,University of Salerno | Salerno S.,University of Salerno
Journal of E-Learning and Knowledge Society | Year: 2011

In the last years, Knowledge Technologies have been exploited to realize innovative and challenging self-regulation scenarios in e-learning systems. The learning environments as metacognitive artifact suitably scaffolding learners to improve their self regulated abilities, is still lacking though. In this work, we propose an innovative Web-based educational environment that sustains metacognitive self-regulated learning processes by means of Semantic Web and Social Web methods and technologies.

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