1,721,123 research outputs found
La geometria e il computer per cooperare a scuola
No full textla formazione, accademica e non, è in continuo mutamento anche grazie all'evoluzione della tecnologia, che
supporta e valorizza lo sviluppo delle strutture per la Formazione a Distanza (FaD) dando vita a modalità di apprendimento
aperto e distribuito basate sulla comunicazione. Ma il ruolo che la tecnologia può giocare sull'efficacia della
comunità come contesto d'apprendimento va oltre la semplice messa a disposizione di servizi di interconnettività.
Questi presupposti hanno preso corpo nella realizzazione di un ambiente cooperativo per l'apprendimento basato su
Web. Geometriamo è rivolto ad alunni degli ultimi anni della scuola elementare e ha come obiettivo quello di trasferire
contenuti relativi alla geometria piana propri del suddetto livello scolastico. Il sistema è stato sperimentato più volte
e i risultati ottenuti hanno consentito di dimostrare come un uso corretto e intelligente della tecnologia informatica
possa consentire non solo un innalzamento delle conoscenze individuali e di gruppo, ma anche l'acquisizione di competenze
socio-comunicative e soprattutto di capacità cooperative
A Further Investigation On The Effectiveness Of A WWW Hypermedial System For Cooperative Learning
No full text
Can a Hypermedia Cooperative E-learning Environment stimulate constructive collaboration?
No full textThe growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group work.
Among the different active learning strategies, Cooperative Learning has found in the Internet and the World Wide Web the ideal technological support. In this scenario, we have implemented a web-based environment, endeavouring to reproduce within it the traditional teaching methodologies typical of cooperative learning. Herein we describe two experiments aiming to assess the quantity and quality of the
interaction promoted by the system and how such factors as gender, background knowledge and role affect communication. We compared the communication and the learning gain achieved in the experimental group that worked with the system, named Geometriamo, with those achieved in the control group working in class with the teacher. The results demonstrate that the use of an environment mediating peer-to-peer collaboration can be highly beneficial, even in primary school age. A high number of messages were exchanged among all pupils and, notably, the highest learning gain was recorded in the less able students in the experimental group
Musicland: an Edutainment to Train Listening Abilities
No full textIn the vast editorial world of off-line and on-line multimedia, the video game has taken
on a particular importance nowadays. It has become a part of contemporary culture and an object
of study by psychologists, sociologists, economists and experts in communication science, due to
its obvious influence in many different sectors. From this standpoint the video game belongs to
the field of edutainment, a form of amusement that aims to instruct and entertain at the same time.
In fact, the term edutainment combines the words educational and entertainment. This is the
background to our idea to design and develop a game software named MusicLand, that could
allow groups of users who are often passive, unaware listeners despite being surrounded by sound,
to acquire critical listening skills. MusicLand has been applied in an experimental context to
verify its usability and efficacy as a learning tool; the results are reported in the present work
Web-based cooperative learning in mathematics
No full textOne of the basic requirements for education in the future is to
prepare learners for participation in a networked, information society
in which knowledge will be the most critical resource for social and
economic development. Web-based Cooperative Learning is one of
the most promising innovations to improve teaching and learning
with the help of modern information and communication technology.
Mathematics offers many opportunities for creative thinking and for
solving non-routine intriguing problems, hence it contributes to the
cultural development of citizens, to enable them to participate in the
social life with awareness and critical eye. This paper presents the
use of Web-based systems implementing cooperative type strategies
in two suitable environments for learning math, Geometriamo
and Math&Co., and the studies aiming to investigate the aspect
of fostering meaningful communication and the development and
enhancement of metacognitive skills. Results confirm that the use
of technological support to stimulate communication has positive
effects not only on the quality of the interaction, but also on
the quality of the learning gain of the members making up the
cooperative learning experience. Moreover, by stimulating students’
mental processes, our approach enables them to develop higher level
math skills and acquire problem-solving abilities
A rules-based system to achieve tailoring of SCORM standard LOs
No full textInformatics systems supporting distance learning do
not yet fully exploit the available technological potential.
They often do little more than present information
without subjecting the teaching content to any form of
intelligent processing to tailor it to the needs of the user.
Aim of the present work is to define an agent program (in
other words the rules that allow logical reasoning to be
executed) to set up an intelligent agent that can change
the sequencing of a SCORM standard LO according to
the student profile, offering the student different learning
paths within the same LO even if such alternatives are
not inherently present in the LO. This diversification
process is based on the known characteristics of the user,
her/his prior knowledge, learning style, etc. After
consulting this information, the agent can decide what
teaching strategy to adopt, in what sequence to present
the available teaching content, and therefore in what way
to interact with the user. To carry out this guiding
action, the agent obtains the information on the user
profile, processes it, infers what strategy to adopt and
chooses what changes to make according to the LO on
which it is operating
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