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The diffusing lifelong learning vision, emerging practices with social semantic computing technologies and research .....
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Leone, S. (ed.) (2014). Synergic Integration of Formal and Informa E-Learning Environments for Adult Lifelong Learners. Hershey, PA: IGI Global

Leone, S. (ed.) (2014). Synergic Integration of Formal and Informa E-Learning Environments for Adult Lifelong Learners. Hershey, PA: IGI Global | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it
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Recently, there has been an increased understanding that learning occurs outside of the traditional classroom setting, particularly for adult lifelong learners. This perspective has enhanced an attentive design in the underlying technological architecture that is required for the integration of formal and informal learning environments.

Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners presents a collection of issues and research from adult education professionals who define, develop, implement, and evaluate the integration of formal and informal eLearning environments for adult lifelong learners. Academics, teachers, administrators, and learning technologists will benefit from this publication’s unique approach to discussing and analyzing the challenges of introducing and implementing learning technologies for adult lifelong learners (more).

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Biancofiore G. & Leone, S. (2014). Google Apps as a cloud computing solution in Italian municipalities: technological features and implications.

Biancofiore G. & Leone, S. (2014). Google Apps as a cloud computing solution in Italian municipalities: technological features and implications. | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

 

The Agenda Digitale Italiana, the strategic plan for the implementation of the Digital Agenda for Europe 2020 in Italy, aims to help citizens and businesses to get the most out of digital technologies, in order to deliver smart, sustainable, and inclusive growth. One of the pillars of this strategic plan is cloud computing, which a growing number of Italian public administrations have been activating. Different solutions have been adopted. Among these, Google Apps has been chosen for its integrated tools, low cost, and steep learning curve. This chapter aims to investigate the ongoing change in the technological architecture for eGovernment in Italian municipalities and the implications of the shift towards Google Apps as a cloud computing solution on their personnel’s empowerment. On the basis of the analysis of the best practices, recommendations will be provided for an effective implementation of Google Apps as a cloud computing solution to foster staff’s continuing professional and personal development in Italian municipalities.

Giovanni Biancofiore's insight:

In S. Leone (ed.), Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners. Hershey, PA: IGI Global.

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Leone, S. & Biancofiore, G. (to be released in 2014). Ubiquitous professional training for teachers: the uProf! model. In M. Khosrow-Pour (ed.), Encyclopaedia of Information Science and Technology ...

Leone, S. & Biancofiore, G. (to be released in 2014). Ubiquitous professional training for teachers: the uProf! model. In M. Khosrow-Pour (ed.), Encyclopaedia of Information Science and Technology ... | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it
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Leone, S. (2013). Characterisation of a Personal Learning Environment as a lifelong learning tool. SpringerBriefs in Education. New York: Springer Science & Business Media.

Leone, S. (2013). Characterisation of a Personal Learning Environment as a lifelong learning tool. SpringerBriefs in Education. New York: Springer Science & Business Media. | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

"Over the last years, increasing attention has been paid to Personal Learning Environments (PLEs) as an effective framework for lifelong learners, and to the need for a smooth integration of formal and informal learning."

Giovanni Biancofiore's insight:

Characterisation of a Personal Learning Environment as a Lifelong
Learning Tool - Sabrina Leone's latest publication!

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Il format SSW4LL – Social Semantic Web for Lifelong Learners

Leone, S. (2012) - Proceedings di Didamatica 2012, Taranto, 14-16 maggio 2012

 

Negli ultimi anni, crescente attenzione è stata posta al Personal Learning Environment (PLE) come sistema efficace per i lifelong learners e al bisogno di integrazione di apprendimento formale ed informale. Tuttavia, il knowledge management diventa un problema pressante e la personalizzazione richiede il supporto della semantica applicata alle componenti sociali. Questo lavoro presenta un format adattivo, modulare, flessibile e integrato concepito per supportare la caratterizzazione dei PLE di lifelong learners adulti attraverso tools di personalizzazione implicita ed esplicita. Il format è stato validato nel corso SSW4LL 2011.

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The Synergy of Paper-Based and Digital Material for Ubiquitous Foreign Language Learners

Leone, S. & Leo, T. (2011) - Knowledge Management & E-Learning: An International Journal (KM&EL), Vol.3, No.3

 

In recent years, the development of digital information transfer, storage and communication methods has allowed for access to ubiquitous global connections and to a large number of resources available to foreign language students at all age and levels of schooling.

Further, the combination of traditional paper-based learning material with digital one in a ubiquitous learning environment may offer great innovation in the delivery of education, to foster a student-centred approach, and to accommodate the needs of ubiquitous learners’ personal lifestyles.

In this direction, research has increasingly emphasised the importance of a technology-enhanced rather than technology-driven learning approach.

This paper aims to evaluate the effectiveness of the integration of paper-based and digital material through Quick Response (QR) code for ubiquitous English language learners in three different scenarios. Results show that, despite some difficulties, flexibility and personalisation of learning have been perceived as an asset. 

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Pedagogical sustainability of interoperable formal and informal learning environments

Leone, S. & Guazzaroni, G. (2010) - In F. Lazarinis, S. Green & E. Pearson (Eds.) Developing and utilizing e-learning applications. IGI-Publisher

 

Nowadays interaction and networks appear to be crucial.

The impact that new technologies have had in every field has flowed into a rethinking of knowledge, knowledge management, teaching and learning, networks and the individual.

Formal, non-formal and informal learning have become key words of this age. New technologies and the revolution of Web 2.0 social tools have deeply influenced learning approaches.

However, the effectiveness of Web 2.0 educational tools depends on the pedagogical sustainability beneath and on internationally shared standards to facilitate interoperability.

This chapter aims to discuss the pedagogical sustainability of interoperable formal and informal learning environments.

Advantages and drawbacks will be highlighted, in terms of technological and pedagogical effectiveness and appropriateness, through two case studies illustrating respectively the combined use of Moodle (LMS) and Elgg (PLE) at the University of Florence to facilitate lifelong learning, and a recent experience of integration of Moodle, Mediawiki and De.li.cious that we have carried out as PhD students in elearning at the Università Politecnica delle Marche.

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An integrated model of synchronous cyber assessment and blended learning environment for foreign language learners

Leone, S., Leo, T., & Chen, N.-S. (2010) - Proceedings of ICALT 2010, Sousse (Tunisia), 5-7 July 2010

 

This paper aims to devise an integrated model of synchronous cyber assessment into a blended learning environment, to be targeted for university foreign language learners, to make the impact on learning meaningful.

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The Synergy of Paper-Based and Digital Material for Ubiquitous Foreign Language Learners

Leone, S. & Leo, T. (2011) - Knowledge Management & E-Learning: An International Journal (KM&EL), Vol.3, No.3

 

In recent years, the development of digital information transfer, storage and communication methods has allowed for access to ubiquitous global connections and to a large number of resources available to foreign language students at all age and levels of schooling.

Further, the combination of traditional paper-based learning material with digital one in a ubiquitous learning environment may offer great innovation in the delivery of education, to foster a student-centred approach, and to accommodate the needs of ubiquitous learners’ personal lifestyles.

In this direction, research has increasingly emphasised the importance of a technology-enhanced rather than technology-driven learning approach.

This paper aims to evaluate the effectiveness of the integration of paper-based and digital material through Quick Response (QR) code for ubiquitous English language learners in three different scenarios. Results show that, despite some difficulties, flexibility and personalisation of learning have been perceived as an asset.

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PLE: A Brick in the Construction of a Lifelong Learning Society

PLE: A Brick in the Construction of a Lifelong Learning Society | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S. (2009) - In J. O’Donoghue (Ed.) Technology Supported Environment for Personalised Learning: Methods and Case Studies. IGI-Publisher)

 

The attainment of lifelong learning objectives is being mediated by a complex process of innovation in education and society, by the integration of institutional actions and by the major role of coordination that university has assumed.

The revolution that technology has engendered in every field has flowed into a rethinking of knowledge, knowledge management, teaching and learning, networks and the individual.

The knowledge society requires new roles and skills, new forms of communication and a new awareness as “active citizens”.

Consequently, the shifting role of education systems in networked organizations is decisive in order to support learners in forming diverse personal learning networks to deeply understand complex fields.

This chapter aims to discuss consistency (i.e. solidity and reliability) and effectiveness (i.e. success, usefulness and value) of a personal learning environment as a new learning space and to highlight its contribution and relevance to lifelong learning.

PLE critical points and approaches will be discussed exploiting three case studies

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Lifelong learning and tertiary education in Italy

Lifelong learning and tertiary education in Italy | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S.(2008) – The International Journal of Interdisciplinary Social Sciences. Volume 3, Issue 2, (pp.7-14)

 

The achievement of lifelong learning objectives in Italy is being mediated by a complex process of innovation in education and society, by the integration of institutional actions and by the major role of coordination that university has assumed.

This paper analyses critical points and approaches on the way to implementation.

The first part depicts the general situation concerning lifelong learning in Italy; analyses its vital aspects and the way policies and innovations are being absorbed at statutory level to implement lifelong learning objectives; demonstrates the importance of the integration of
institutional actions and resources and of the role of coordination university has to assume.

The second part examines support measures proposed by Italian researchers to promote participation and access to lifelong learning, modes of delivery and action.

The third part highlights the study results and discusses future perspective and framework.

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SSW4ll 2011 – Social Semantic Web for Lifelong Learning

SSW4ll 2011 – Social Semantic Web for Lifelong Learning | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Social Semantic Web, also referred to as Web 3.0, is the current evolution in the Net to provide representation mechanisms to interconnect people and objects in an interoperable and extensible way.

The combination of the Social Web with the Semantic Web has led to the Social Semantic Web, forming a network of interlinked and semantically-rich content, and knowledge and offering a large range of possible technological architectures for lifelong learning. Formal and informal learning appear more and more integrated and enhanced, and lifelong learners’ Personal Learning Environments can be more easily characterised and enriched.

Social Semantic Web for Lifelong Learners (SSW4LL) 2011 was the first edition of an introductory course to Social Semantic Web concepts and tools to support lifelong learners in characterising their Personal Learning Environments.

Course facilitator and participants analyze the latest research literature and evaluate it against their own experience out and within this metacognitive learning path, with the intent of developing a comprehensive understanding of Social Semantic Web.

SSW4LL 2011 was thought for lifelong learners who are expert ICT and/or eLearning professionals, but novice in SSW.

SSW4LL 2011 was developed within the PhD thesis research Characterisation of a Personal Learning Environment as a Lifelong Learning Tool, by Sabrina Leone at the Department of Information Engineering, Università Politecnica delle Marche, Ancona, Italy.

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Elearningplace - Your place for elearning -Sabrina Leone and Giovanni Biancofiore

Elearningplace - Your place for elearning -Sabrina Leone and Giovanni Biancofiore | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Whether you are a researcher, a teacher, a professional a manager or a learner, eLearningplace aims to be your place for eLearning. It is the continued goal of eLearningplace’s team to produce quality research projects that will make their mark in their field, that will constantly improve in-demand courses and provide professional recognition for every lifelong learner participant.
eLearningplace offers blended and entirely online learning in information science and technology, business management, technology-enhanced education and foreign languages.
Flexibility, personalised and collaborative/cooperative learning and a wide offer of multimedia contents characterise eLearningplace.
Please feel free to contact us anytime for further information about our projects and courses.

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Leone, S., & Biancofiore, G. (to be released in 2014). Sustainable cloud computing frameworks for eGovernment: best practices in Italian municipalities.

Leone, S., & Biancofiore, G. (to be released in 2014). Sustainable cloud computing frameworks for eGovernment: best practices in Italian municipalities. 

In K. J. Bwalya (ed.), Handbook of Research on Electronic Democracy and Government. Hershey, PA: IGI Global.

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Leone, S. (to be released in 2014). Social Semantic Web for Lifelong Learners – SSW4LL: a learning format. In M. Khosrow-Pour (ed.), Encyclopaedia of Information Science and Technology (3rd Edition...

Leone, S. (to be released in 2014). Social Semantic Web for Lifelong Learners – SSW4LL: a learning format. In M. Khosrow-Pour (ed.), Encyclopaedia of Information Science and Technology (3rd Edition... | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it
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Leone, S. (to be released in 2014). The QRcode format: a tool for inclusive, personalised and interdisciplinary learning experiences. In M. Khosrow-Pour (ed.), Encyclopaedia of Information Science ...

Leone, S. (to be released in 2014). The QRcode format: a tool for inclusive, personalised and interdisciplinary learning experiences. In M. Khosrow-Pour (ed.), Encyclopaedia of Information Science ... | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it
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CALL FOR CHAPTERS - Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners - A book edited by Sabrina Leone

CALL FOR CHAPTERS -       Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners - A book edited by Sabrina Leone | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

 

 

Introduction

 

The diffusing lifelong learning vision, emerging practices with social semantic computing technologies and research findings signal the need for more personal, social and participatory approaches that support learners in becoming active users and co-producers of learning resources, rather in gaining control over the learning process as a whole, and in pursuing personal life goals and needs. In particular, there is an increasing understanding that learning occurs for the most part outside the traditional formal situations, especially for adult lifelong learners.

Emphasis on the shift from formal to informal eLearning through knowledge management and sharing has been placed, with particular attention to Personal Learning Environments (PLEs) as learner-centred spaces, against Learning Management Systems (LMSs) as organisation-centred platforms that neglect individual differences and potential. The dichotomy LMS vs PLE has been transformed into models of integration of the two in some research literature. However, the smooth integration of formal and informal learning environments for adult lifelong learners, on the background of a student-centred framework, requires an attentive design of the underlying technological architecture. Indeed, this change in perspective towards student-centred technology-enhanced learning environments has brought about a rethinking of knowledge, knowledge management, teaching and learning, networks and the individual. Information overload, diversity and distribution highlight the necessity for content and infrastructure applications to interoperate and exchange data in order to better support lifelong learners’ and educators’ needs. Personalisation, trustworthiness and assessment on the collection of resources are actual research issues.

In relation to personalisation of learning, LMSs, the formal learning component of the integrated environment, are weak. Educational and psychological theories argue that learners have different ways in which they prefer to learn, and that students with a strong preference for a specific learning style may have difficulties in learning if the teaching approach mismatches it. On this basis, models for the detection of learners’ learning styles need to be evaluated, and adaptive educational systems that could be integrated in a LMS need to be investigated.

Finally, trustworthiness and assessment on the collection of resources call for a thorough analysis of suitable Social Semantic Web tools to be adopted within the integrated learning environment.

 

 

Objective of the Book

 

This book will present an edited collection of accounts, issues and case studies written essentially by practitioners in adult education who have firsthand experience of attempting to define, develop, implement or evaluate personalised learning technologies in integrated formal and informal eLearning environments for adult lifelong learners within their practice in a vast range of scenarios. The accounts will describe, from a variety of perspectives, what the practitioner was trying to achieve through the use of such learning spaces and how and why they went about trying to achieve such personalisation exploiting the synergy of the integration of formal and informal eLearning. The accounts will also present reflections on what went well and what authors would do differently as well as providing grounded guidelines. The content will also include institutional and organisational changes and perspectives on the culture and management changes required as a consequence of introducing and implementing environments which are seen as counter institutional.

The book will have three main sections: Technological Issues, Pedagogical Issues and Infrastructural and Cultural Issues. The section on technological issues will present descriptions of the tools and platforms which practitioners are using, outline their strengths and weaknesses and highlight issues that need to be considered when planning to implement integrated formal and informal eLearning environments for adult lifelong learners. The section on pedagogical issues will present descriptions of the different ways in which practitioners have attempted to use integrated learning technologies and give personal examples which illustrate both the potential and drawbacks that the new learning systems provide as a consequence of integration. The third section will bring sections one and two together by considering the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. This third section will effectively bring together the pedagogical issues with the technical issues for consideration on an institutional level. It would be expected that chapters had a balance of theory, practice, methods and case studies.

 

 

Target Audience

 

The potential audience of this book will be academics, teachers, tutors, trainers, administrators, resource managers, learning technologists and researchers involved in or within the field of eLearning development, implementation and delivery.

This book will be of particular value to learning technology practitioners in adult education who wish to inform their own practice. It will present pros and cons of the value of using integrated formal and informal eLearning environments within tertiary education and enable practitioners to make informed decisions about how they might change or expand on their own practice within this area.

 

Recommended topics include, but are not limited to, the following:

 

Adult education and…

- lifelong learners’ characteristics and learning profiles

- models for the detection of adult lifelong learners’ learning styles

- scaffolded self-regulated and personalised learning

- empowering adult lifelong learners

 

Integrated formal and informal eLearning environments for adult lifelong learners and…

- implications and challenges of the concept of PLE

- implications and challenges of the shift from LMS to PLE

- integration models

- affordances, implications and challenges of their technological architectures

- learning standards, metadata and interoperability of web-based educational systems

- learners’ profiles sharing and portable personal profiles

- adaptive mechanisms for implicit personalisation of learning

- Social Semantic Web tools for personalisation, trustworthiness and assessment on the       collection of resources

- web services for knowledge representation, retrieval, creation

- mobile and ubiquitous learning

- synchronous learning

- virtual worlds augmented reality and environmental markers or sensors evaluation assessment

- organizational and institutional issues

 

 

Submission Procedure

 

Researchers and practitioners are invited to submit on or before September 30, 2012, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by October 15, 2012 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by January 31, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Submissions website: http://www.elearningplace.it/call-for-chapters/ (please register to submit your chapter proposal and upload Word documents only).

 

Publisher

 

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This book is anticipated to be released in 2013.

 

Important Dates

- September 30, 2012: Proposal Submission Deadline

- October 15, 2012:Notification of Acceptance

- January 31, 2013: Full Chapter Submission

- March 15, 2013:  Review Results Returned

- May 15, 2013: Final Chapter Submission

- June 15, 2013:  Final Deadline

      

  

Editorial Advisory Board Members:

 

Prof. Tommaso Leo, Università Politecnica delle Marche, Ancona, Italy
Dr. Carla Falsetti, Università Politecnica delle Marche, Ancona, Italy
Dr. Maria Grazia Ierardi, National Research Council (IMATI-CNR) Genoa, Italy
Prof. Catherine McLoughlin, Australian Catholic University, Canberra, Australia
Dr. Alberto Bucciero, National Research Council (IBAM-CNR), Rome, Italy
Prof. Mark Brown, Massey University, New Zealand
Prof. Hiroaki Ogata, University of Tokushima, Japan 

 

 

Inquiries can be forwarded to:
Dr. Sabrina Leone
Department of Information Engineering,
Università Politecnica delle Marche
Ancona, Italy
Tel.: +39 0804834935 • Fax: +39 0802145862
E-mail: s.leone@univpm.it
http://www.elearningplace.it/

Please register to submit your chapter proposal.

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Il format QRcode in un’esperienza di apprendimento cooperativo e interdisciplinare

Il format QRcode in un’esperienza di apprendimento cooperativo e interdisciplinare | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S. (2012) - Proceedings di Didamatica 2012, Taranto, 14-16 maggio 2012

 

Le affordances delle nuove tecnologie (ICT), se adeguatamente sfruttate con approccio learner-centred, permettono lo sviluppo di ambienti di apprendimento ubiqui ed inclusivi che facilitano personalizzazione, partecipazione ed interazione. Questo lavoro presenta un’esperienza di adozione del format QRcode, che integra materiale di apprendimento cartaceo e digitale, in un modulo interdisciplinare sviluppato in cooperative learning. Il format è stato elaborato nell’ambito del progetto FIRB 2007 Learning4All e validato in diverse sperimentazioni per l’apprendimento dell’inglese.

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Il format QRcode in Learning for All

Il format QRcode in Learning for All | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S. & Leo, T. (2011) - Proceedings di Didamatica 2011, Torino, 4-6 maggio 2011.

 

La diffusione di tecnologie wireless permette lo sviluppo di ambienti di apprendimento che favoriscono la partecipazione e l’interazione degli studenti ubiqui e che rispondono in modo flessibile ai loro stili e obiettivi di apprendimento.

Il concetto di Computer Supported Ubiquitous Learning (CSUL) environment è caratterizzato da permanenza, accessibilità, immediatezza, interattività, situatività, adattabilità [Curtis et al, 2002].

Le teorie dell’apprendimento in ambiente CSUL sono l’apprendimento autentico [Brown et al, 1989], l’apprendimento situato [Lave e Wenger, 1991] e il learning by doing [Schank, 1995].

I libri tradizionali, e i materiali di apprendimento cartacei in genere, da sempre utili strumenti knowledge-intensive [Chao e Chen, 2009], possono essere potenziati con tecnologie mobili e arricchiti con audio, video e attività interattive.

Studi sull’annotazione con penna digitale [Chao e Chen, 2009] hanno dimostrato che il materiale di apprendimento cartaceo è stato potenziato con successo da contenuti multimediali.

Limitata è la letteratura [Leone e Leo, 2010] sull’integrazione di materiale di apprendimento cartaceo e digitale con QR code e sul suo potenziale come strumento per apprendenti ubiqui.

Rispetto ad un normale codice a barre (monodimensionale), il QR code (bidimensionale) permette agli interessati di disporre di maggiori quantità di informazioni e servizi, immediatamente accessibili e decodificati da mobile device con webcam e software di decodifica.

I principali benefici del QR code sono: nessun costo, facilità d’uso, mobilità/portabilità, accesso anytime, gratificazione immediata. Viceversa, possibili problematiche sono: costoso, scarsa e costosa connettività, software, luminosità, e possibile percezione di complicazione tecnologica.

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F2F learning vs eLearning: the lifelong learner’s point of view

F2F learning vs eLearning: the lifelong learner’s point of view | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S. (2010) - Proceedings of INTED 2010, Valencia (Spain), 8th – 10th March 2010

 

The definition of the Lisbon Strategy (March 2000) has started an intense work for the development of lifelong learning (LLL) as the success key for the evolution of European social systems through the change of education systems as a whole.

In this view, e-learning has become an added value solution, especially in the field of adult education.

European policies for the achievement of the Lisbon objectives have focussed on the individual as the activator of economical, cultural and social growth of our society and of the systems within; the individual becomes an “active citizen”.

In a LLL vision, the individual is a primary resource of knowledge. The individual’s empowerment extends little by little to his/her context and to society as in a network.

Through this process old and new borders of knowledge, competence and skills merge and widen, and they are filtered by the key skill of “learning to learn”, of acquiring knowledge and know-how which can be exploited in various contexts.

Nevertheless, if on one hand this awareness has activated a process of improvement of policies and useful tools, on the other the observation of the lifelong learner’s point of view does not appear equally systematic, beyond the top-down institutional projection.

The monitoring and the evaluation of learning processes and outputs are rich of tools of survey of learning needs, expected results and satisfaction, in itinere or at the end of a course, to be submitted to the participants of different kinds of learning paths (formal, non-formal and informal). However, these tools appear to be functional to market policies rather than to a real process of bottom-up change.

This paper aims to critically compare face-to-face and in e-learning delivery of a course for assessors of quality management systems through a cost-benefit analysis from the author’s point of view as a lifelong learner.

Starting from a personal experience, this study will try to address the following issues: what elements influence the choice between a face-to-face course and an e-learning course? What is the impact of the emotional and relational characterization of the course? What advantages and drawbacks arise from the choice of one solution or the other in the lifelong learner’s point of view?

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Da Moodle a Sloodle: modello di evoluzione di una comunità di pratica

Leone, S., Falsetti, C. & Leo, T. (2010) - Proceedings of Moodlemoot 2010, Bari (Italy), 2-3 July 2010

 

Partendo da un’esperienza di comunità di pratica (CdP) per la didattica universitaria attivata in Moodle all’Università Politecnica delle Marche (UNIVPM), questo articolo propone un modello applicativo di Sloodle quale strumento di integrazione e potenziamento dell’apprendimento, quale efficace anello di congiunzione tra apprendimento formale ed informale.

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The increasing need of validation of non-formal and informal learning. The case study of the community of practice Webm.org

The increasing need of validation of non-formal and informal learning. The case study of the community of practice Webm.org | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S., Guazzaroni, G., Carletti, L. & Leo, T. (2010) - Proceedings of CELDA 2010, Timisoara (Romania), 15-17 October 2010

 

The development of the knowledge society and of active citizenship have posed individuals and institutions face to the need for remediation of roles and methodologies in teaching and learning to allow the individual to become the protagonist and the aware author of his/her lifelong learning (LLL).

E-learning, enhanced by social networking tools of web 2.0, supports the collaborative construction of knowledge, success key factor in a networked and distributed environment.

Formal and non-formal learning, on one side, and informal learning, on the other, are more and more intersected; in fact, a growing use of informal networks is taking place in professional environments to acquire knowledge and competences.

Against this dynamic evolution of learning environments, however, through the European Union (EU) the system of validation of competencies acquired by non-formal and informal learning appears incomplete, fragmentary and inadequate.

Starting from the case study of the community of practice (CoP) "WEBM.org", this article aims to analyse and discuss the impact of this normative lack about the validation of non-formal and informal learning in Italy.

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The use of new technologies in advanced Italian classes

The use of new technologies in advanced Italian classes | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S. (2008) - I. Olney, G. Lefoe, J. Mantei, & J. Herrington (Eds.), Proceedings of the Second Emerging Technologies Conference 2008 (pp. 120-129).Wollongong (AUS):University of Wollongong

 

This paper discusses the results of a blended learning strategy which has recently been adopted in advanced Italian classes at the University of Wollongong.

The embracing of new technologies in education has engendered a deep innovation in teaching and learning processes. Language learning, in particular, seems to have been more receptive than other fields thanks to the dynamics which characterize the subject and to the communicative approach currently used.

However, if the information and communication technology curriculum integration offers powerful tools to enhance language learning, in terms of greater emphasis upon flexibility, transferability, individualisation, modularisation, mobility and interaction, it also creates critical points which require an attentive evaluation to make the impact on teaching and learning significant.

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New Technologies in Learning Italian as a Foreign Language

New Technologies in Learning Italian as a Foreign Language | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

Leone, S. (2008) - The International Journal of Humanities. Volume 6, Issue 9,
(pp.87-94)

 

The embracing of new technologies in education has engendered a deep innovation in teaching and learning processes.

Language learning, inparticular, seems to have been more receptive than other fields thanksto the dynamics which characterize the subject and to the communicative
approach currently used.

However, if the information and communication technology curriculum integration offers useful tools to enhance language learning, in terms of greater emphasis upon flexibility and
interaction, it also creates critical points which require an attentive evaluation to make teaching and learning results significant.

This paper discusses the impact of the use of new technologies in teaching and learning Italian as a foreign language in tertiary education. In particular, the study analyses the experience carried out in intermediate and advanced Italian classes at the University of
Wollongong, Australia, and it suggests that an affective and socio-cognitive approach is a success key factor.

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Sabrina Leone - eLearningplace – Courses

Sabrina Leone - eLearningplace – Courses | ELEARNINGPLACE.IT - Your place for...eLearning. | Scoop.it

In technological systems for education a change of direction of technology is evident: technology is not only a means of social exchange, but it turns into the joint design of learning and organisational strategies, and into the growth of learning communities. This approach arises the strong social, pedagogical and technological relation between lifelong learning, e-learning and knowledge management. With this vision, eLearningplace offers blended and entirely online learning in information science and technology, business management, technology-enhanced education and foreign languages.

Flexibility, personalised and collaborative/cooperative learning and a wide offer of multimedia contents characterise eLearningplace.
Please feel free to contact us anytime for further information about our projects and courses.

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