Giuseppina Rita Mangione

Istituto Nazionale di Documentazione Innovazione e Ricerca Educativa

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Francesco Orciuoli

University of Salerno

Saverio Salerno

University of Salerno

Anna Pierri

University of Salerno

Nicola Capuano

University of Salerno

Matteo Gaeta

University of Salerno

Maria Chiara Pettenati

Istituto Nazionale di Documentazione Innovazione e Ricerca Educativa

Luca A. Ludovico

University of Milan

Sergio Miranda

University of Salerno

Pio Alfredo Di Tore

Università degli studi di Cassino e del Lazio Meridionale

Stefano Di Tore

University of Salerno

Cooperative Institutions

University of Salerno

Istituto Nazionale di Documentazione Innovazione e Ricerca Educativa

Centro di Ricerca in Matematica Pura ed Applicata

University of Florence

University of Milan

National Research Council

Istituto per le Tecnologie Didattiche

University of Macerata

Consorzio Roma Ricerche

Moma (Italy)

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DOAJ (DOAJ: Directory of Open Access Journals) (2014)

Giuseppina Rita Mangione Paolo Maresca

10.20368/1971-8829/970

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"Classi in rete". Un modello internazionale per innovare la didattica nelle piccole scuole.

IUL Research (2021)

Giuseppina Rita Mangione Michelle Pieri Anna C. Tancredi Sophie Nadeau-Tremblay

L’apprendimento a distanza rappresenta un grande potenziale per le piccole scuole, richiede però di ripensare la forme scolaire per queste ultime. Indire, in collaborazione con il Centre scolaire du Fleuve et des Lacs (Ministère de l’éducation et de l’enseignement supérieur du Québec), la Italian University Line (IUL), l’Ufficio Scolastico Regionale (USR) Abruzzo e un esperto dell’Università della Valle d’Aosta, ha promosso un intervento di formazione e sperimentazione per aiutare i docenti delle piccole scuole ad attuare il modello “Classi in rete” sviluppato dall’École éloignée en Réseau (Allaire et al., 2009) e basato sull’approccio teorico delle Knowledge Building Communities.

10.57568/iulres.v2i3.129

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Disaster Education: a narrative-based approach to support learning, motivation and students’ engagement

DOAJ (DOAJ: Directory of Open Access Journals) (2013)

Giuseppina Rita Mangione Nicola Capuano Francesco Orciuoli Pierluigi Ritrovato

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.

Contextualization

10.20368/1971-8829/837

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Citations (22)

Focus on: Smart, Ubiquitous and Massive Learning Environments

Francesco Orciuoli Giuseppina Rita Mangione Gian Paolo Rossi

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Playing Music, Playing with Music: A Proposal for Music Coding in Primary School.

International Association for Development of the Information Society (2015)

Adriano Baratè Luca A. Ludovico Giuseppina Rita Mangione A. Contreras de la Rosa

In this work we will introduce the concept of music coding, namely a new discipline that employs basic music activities and simplified languages to teach the computational way of thinking to musically-untrained children who attend the primary school. In this context, music represents both a mean and a goal: in fact, from one side coding activities are based on music processes that are able to unveil algorithmic thinking; from the other side, such processes may stimulate creativity and collaborative learning, and their audio feedback is immediately perceivable. Consequently, music can represent a valid learning tool as well as an addictive reinforcement technique to approach coding. After describing a new formalism to graphically encode music operators, a Web prototype specifically designed for music coding will be presented and discussed.

Pop music automation

Computational Thinking

Music theory

Music psychology

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A Semantic Approach for Continuous Assessment in Organizations

Matteo Gaeta Francesco Orciuoli Giuseppe Fenza Giuseppina Rita Mangione Pierluigi Ritrovato

Assessing employees' competences to properly support Competence-based Management processes (e.g. Career Development, Workforce Planning, etc.) in Organizations is a complex task. Difficulties concern with both the right assessment methodology and the most effective tools. Moreover, the assessment process is time-consuming both for assessors and assessees and often it is performed at the wrong time with considerable costs for external resources. This work proposes a novel approach, based on semantic technologies, to enhance competence assessment in Organizations by analysing content produced, tasks completed and professional relationships established by employees in their day by day activities at the workplace.

Workforce Planning

10.1109/sitis.2012.138

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La percezione della presenza e la proiezione dell'identità nei sistemi blended

DOAJ (DOAJ: Directory of Open Access Journals) (2004)

Giuseppina Rita Mangione M. Pegoraro

Survey on the perception of the presence mediated by new technologies and contextualized within a specific learning experience, the Master Planner and manager training network provided by the University 'of Florence.

Planner

10.17471/2499-4324/440

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Semantic web for supporting personal work and learning environment creation

Giuseppina Rita Mangione Francesco Orciuoli Pierluigi Ritrovato Saverio Salerno

The ARISTOTELE European project investigates the concept of Personal Work and Learning Environment (PWLE), an approach allowing workers, seen as lifelong learners, to benefit from - and contribute to - collective knowledge within their organization. The PWLE is a personal digital environment assisting workers in their knowledge cycle. Specifically, the PWLE makes it easy to transform workers' tacit knowledge into explicit knowledge, and helps them to contribute to collective knowledge that they can exploit for learning and work purposes. By facilitating the modeling, representation and accumulation of collective knowledge, Semantic Web technologies support PWLE processes for continuous learning in enterprises.

Tacit Knowledge

Knowledge worker

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A Semantic Web Vocabulary Supporting Brainstorming for Research Communities

Communications in computer and information science (2013)

Luca Dell’Angelo Matteo Gaeta Giuseppe Laria Giuseppina Rita Mangione Francesco Orciuoli

Brainstorming

10.1007/978-3-642-35879-1_65

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Engaging e-learning for Risk Management: The ALICE Experience in Italian Schools

Nicola Capuano Giuseppina Rita Mangione Anna Pierri Eric Lin

Learning to behave in case of natural disaster is one of the most urgent challenges in our modern society. The school plays a major role in the development of educational plans for disaster reduction, designing appropriate resources and selecting didactic methods able to guarantee the retention and progression of the learning process. The challenge for the educational institutions is to introduce new learning and teaching approaches to engage the millennial students overcoming the main issues of traditional learning experience such as lack of empowerment, exploration, participation and locus of control. In order to contribute to overcoming these limitations with respect to learners' engagement, we implemented ALICE, an innovative adaptive environment for the e-learning able to combine personalization, interaction, emotional aspects. The experimentation and validation activities reported in this paper confirms the instructional value of complex didactic resources and the impact on learning process in risk education setting.

Disaster risk reduction

10.1109/cisis.2013.67

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Citations (6)