Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student.

Continuity and Change in New Products

This doctoral dissertation is triggered by an emergent problem: how can firms reinvent themselves? Continuity- and change-oriented decisions fundamentally shape overtime the activities and potential revenues of organizations and other adaptive systems, but both types of actions draw upon limited resources and rely on different organizational routines and capabilities. Most organizations appear to have difficulties in making tradeoffs, so that it is easier to overinvest in one of them than to successfully achieve a mixture of both. Nevertheless, theory and empirical evidence suggest that too little of either may reduce performance, indicating a need to learn more about how organizations reconcile these tensions. In the first paper, I moved from the consideration that rapid changes in competitive environments increasingly require firms to be “ambidextrous” implementing organizational mechanisms and structures that allow continuity- and change-oriented activities to be engaged at the same time. More specifically, I show that continuity- and change-related decisions can’t be confined either inside or outside the firm, but span overtime across distinct decision domains located within and beyond the organizational boundaries. Reconciling static and dynamic perspectives of ambidexterity, I conceptualize a firm’s strategy as a bundle of decisions about product attributes and components of the production team, proposing a multidimensional and dynamic model of structural ambidexterity that explains why and how firms could manage conflicting pressures for continuity and change in the context of new products. In the second study I note how rigorous systematic evidence documenting the success of ambidextrous organizations is lacking, and there has been very little investigation of how firms deal with continuity and change in new products. How to manage the transition form a successful product to another? What to change and what to keep? Incumbents that deal with series of products over time need to update their offerings in order to have the most relevant attributes to prospect clients without disappoint the current customer base. They need to both match and anticipate consumers’ preferences, blending something old with something new to satisfy the current demand and enlarge the herd by appealing to newer audiences. This paper contributes to strategic renewal and ambidexterity-related research with the first empirically assessment of a positive consumer response to ambidexterity in new products. Also, this study provides a practical method to monitor overtime the degree to which a brand or a firm is continuity- or change- oriented and evaluate different strategy profiles across two decision domains that play a pivotal role in new products: product attributes and components of the production team.

Deficit in the Emotional Embodiment in Alexithymia

Alexithymia refers to difficulties in recognizing one’s own emotions and others emotions. Theories of emotional embodiment suggest that, in order to understand other peoples’ feelings, observers re-experience, or simulate, the relevant component (i.e. somatic, motor, visceral) of emotion’s expressed by others in one’s self. In this way, the emotions are “embodied”. Critically, to date, there are no studies investigating the ability of alexithymic individuals in embodying the emotions conveyed by faces. In the present dissertation different implicit paradigms and techniques falling within the field of affective neuroscience have been employed in order to test a possible deficit in the embodiment of emotions in alexithymia while subjects were requested to observe faces manifesting different expression: fear, disgust, happiness and neutral. The level of the perceptual encoding of emotional faces and the embodiment of emotions in the somato-sensory and sensory-motor system have been investigated. Moreover, non-communicative motor reaction to emotional stimuli (i.e. visceral reactions) and interoceptive abilities of alexithymic subjects have been explored. The present dissertation provided convergent evidences in support of a deficit in the processing of fearful expression in subjects with high alexithymic personality traits. Indeed, the pattern of fear induced changes in the perceptual encoding, in the somato-sensory and in the somato-motor system (both the communicative and non communicative one) is widely and consistently altered in alexithymia. This support the hypothesis of a diminished responses to fearful stimuli in alexithymia. In addition, the overall results on happiness and disgust, although preliminary, provided interesting results. Indeed, the results on happiness revealed a defective perceptual encoding, coupled with a slight difficulty (i.e. delayed responses) at the level of the communicative somato-motor system, and the emotion of disgust has been found to be abnormally embodied at the level of the somato-sensory system.

Essays in political and gender economics

In the first chapter, “Political power and the influence of minorities: theory and evidence from Italy”, I analyze the relationship between minority and majority in politics, and how it can influence policy outcomes. I first present a theoretical model describing the possible consequences of an increase in a minority’s political power and show how it can increase difficulties in reaching a compromise on policy outcomes between parties. Furthermore, I empirically test these implications by exploiting the introduction in 2012 of a gender quota in Italian local elections: the increase in female politicians had heterogeneous effects on the level of funding for daycare, based on its differential effects on the share of women councillors. The second chapter, “Marriage patterns and the gender gap in labor force participation: evidence from Italy”, presents evidence highlighting a new possible determinant of the large gender gap in the Italian labor force: endogamy intensity. I argue that endogamy helps preserve social norms stigmatizing working women and reduces the probability of divorce, which disincentivizes women’s participation in the labor force. Endogamy is proxied by the degree of concentration of its surnames’ distribution, and I provide evidence that a more intense custom of endogamy contributed to enlarging gender participation gaps across Italian municipalities in 2001. The third chapter, “Information and quality of politicians: is transparency helping voters?”, studies how voting choices are affected by giving voters more personal information on candidates. I exploit the introduction of the “Spazzacorrotti” law in Italy in 2019, which imposed candidates at local elections to publish their CVs and criminal records before elections. I find no effects on elected candidates’ age, gender, educational level, or ideology. Moreover, I present anecdotal evidence that candidates with a criminal record received fewer votes on average, but only in the case of local media exposing it.