Formazione, apprendimento e nuove prospettive e-learning. Lo sviluppo delle nuove tecnologie didattiche e la creazione di sistemi di apprendimento lungo l’intero arco della vita

The thesis of this paper is based on the assumption that the socio-economic system in which we are living is characterised by three great trends: growing attention to the promotion of human capital; extremely rapid technological progress, based above all on the information and communication technologies (ICT); the establishment of new production and organizational set-ups. These transformation processes pose a concrete challenge to the training sector, which is called to satisfy the demand for new skills that need to be developed and disseminated. Hence the growing interest that the various training sub-systems devote to the issues of lifelong learning and distance learning. In such a context, the so-called e-learning acquires a central role. The first chapter proposes a reference theoretical framework for the transformations that are shaping post-industrial society. It analyzes some key issues such as: how work is changing, the evolution of organizational set-ups and the introduction of learning organization, the advent of the knowledge society and of knowledge companies, the innovation of training processes, and the key role of ICT in the new training and learning systems. The second chapter focuses on the topic of e-learning as an effective training model in response to the need for constant learning that is emerging in the knowledge society. This chapter starts with a reflection on the importance of lifelong learning and introduces the key arguments of this thesis, i.e. distance learning (DL) and the didactic methodology called e-learning. It goes on with an analysis of the various theoretic and technical aspects of e-learning. In particular, it delves into the theme of e-learning as an integrated and constant training environment, characterized by customized programmes and collaborative learning, didactic assistance and constant monitoring of the results. Thus, all the aspects of e-learning are taken into exam: the actors and the new professionals, the virtual communities as learning subjects, the organization of contents in learning objects, the conformity to international standards, the integrated platforms and so on. The third chapter, which concludes the theoretic-interpretative part, starts with a short presentation of the state-of-the-art e-learning international market that aims to understand its peculiarities and its current trends. Finally, we focus on some important regulation aspects related to the strong impulse given by the European Commission first, and by the Italian governments secondly, to the development and diffusion of e-learning. The second part of the thesis (chapters 4, 5 and 6) focus on field research, which aims to define the Italian scenario for e-learning. In particular, we have examined some key topics such as: the challenges of training and the instruments to face such challenges; the new didactic methods and technologies for lifelong learning; the level of diffusion of e-learning in Italy; the relation between classroom training and online training; the main factors of success as well as the most critical aspects of the introduction of e-learning in the various learning environments. As far as the methodological aspects are concerned, we have favoured a qualitative and quantitative analysis. A background analysis has been done to collect the statistical data available on this topic, as well as the research previously carried out in this area. The main source of data is constituted by the results of the Observatory on e-learning of Aitech-Assinform, which covers the 2000s and four areas of implementation (firms, public administration, universities, school): the thesis has reviewed the results of the last three available surveys, offering a comparative interpretation of them. We have then carried out an in-depth empirical examination of two case studies, which have been selected by virtue of the excellence they have achieved and can therefore be considered advanced and emblematic experiences (a large firm and a Graduate School).

Integrated Disaster Reduction Approach: LforS Learning and Simulation Game

Main objective of the game is to increase the coping capacity of players and familiarise them with the Integrated Disaster Reduction Approach. The game is intended to prepare for and introduce the players to a subsequent Learning for Sustainability capacity building workshop for community leaders. The game represents a typical emergency situation resulting from a natural disaster. Before and after the event, adequate measures help to prevent or minimise potential damages. Once a disaster has occurred, concerted actions and immediate measures need to be taken to rescue as much as possible (human lives, livestock, material) and safeguard the village against further damage and losses. In the course of the game, each playing team can proof its knowledge on adequate measures that have to be taken in order to avoid or reduce losses related to natural disasters. Such measures relate to assessment and monitoring of risks, prevention and mitigation measures, preparedness and response as well as recovery and reconstruction.

Contribución al diseño y modelado de plataformas de gestión e impartición de titulaciones conjuntas en ambientes de e-learning

Las Tecnologías de la Información y de las Comunicaciones, ofrecen una buena oportunidad para el desarrollo de comunidades virtuales de aprendizaje, especialmente en el caso de las titulaciones conjuntas entre organizaciones. Estas comunidades permiten a las organizaciones aprovechar mejor las oportunidades de aprendizaje que brindan las tecnologías de Internet, aportando mejores contenidos y experiencias de aprendizaje (Recursos de aprendizaje) tanto para los profesores como para los alumnos. Sin embargo, actualmente no existe una tecnología clara con la que poder federar plataformas de gestión e impartición de titulaciones virtuales (LMS), con la que dar un adecuado soporte a las titulaciones conjuntas. En este trabajo, se presenta una metodología y una arquitectura de federación de plataformas LMS para poder gestionar titulaciones conjuntas en ambiente de e-learning. Actualmente, existe escaso conocimiento acerca de los problemas que están imposibilitando la utilización de estos escenarios. Por ello, este trabajo se presenta como una solución para los miembros de la comunidad (directores, docentes, investigadores y estudiantes), ofreciendo un marco conceptual, que ayuda a entender estos escenarios e identifica los requisitos de diseño que son útiles para generar servicios de aprendizaje accesibles a los miembros de la comunidad (Grid de recursos de aprendizaje) y para integrar los LMS en una nube de titulaciones conjuntas en ambientes de e-learning. Así mismo, en el presente documento se presentan varias experiencias, en las que se han implementado comunidades virtuales de aprendizaje en la ciudad de Cartagena de Indias (Colombia), que han servido para inspirar y validar la solución propuesta en este trabajo. ABSTRACT Information and communication technologies offer a great opportunity for the development of virtual learning communities, like as joint degrees between Organizations. Virtual Learning Communities allow organizations to be more cooperative during training activities via the Internet, with the provision of their learning expertise (learning resource). Internet enables multiple organizations to share their learning expertise with others. In these cooperative knowledge spaces, each organization contributes with their partners providing learning resources that they offer to students and teachers. However, currently there is no clear technology with which to federate Learning Management Systems (LMS) to give adequate support to joint degrees. In this work, we present a description of the problems that would face the generation of the Joint degrees in e-learning environments. Currently little is known about the problems that prevent the formation of virtual learning communities generated from the experience contributed by multiple organizations, so, this work is important for community members (Directors, Teachers, Researchers and practitioners) because it offers a conceptual framework that helps understand these scenarios and can provide useful design requirements when generating learning services for the community (Grid of Learning Resources) and to integrate the LMS in a cloud of joint degrees in e-learning environments. We also propose various experiences in which virtual learning communities have been integrated in Cartagena de Indias (Colombia) which have served to inspire and validate the solution proposed in this paper.

Electronic systems major in the context of integrated language learning lab (ILLLab) proyect = Sistemas electrónicos en el contexto del proyecto Integrated Language Learning Lab (ILLLab)

Este proyecto colabora con la plataforma Integrated Language Learning Lab (ILLLab) aportando una serie de ejercicios de gramática inglesa para una nueva sección de la web basada íntegramente en la especialidad de Sistemas Electrónicos. Complementariamente se adentra en una nueva oportunidad basada en dispositivos móviles inteligentes creando una aplicación para el repaso de los conceptos estudiados en la titulación de Ingeniería Técnica de Telecomunicación en lengua inglesa.

Diseño y desarrollo de un sistema basado en Learning Analytics para evaluar la competencia de trabajo en equipo.Design and development of a Learning Analytics System to evaluate group work competence

La adquisición de la competencia grupal es algo básico en la docencia universitaria. Esta tarea va a suponer evaluar diferentes factores en un número elevado de alumnos, lo que puede supone gran complejidad y un esfuerzo elevado. De cara a evitar este esfuerzo se puede pensar en emplear los registros de la interacción de los usuarios almacenados en las plataformas de aprendizaje. Para ello el presente trabajo se basa en el desarrollo de un sistema de Learning Analytics que es utilizado como herramienta para analizar las evidencias individuales de los distintos miembros de un equipo de trabajo. El trabajo desarrolla un modelo teórico apoyado en la herramienta, que permite relacionar las evidencias observadas de forma empírica para cada alumno, con indicadores obtenidos tanto de la acción individual como cooperativo de los miembros de un equipo realizadas a través de los foros de trabajo. Abstract — The development of the group work competence is something basic in university teaching. It should be evaluated, but this means to analyze different issues about the participation of a high number of students which is very complex and implies a lot of effort. In order to facilitate this evaluation it is possible to analyze the logs of students’ interaction in Learning Management Systems. The present work describes the development of a Learning Analytics system that analyzes the interaction of each of the members of working group. This tool is supported by a theoretical model, which allows establishing links between the empirical evidences of each student and the indicators of their action in working forums.

Teaching-learning process of historical heritage: a Journey as a beginning, path and end

The implantation of new university degrees within the European Higher Education Area implies the need of innovative methodologies in teaching and learning to improve the skills and competencies of students and to answer the growing needs that society continuously demands to heritage management experts. The present work shows an application of the teaching methodology proposed during the international workshop entitled “I International Planning Preservation Workshop. Learning from Al Andalus”, which included the participation of the University of Alicante and Granada, Università Politecnico di Milano and Hunter College City University of New York; where we tried to dissolve traditional boundaries derived of interuniversity cooperation programs. The main objective of the workshop was to discuss and debate the role of urban Historical Centers within the Global Heritage by the integrated work through multidisciplinary teams and the creation of a permanent international working group between these universities to both teach and research. The methodology of this workshop was very participatory and considered the idea of a new learning process generated by "a journey experience." A trip from global to local (from the big city to the small village) but also a trip from the local (historical) part of a big city to the global dimension of contemporary historical villages identified by the students through a system of exhibition panels in affinity groups, specific projects proposed by lecturers and teachers or the generation of publications in various areas (texts, photographs, videos, etc.). So, the participation of the students in this multidisciplinary meeting has enhanced their capacity for self-criticism in several disciplines and has promoted their ability to perform learning and research strategies in an autonomous way. As a result, it has been established a permanent international work structure for the development of projects of the Historical City. This relationship has generated the publication of several books whose contents have reflected the conclusions developed in the workshop and several teaching proposals shared between those institutions. All these aspects have generated a new way of understanding the teaching process through a journey, in order to study the representative role of university in the historical heritage and to make students (from planning, heritage management, architecture, geography, sociology, history or engineering areas) be compromised on searching strategies for sustainable development in the Contemporary City.

Work and family : learning to do the job.

Mode of access: Internet.

Modern Gulliver's travels. Lilliput: being a new journey to that celebrated island. Containing a faithful account of the manners, character, customs, religion, laws, politics, revenue, taxes, learning, general progress in arts and sciences, dress, amusements, and gallantry of those famous little people. From the year 1702, when they were first discovered and visited by Captain Lemuel Gulliver, the father of the compiler of this work, to the present aera 1796.

Cf. Teerink, H. A bibliography of the writings of Jonathan Swift. 2d ed. Philadelphia [1963], p. 250.

Report of the Community Integrated Living Arrangement Nursing Services Reimbursement Work Group to the Secretary of the Department of Human Services, the Illinois General Assembly, and the Honorable Rod R. Blagojevich, Governor : in response to Senate Resolution 514 /

This report presents the findings and recommendations of the Work Group; it evaluates the Division of Developmental Disabilities' CILA rate model in terms of the sufficiency of nursing services included in the model, as well as the competitiveness of the wage levels assumed by the model for nurses working in the CILAs. In accordance with Resolution 514, the report is the product of the Working Group's discussions and requests for information and has been facilitated by the Department of Human Services, Division of Developmental Disabilities. As such, the report does not represent the recommendations of the Department of Human Services, nor can the Department of Human Services make any commitment to implement any of the report recommendations or commit funding without executive and legislative direction and a funding appropriation. However, the recommendations of the Work Group are consistent with the nursing services structures of the CILA rate-model and would enhance nursing services reimbursement in CILA, if adopted.

A guide to classical learning, or, Polymetis abridged ... : being a work necessary not only for classical instruction, but for all those who wish to have a true taste for the beauties of poetry, sculpture and painting /

Plate engraved by P. Fourdrinier.