Teaching by chat

This paper discusses some didactical aspects of chat usage for instructional purposes. Areas covered range from the choice of course type and student group for using chats, to the preparation and moderation of chats, and discussing how to manage both troublemaking students and systems. In February 1998 I was the chair of a committee at my previous university that was authoring a recommendation list about the Internet to the president of the school. One of our recommendations was to eliminate the IRC server (Internet Relay Chat), since it was only causing traffic and was just being used for games. We stated that we could not envision a use for chatting either for research or for instructional purposes. Five years later here I am: teaching 4 of my 5 courses by way of chat. There has been an enormous growth in the use of chat-based instruction, but also quite a lot of problems encountered. Much of the available literature addresses technical problems, or discusses chats from an educational psychology perspective. This paper will address ten of the didactical issues in chat-based instruction, summarizing the experiences that I have made in many years of chat experience (DIPF/Orig.)

A Figured Worlds Perspective on Middle School Learners' Climate Literacy Development

The purpose of this study was to investigate the nature of the relationship between middle school science learners’ conditions and their developing understandings of climate change. I applied the anthropological theoretical perspective of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998) to examine learners’ views of themselves and their capacities to act in relation to climate change. My overarching research question was: How are middle school science learners’ figured worlds of climate change related to the conditions in which they are embedded? I used a descriptive single-case study design to examine the climate change ideas of eight purposefully selected 6th grade science learners. Data sources included: classroom observations, curriculum documents, interviews, focus groups, and written assessments and artifacts, including learners’ self- generated drawings. I identified six analytic lenses with which to explore the data. Insights from the application of these analytic lenses provided information about the elements of participants’ climate change stories, which I reported through the use of a storytelling heuristic. I then synthesized elements of participants’ collective climate change story, which provided an “entrance” (Kitchell, Hannan, & Kempton, 2000, p. 96) into their figured world of climate change. Aspects of learners’ conditions—such as their worlds of school, technology and media use, and family—appeared to shape their figured world of climate change. Within their figured world of climate change, learners saw themselves—individually and as members of groups—as inhabiting a variety of climate change identities, some of which were in conflict with each other. I posited that learners’ enactment of these identities – or the ways in which they expressed their climate change agency – had the potential to reshape or reinforce their conditions. Thus, learners’ figured worlds of climate change might be considered “spaces of authoring” (Holland et al., 1998, p. 45) with potential for inciting social and environmental change. The nature of such change would hinge on the extent to which these nascent climate change identities become salient for these early adolescent learners through their continued climate change learning experiences. Implications for policy, curriculum and instruction, and science education research related to climate change education are presented.

Structural steel design with BIM technology - interventions on a three buildings block in Deruta (PG)

The aim of this thesis is to use the developments, advantages and applications of "Building Information Modelling" (BIM) with emphasis on the discipline of structural design for steel building located in Perugia. BIM was mainly considered as a new way of planning, constructing and operating buildings or infrastructures. It has been found to offer greater opportunities for increased efficiency, optimization of resources and generally better management throughout the life cycle of a facility. BIM increases the digitalization of processes and offers integrated and collaborative technologies for design, construction and operation. To understand BIM and its benefits, one must consider all phases of a project. Higher initial design costs often lead to lower construction and operation costs. Creating data-rich digital models helps to better predict and coordinate the construction phases and operation of a building. One of the main limitations identified in the implementation of BIM is the lack of knowledge and qualified professionals. Certain disciplines such as structural and mechanical design depend on whether the main contractor, owner, general contractor or architect need to use or apply BIM to their projects. The existence of a supporting or mandatory BIM guideline may then eventually lead to its adoption. To test the potential of the BIM adoption in the steel design process, some models were developed taking advantage of a largely diffuse authoring software (Autodesk Revit), to produce construction drawings and also material schedule that were needed in order to estimate quantities and features of a real steel building. Once the model has been built the whole process has been analyzed and then compared with the traditional design process of steel structure. Many relevant aspect in term of clearness and also in time spent were shown and lead to final conclusions about the benefits from BIM methodology.