Search results for author:"Antonio Fini"
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Antonio Fini
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E-Learning 2.0. A case study on a growing community
Antonio Fini
Journal of e-Learning and Knowledge Society Vol. 4, No. 3 (2008) pp. 167–175
This paper describes and discusses the case of a community supported by web 2.0 tools, focusing on its origins and on some of the internal dynamics which characterize it. Although further research is still ongoing and despite the peculiarities of...
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Come intendere la cultura digitale
Antonio Fini
Journal of e-Learning and Knowledge Society Vol. 3, No. 1 (2007) pp. 33–41
L’alfabetizzazione informatica o computer literacy, come recentemente viene spesso denominata anche nei paesi non di lingua inglese, ha progressivamente acquisito una crescente importanza. L’Unione Europea, all’interno della cosiddetta “strategia di ...
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Alone together. Whywe expectmore from technology and less from each other
Antonio Fini
Italian Journal of Educational Technology Vol. 20, No. 1 (Apr 30, 2012) pp. 56–57
Sherry TurkleAlone Together. Why We Expect More fromTechnology and Less from Each OtherISBN 9780465010219Basic Books, 2011
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The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
Antonio Fini
International Review of Research in Open and Distance Learning Vol. 10, No. 5 (Oct 14, 2009)
In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test...
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Web 2.0 Communities for Lifelong Learning. A Case Analysis
Antonio Fini; Maria Ranieri
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1240–1247
Over the last years there has been a hype about Web 2.0, a term that symbolizes a different way of using the web. The web has become a writable/rewritable environment where everybody can easily make his/her voice heard. To a certain extent e...
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Problematiche non risolte e nuove prospettive dei Learning Object
Antonio Fini; Luca Vanni
Journal of e-Learning and Knowledge Society Vol. 1, No. 1 (2005) pp. 143–152
The Learning Objects (LO) model has been around for ten years. Despite the lack of a commonly accepted definition, the LO paradigm still depicts great initial expectations and a few unresolved problems. The debate around the pedagogic neutrality,...
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Lifelong learning: what role for e-learning 2.0?
Giovanni Bonaiuti; Antonio Fini
Journal of e-Learning and Knowledge Society Vol. 4, No. 1 (2008) pp. 179–187
In the few last years, attention has increasingly been focused on lifelong learning, also in relation to the great expansion of the Internet, in which the so-called Web 2.0 has recently begun its evolution.In this paper, we wonder about the role...
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Digital Competence In K-12. Theoretical Models, Assessment Tools and Empirical Research
Maria Ranieri; Antonio Calvani; Antonio Fini
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 539–548
Over the last years the theme of the digital competence in its different aspects has been object of a growing interest. In a number of official documents and communications, international bodies underlined the significance of this competence for...
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Valutare la competenza digitale. Modelli teorici e strumenti applicativi
Antonio Calvani; Antonio Fini; Maria Ranieri
Italian Journal of Educational Technology Vol. 17, No. 3 (Jan 01, 2009) p. 39
Negli ultimi anni il tema della competenza digitale, nelle sue varie sfaccettature, stato oggetto di crescente attenzione. Recentemente tale competenza formalmente entrata anche nel framework delle competenze di base per il Lifelong Learning (2006...
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Assessing online collaborative groups within institutional contexts: a pluridimensional approach
Antonio Calvani; Antonio Fini; Marcello Molino
Journal of e-Learning and Knowledge Society Vol. 6, No. 2 (2010) pp. 95–104
The use of online work groups partially or totally self-managed is becoming a widespread educational practice even within formal education contexts such as universities, especially in job-oriented post-graduate courses (master courses,...
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Assessing Students’ Digital Competence in Schools
Antonio Calvani; Maria Ranieri; Antonio Fini
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 852–859
Digital Competence is now emerging as a keystone for successful living in the contemporary society. How can such a competence be defined and assessed? The paper introduces a conceptual model to define digital competence and presents an instrument ...
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Models and Instruments for assessing Digital Competence at School
Antonio Calvani; Antonio Cartelli; Antonio Fini; Maria Ranieri
Journal of e-Learning and Knowledge Society Vol. 4, No. 3 (2008) pp. 183–193
How digital competence can be defi ned and assessed? One of the most known instruments to certificate IT skills is the European Computer Driving License (ECDL), but it focuses on the mastery of specific technical skills while neglecting dimensions...
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Cultivating professional communities of teachers and practitioners through social network sites
Maria Ranieri; Stefania Manca; Antonio Fini
Italian Journal of Educational Technology Vol. 20, No. 1 (Apr 30, 2012) pp. 24–30
This paper provides an original contribution to the field by exploring pathways of social network uses within professional communities, with special attention to groups of teachers. Through a purposely designed survey, the study analyses the...
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Monitoring interactions in collaborative learning environments (CSCL): a tool kit for Synergeia
Antonio Calvani; Antonio Fini; Giovanni Bonaiuti; Elvis Mazzoni
Journal of e-Learning and Knowledge Society Vol. 1, No. 1 (2005) pp. 63–73
Starting from the early 90ies computer supported collaborative learning has gained new interest thanks to the diffusion of networks and social constructivism. In order to carry it into effect, it is possible to make use of generic tools (web forum,...
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Gruppi collaborativi online: come valutare interazioni efficaci
Antonio Calvani; Antonio Fini; Marcello Molino; Maria Ranieri
Journal of e-Learning and Knowledge Society Vol. 3, No. 3 (2007) pp. 93–102
Online training based on small, self-organised groups, in some cases supported by an institutional tutor, can be a strategic solution for lifelong learning. It combines affordability with an active and engaging pedagogical model. The self-management ...
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Are young generations in secondary school digitally competent? A study on Italian teenagers
Antonio Calvani; Antonio Fini; Maria Ranieri; Patrizia Picci
Computers & Education Vol. 58, No. 2 (February 2012) pp. 797–807
Digital competences amongst the younger generations and the role of schools faced with the spread of new youth practices are topics of increasing interest. Some commentators state that, thanks to the intensive use of digital media, young people are...
Language: English
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Design of Collaborative Learning Environments: bridging the gap between CSCL theories and Open Source Platforms
Antonio Calvani; Antonio Fini; Maria Pettenati; Luigi Sarti; Maurizio Masseti
Journal of e-Learning and Knowledge Society Vol. 2, No. 1 (2006) pp. 61–74
Starting with the assumption that collaborative learning and working will occupy a strategic role in undergraduate, post-graduate and life-long education as well as in collaborative, fl exible and distant working, in this paper we present a refl...
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Remarks on CSCL Theories Applied to Open Source Solutions for the Design of Collaborative Learning Environments
Antonio Calvani; Antonio Fini; Maria Chiara Pettenati; Luigi Sarti
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2562–2567
In this paper we propose a perspective analysis and a theoretical model of an open source environment for cooperative learning. A reflection on evolution of e-learning technologies highlights "informal learning" and "virtual learning" communities as ...
Topics: Virtual Environments, Collaboration
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Mobile learning for the integration of groups that risk being marginalized
Maria Ranieri; Giovanni Bonaiuti; Antonio Fini; Pierfranco Ravotto
Journal of e-Learning and Knowledge Society Vol. 5, No. 2 (2009) pp. 75–85
Social inclusion and cohesion are two of the objectives that the European Union has very often proclaimed in its documents, in the past ten years. At the same time, community policies have emphasized the role that ICTs can play to encourage and...
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IntroOpenEd 2007: an experience on Open Education by a virtual community of teachers
Antonio Fini; Andreas Formiconi; Alessandro Giorni; Nuccia Pirruccello; Elisa Spadavecchia; Emanuela Zibordi
Journal of e-Learning and Knowledge Society Vol. 4, No. 1 (2008) pp. 231–239
In Fall 2007 David Wiley, professor at Utah State University held a course about Open Education. That time, however, Dr Wiley’s course was followed by a rather unusual group of students. The Fall 2007 edition, in fact, was available to anybody, free ...