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Journal of e-Learning and Knowledge Society

2007 Volume 3, Number 3

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Table of Contents

Number of articles: 16

  1. L’approccio orientato agli artefatti, un nuovo modo di gestione delle conoscenze per l’e-learning

    Serge Agostinelli, Laboratoire des Sciences de l’Information et des Systèmes (LSIS) UMR CNRS, France

    E-learning relies on computer environments which foster its use. Therefore, the issue of the use of technical tools in given situations sums up the reliance placed on computer tools such as wiki,... More

    pp. 9-18

  2. Tecnologie educative nella fascia 3-6 anni: l’esperienza italiana

    Italo Tanoni, Università degli Studi "Carlo Bo" - Urbino, Italy

    The paper focuses on the relationship between new technologies and children from 3 to 6 years old, corresponding in Italy to the fi rst level of education in kindergarten. This research tries to... More

    pp. 19-28

  3. Identità in gioco

    Filippo Bruni, Università del Molise, Italy

    Can we think of any online experiences and training courses so meaningful from the point of view of learning as to possibly contribute to identity building? Given the highly involving capacity of... More

    pp. 29-37

  4. Blended learning attraverso l’utilizzo della lavagna interattiva multimediale

    Alessandro Campi & Lisa Pieraccini, GIUNTI Interactive Labs Srl, Italy

    Blended learning is a recurring topic in educational and training systems, but very often we stumble upon cases of poor integration of training classes, e-learning activities and coaching on the... More

    pp. 39-49

  5. Topic Maps e XTM per l’e-learning

    Giovanni Adorni, Mauro Coccoli, Gianni Vercelli & Giuliano Vivanet, Università di Genova - DIST, Italy

    Topic Maps are a methodology whose aim is describing knowledge structures and associating them with information resources. XML Topic Maps (XTM) is an XML-based encoding scheme to represent topic... More

    pp. 51-60

  6. Il Progetto Web-IDEA

    Angelo Chianese & Vincenzo Moscato, Università di Napoli Federico II, Italy

    In an e-learning project the most critical element is not represented by technological tools, that can be seen as a simple “commodity”, but by didactic contents used to support a learning process. ... More

    pp. 61-69

  7. La sincronizzazione multimediale come risorsa per l’e-learning

    Pier Rossi, Francesca Belluccini, Martina Paciaroni & Giuliana Pascucci, Università degli Studi di Macerata, Italy

    A multimedia synchronization, or time-based hypermedia, is a multimedia artefact whose design and interpretation is determined by time and space variables; they are directly involved to draw the... More

    pp. 71-81

  8. L’analisi della domanda di e-learning in un contesto universitario italiano

    Veronica Mattana, Università degli Studi di Verona, Italy

    This study investigated the relationship between student learning expectation via online communication tools, student intrinsic motivation to attend online courses and student mastery goal... More

    pp. 83-92

  9. Gruppi collaborativi online: come valutare interazioni efficaci

    Antonio Calvani, Antonio Fini, Marcello Molino & Maria Ranieri, Università di Firenze, Italy

    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... More

    pp. 93-102

  10. La tecnologia al servizio di una nuova didattica della scrittura: un percorso interattivo in italiano come lingua straniera

    Daria Mizza & Peter O'Toole, Università di Warwick, Italy

    This paper illustrates the theoretical basis, methodological conception, and innovative instructional design of an e-learning support for the development of writing skills of Italian as foreign... More

    pp. 103-109

  11. Il progetto sperimentale e-learning “Moodle La Sapienza”: quiz, giochi linguistici, simulazioni, chat in un corso di lingua inglese

    Letizia Cinganotto & Simonetta Resta, Università La Sapienza, Roma, Italy

    The paper deals with a case study: “Ecoenglish: English e-learning course for the students of the Faculty of Economics”, an e-learning course of English within the experimental project carried out ... More

    pp. 111-118

  12. Tecnologie digitali applicate all’apprendimento del diritto: ipertesti, software didattici e scienze cognitive

    Paolo Guarda, Università degli Studi di Trento, Italy

    The starting point of every refl ection upon new teaching methods has to be the comprehension that new technologies applied to learning methodology give us the possibility to arrange a teaching... More

    pp. 119-125

  13. Design considerations in mobile educational games

    Norliana Ab Maleh & Chien-Sing Lee, Multimedia University Cyberjaya, Malaysia

    The starting point of every refl ection upon new teaching methods has to be the comprehension that new technologies applied to learning methodology give us the possibility to arrange a teaching... More

    pp. 127-132

  14. Dal web 2.0 alla library 2.0

    Nicola Benvenuti, Italy

    L’articolo del 2005 di Tim O’Really tradotto anche in italiano, Cosa è Web 2.0. Design Patterns e Modelli di Business per la Prossima Generazione di Software (http://www.xyz.reply.it/web20/), ha... More

    pp. 133-137

  15. Evidence-Based Education: ma “funziona” il “che cosa funziona”?

    Antonio Calvani, Università di Firenze, Italy

    pp. 139-146

  16. Evidence Based Education:un dibattito in corso

    Maria Ranieri, Università di Firenze, Italy

    pp. 147-152