Pier Giuseppe Rossi's Profile

I am interested in educational design,education tecnology,e-learning,AI,semantic Web.

Member since Sep 19, 2008, follows 3 people, 0 public groups, 742 public bookmarks (745 total).

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  • 19832p.pdf (Oggetto application/pdf) on 2009-04-20
  • Web 2.0: una definizione in 10 punti on 2009-04-19
  • The latest issue of IEEE Transactions on Learning Technologies (Vol. 2, No. 1) is online — PROLEARN Academy Portal on 2009-04-16
    • It is a widely held assumption that learning style is a useful model for quantifying user characteristics for effective personalized learning. We set out to challenge this assumption by discussing the current state of the art, in relation to quantitative evaluations of such systems and also the methodologies that should be employed in such evaluations. We present two case studies that provide rigorous and quantitative evaluations of learning-style-adapted e-learning environments. We believe that the null results of both these studies indicate a limited usefulness in terms of learning styles for user modeling and suggest that alternative characteristics or techniques might provide a more beneficial experience to users.
    • It is a widely held assumption that learning style is a useful model for quantifying user characteristics for effective personalized learning. We set out to challenge this assumption by discussing the current state of the art, in relation to quantitative evaluations of such systems and also the methodologies that should be employed in such evaluations. We present two case studies that provide rigorous and quantitative evaluations of learning-style-adapted e-learning environments. We believe that the null results of both these studies indicate a limited usefulness in terms of learning styles for user modeling and suggest that alternative characteristics or techniques might provide a more beneficial experience to users.
    • 2 more annotations...
  • Metacognizione ed educazione ... - Google Ricerca Libri on 2009-04-11
  • Instructional Design Models on 2009-04-11
    • Cognitive Flexibility Theory (Rand Spiro)
  • Teacher education and the cultural ... - Google Ricerca Libri on 2009-04-11
  • flexibility on 2009-04-11

    • Cognitive flexibility theory focuses on the nature of learning in complex
      and ill-structured domains. Spiro & Jehng (1990, p. 165) state: "By
      cognitive flexibility, we mean the ability to spontaneously restructure one's
      knowledge, in many ways, in adaptive response to radically changing situational
      demands...This is a function of both the way knowledge is represented (e.g.,
      along multiple rather single conceptual dimensions) and the processes that
      operate on those mental representations (e.g., processes of schema assembly
      rather than intact schema retrieval)."



      The theory is largely concerned with transfer of knowledge and skills beyond
      their initial learning situation. For this reason, emphasis is placed upon the
      presentation of information from multiple perspectives and use of many case
      studies that present diverse examples. The theory also asserts that effective
      learning is context-dependent, so instruction needs to be very specific. In
      addition, the theory stresses the importance of constructed knowledge; learners
      must be given an opportunity to develop their own representations of
      information in order to properly learn.



      Cognitive flexibility theory builds upon other constructivist theories
      (e.g., Bruner, Ausubel, Piaget) and is related to the work of Salomon in terms of media and learning interaction.

  • 13-4 Hyperbole over Cyberspace, TIS on 2009-04-05
    • A main theme of the postmodern perspective on cyberspace is that
      Internet technology liberates the individual from the body, and allows the separate
      existence of multiple aspects of self which otherwise would not be expressed
      and which can remain discrete rather than having to be resolved or integrated
      as in ordinary social participation.
    • Both Turkle and Stone create a counterpoint between a traditional notion
      of "self" that seems to be a psychological definition, and the postmodern
      diffusion of self as nonlocal and not necessarily embodied. 
  • Technology as a Reading Tool on 2009-04-05
  • pgrossi / F V P on 2009-03-29

    • FINALITA': descrivono la teleologia, lo scopo del progetto, il senso profondo epr cui viene svolta un'attività didattica. Non è valutabile in quanto non si connette al risutlato e spesso è legata a contesto e ai valori ed è personalizzata.


      Si possono individuare 4 tipologie. La prima è riferita al soggetto che apprende. possimao parlare di autonomia, responsabilità e libertà. La seconda è relativa alla disciplina. Meirieu afferma che "attraverso l’apprendimento, un essere si riappropria delle questioni fondatrici della cultura, per accedere alle risposte, costruite dai suoi predecessori, e osare le proprie". In altri termini la finalità indica i motivi delle scelte disciplinari, perchè viene affrontato un dato problema epistemologico e con quale prospettiva. La terza tipologia è relativa al gruppo come sistema autopoietico e la quarta al docente come professionista: quale finalità ha il percorso che si progetta per la propria identità professionale?

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