Search results for author:"Nicoletta Di Blas"
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Politecnico di Milano
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 162–175
Most robot-based activities are used to foster the acquisition of benefits in the STEM (Science, Technology, Engineering, and Math) area. However, educational robotics also have a great potential to support the learning and teaching processes in...
Nicoletta Di Blas; Luca Lodi; Paolo Paolini; Barbara Pernici; Niccolò Raspa; Donya Rooein; Fabrizio Renzi
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1376–1381
This paper proposes iMOOC (an innovative approach to adaptive learning) and iCHAT (, a novel approach to the use of chatbots (and conversational interfaces) in education. iCHAT is an original technology to develop sustainable, relatively inexpensive ...
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1562–1568
Cultural heritage education is an important part of the identity-making process of the citizens of every nation around the world. While its relevance is widely recognized and advocated by several governmental pronouncements, the design, deployment...
Il modello TPACK nella formazione delle competenze digitali dei docenti. Normative ministeriali e implicazioni pedagogiche
Italian Journal of Educational Technology Vol. 26, No. 1 (Jun 06, 2018) pp. 24–38
A partire dalla definizione concettuale del modello TPACK (Technology, Pedagogy and Content Knowledge, in italiano “Conoscenza della tecnologia, della pedagogia e del contenuto\u201d), un modello che sottolinea i domini di conoscenza coinvolti nei...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 921–926
This paper proposes an innovative method for analyzing learning processes, involving groups of students Moving from TPACK and its evolution, the method (named DDK-flows, Distributed & Dynamic Knowledge-flows) proposes the analysis of flows of...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 110–117
This papers describes an innovative methodology, iMOOC, for designing and delivering online courses that can be highly customized. The goal is to make the learning experience corresponding, as much as possible, to the profile of each learner, to...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2311–2318
DD-TPACK (Distributed & Dynamic TPACK) states that ?distributing the knowledge across a system of resources is a more realistic depiction of what teachers actually do in the real setting of a classroom? (SITE 2014) and that ?the relevant knowledge...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1507–1514
This paper introduces the DDK (Distributed & Dynamic Knowledge) model, i.e. a theoretical and practical tool for describing and understanding technology-enhanced learning processes. The model focuses on the knowledge flows that take place within an ...
Journal of e-Learning and Knowledge Society Vol. 12, No. 3 (Jun 22, 2016)
Technology at school can be either integrated as an everyday support to normal, curricular activities or as a trigger for special projects. Drawing on the distributed cognition theory, the distributed TPACK (Technology, Pedagogy and Content...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2815–2821
The concept of “distributed TPACK” (SITE 2014) suggests that “distributing the knowledge across a system of resources and support is a more accurate and realistic depiction of what teachers actually do in the real setting of a classroom” with...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3364–3369
This paper is about TPACK as a model for explaining the dynamics and informing the design of innovative, ICT-based, educational experiences. The main thesis is that the TPACK model, in its more advanced versions, provides the necessary concepts to...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2464–2472
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires ...
Research in Learning Technology Vol. 22 (2014)
The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological...
Luca Ferrari; Nicoletta Di Blas; Paolo Paolini; Alessandro Arpetti; Rosa Lanzillotti; Floriana Falcinelli; Roberto Vergallo; Maria Grazia Ierardi; Elena Pacetti
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1782–1792
This paper is about collecting and sharing empirical evidence about learning experiences at school (in Italy, for the time being). Our specific purpose is to understand how technologies influence the learning process, and more specifically how they...
Paolo Paolini; Nicoletta Di Blas; Luigi Guerra; Floriana Falcinelli; Luca Mainetti; Maria Francesca Costabile; Maria Grazia Ierardi; Tommaso Leo; Luca Ferrari
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3150–3157
In this paper we present the “Learning4All” (L4ALL) project, which has the aim of developing knowledge about how technology and pedagogy influence the quality of educational experiences. Our approach is empirical rather than theoretical: instead of...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2239–2248
From year 2006, thousands of students (aged between 5 and 18 years) and hundreds of teachers have taken part in PoliCultura, an initiative by HOC-LAB of Politecnico di Milano calling Italian schools to create multimedia “narratives”. A number of...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 3210–3220
Learning how to speak through modern interactive channels is not easy for “grown up students”, as those at higher education level. They are used to the multimedia Web, iPod, iPhone, etc. as “personal channels” for their own entertainment but they...
3D Worlds to Learn and Play: 6 Years of Projects with an Engaging, Pedagogically Effective, and Versatile Educational Format
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 738–745
This paper describes the evolution of the format for educational experiences based on 3D collaborative worlds developed by the Hypermedia Open Center of Politecnico di Milano. Evaluation data collected over 6 years with approximately 9,000 users...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 538–544
Instant multimedia…simplicity, low-cost, and ultra short “time-to-market”. This paper discusses how the above characteristics of instant multimedia are the key of its “success” in educational settings, if we define “success” in terms of...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1383–1394
Multi-user virtual environments have been used for a variety of purposes that, for the majority of cases, have been confined into leisure or entertainment applications. Politecnico di Milano (Italy) has experienced, instead, the delivery of an...
Collaboration and Playful Competition in a 3D Educational Virtual World: The Learning@Europe Experience
World Conference on Educational Media and Technology 2006 (June 2006) pp. 1191–1198
This paper examines the role of collaborative competition in an educational experience based on a shared online 3D environment. Group collaboration and competition in learning are regarded by motivationalist perspectives as a powerful combination....
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2209–2221
Innovative technologies offer extraordinary opportunities to "traditional" education, but they also open new challenges to educators: what features should be implemented in order to obtain which results? How can results be tested? Evaluating the...
World Conference on Educational Media and Technology 2004 (2004) pp. 5224–5225
Accessibility to the web is becoming a major concern for all institutions, especially for those wanting to educate their users on content-related to Cultural Heritage. Nowadays web accessibility guidelines provided by the W3C Consortium are very...
World Conference on Educational Media and Technology 2004 (2004) pp. 1313–1320
SEE (concerning "Dead Sea Scrolls" and related issues such as history, religion, philosophy, literature, etc.), is a very effective learning environment intended for a worldwide audience, of students from 12 to 19 years of age. A massive...
SEE (Shrine Educational Experience): an Online Cooperative 3D Environment Supporting Innovative Educational Activities
World Conference on Educational Media and Technology 2003 (2003) pp. 1527–1534
What do new technologies have to offer to education? And in particular, can online collaborative 3D environments fulfill high educational goals, combined with the playful and social aspects that make them so attractive? SEE (Shrine Educational...