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The Semantic Web seems to offer great opportunities for educational systems aiming to accomplish the AAAL: Anytime, Anywhere, Anybody Learning. In this scenario, two different research projects are here introduced: CADDIE (Content Automated Design & Development Integrated Editor), developed at the DIST of the University of Genoa, and IWT (Intelligent Web Teacher), developed at the DIIMA of the University of Salerno, each of them characterized by the use of ontologies and semantic technologies in order to support instructional design and personalized learning processes. The former aims to develop a learning resources and instructional paths authoring tool based on a logical and abstract annotation model, created with the goal of guaranteeing the fexibility and personalization of instructional design, the reusability of teaching materials and of the related whole knowledge structures. The latter represents an innovative e-learning solution able to support teachers and instructional designers to model educational domains knowledge, users’ competences and preferences by a semantic approach in order to create personalized and contextualized learning activities and to allow users to communicate, to cooperate, to dynamically create new content to deliver and information to share as well as enabling platform for e-learning 2.0., Journal of e-Learning and Knowledge Society, Vol 6, No 2 (2010): Journal of e-Learning and Knowledge Society - Focus on: Artificial Intelligence and e-Learning

Proceedings of the 7th Canadian Man-Computer Communications Conference , Waterloo, Ontario, Canada, 10 - 12 June 1981, 37-45

This paper outlines possible evolution trends of e-learning, supported by most recent advancements in the World Wide Web. Specifically, we consider a situation in which the Semantic Web technology and tools are widely adopted, and fully integrated within a context of applications exploiting the Internet of Things paradigm. Such a scenario will dramatically impact on learning activities, as well as on teaching strategies and instructional design methodology. In particular, the models characterized by learning pervasiveness and interactivity will be greatly empowered., Journal of e-Learning and Knowledge Society, Vol 8, No 2 (2012): Journal of e-Learning and Knowledge Society: Focus on: Semantic Web and e-Learning

This work reports on the process of integration of the EifFE-L open source e-learning platform within the Eclipse open source development platform, with the aim to create an open framework for both distance education and knowledge management. The fusion of the two environments can lead several advantages: EifFE-L has earned in fexibility having acquired the possibility to take advantage of a powerful and easy to use development environment and has thus be been able to evolve following the ever growing requirements of e-learning; Eclipse has made a further step ahead in the direction of becoming an e-learning tool for the programming languages and for the management of virtual laboratories and simulation environments., Journal of e-Learning and Knowledge Society, Vol 5, No 3 (2009): Journal of e-Learning and Knowledge Society

La Scuola, oramai da anni, ha intrapreso un percorso di digitalizzazione a 360 gradi. Il Piano Nazionale Scuola Digitale (PNSD) è un pilastro fondamentale della Buona Scuola (Legge 107/2015), che affronta le sfide dell’innovazione e si focalizza sul potenziamento delle competenze digitali e sull’estensione del concetto di scuola da luogo fisico a spazio di apprendimento virtuale. Questa trasformazione, però, non deve essere generata sulla base di una mera disponibilità finanziaria, né deve essere il risultato di una spinta top-down. I singoli istituti scolastici dovrebbero introdurre la digitalizzazione in un’ottica di gestione manageriale che richiede un’adeguata capacità di pianificazione e controllo strategico. A tal proposito, il presente articolo propone un framework integrato che analizza e misura le performance del PNSD tramite modelli strategici di gestione aziendale che si basano sulla Balanced ScoreCard (BSC). Il modello ha come input le informazioni che si possono estrarre dalle rilevazioni di un nuovo Rapporto di Auto-valutazione della Scuola Digitale (RASD).

In a previous work, Villani et al. introduced a method to identify candidate emergent dynamical structures in complex systems. Such a method detects subsets (clusters) of the system elements which behave in a coherent and coordinated way while loosely interacting with the remainder of the system. Such clusters are assessed in terms of an index that can be associated to each subset, called Dynamical Cluster Index (DCI). When large systems are analyzed, the “curse of dimensionality” makes it impossible to compute the DCI for every possible cluster, even using massively parallel hardware such as GPUs. In this paper, we propose an efficient metaheuristic for searching relevant dynamical structures, which hybridizes an evolutionary algorithm with local search and obtains results comparable to an exhaustive search in a much shorter time. The effectiveness of the method we propose has been evaluated on a set of Boolean models of real-world systems.

Il saggio mette a fuoco alcune delle battaglie più significative dell’associazionismo laico ottocentesco specie a carattere mutualistico. Lavoro, previdenza, assistenza, salute sono tra i momenti più alti dell’agire delle società di mutuo soccorso. A questi va affiancata, e il saggio vi dà particolare risalto, la lunga battaglia per la cremazione dei cadaveri sostenuta dalle forze democratiche, repubblicane, socialiste e massoniche

In this paper we present a distributed client-server architecture which integrates hypertext tools with laboratory, evaluation, and communication tools, as a support for learning. A part of the architecture has been implemented and tested with undergraduate students. The preliminary results are encouraging and an extension of the system is planned with other communication tools such as bulletin board, blackboards, voice and images.