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Le più recenti teorie sull'apprendimento, o per meglio dire, quelle che negli ultimi anni si sono maggiormente affermate per la loro rilevanza scientifica rigorosamente validata a livello sperimentale, tendono a superare la visione tradizionale del processo didattico e formativo inteso come momento di incontro tra il docente, lo studente, e i contenuti da apprendere, delimitato da vincoli spaziali e temporali, e si muovono verso una concezione dell'apprendimento come processo continuo e inarrestabile, non costretto ad incontri "calendarizzati" né fisicamente predeterminati.

In this paper we analyze whether the Creative Commons' license schema can be applied to educational materials. The Creative Commons (CC) initiative has been widely publicized in the last few years in an attempt to open up the space of the public domain for sharing and using proprietary digital contents on the Web. We consider the implications of Web-based Distance Learning (e-learning) and highlight the fact that the traditional concept of the "author" and his rights needs to be modified in this context. In fact, Distance Learning is often based on collaborative works, where it is more difficult to identify each individual contribution. This kind of cooperative work evolves over time and involves a number of professional figures who collaborate to create didactic materials. So this scenario imposes a lot of juridical problems connected to the traditional vision of the intellectual property (IP) and copyright laws; in this respect we think that the CC licenses do not provide an all purpose solution. We analyze the real intention of the CC licenses and in particular whether they are more directed at guaranteeing the moral rights of the author or rather the spread of the knowledge. So we shall refer to a Dutch sentence (the first European sentence recognizing that the CC license applied to the content licensed under it) to underline some difficulties connected to CC. In summary, we propose the following questions: are the CC licenses an effective innovation in the copyright field? Or are they a repetition of the intellectual property laws? Are they just exceptions respect to the juridical system? Finally, are they useful in educational context? We begin by analyzing the structure characterizing digital documents: this study permits us to identify some problems in applying the IP laws in force at the present time. Next we list some possible solutions and, finally, we illustrate the CC license schema and we show that these appear to be only a partial solution, applicable in particular situations which are often of little importance in e-learning context.

In this paper, we suggest a new way of designing and delivering distance learning courseware that we call eMail-Learning. In the our proposal we want to suggest the use of e-mail architecture as the basic component for creating a Learning Management System. We analyze the possibilities offered by the current e-mail architectures compared with the web-based environments in the distance learning context. In particular we highlight some collaborative features offered by various client/server e-mail platforms. These platforms usually called groupware systems and generally they permit integration of scheduling, task and contact management, and also sharing calendar and mail folder between users. The e-mail also uses and combines offline and online activities and these features have remarkable methodological consequences and are also useful for students with dialup connections. Many of these groupware features are possible now only using proprietary mail protocols and moreover it is not possible to create a real hyper textual organization of the didactic contents in the current e-mail environments. To overcome these and other difficulties we propose the development of a new protocol to support distance learning via e-mail. This protocol could be an open standard and could enlarge the e-mail feature independently of the particular system used. Finally, we show how it would be a simple task to comply with the principal international e-learning standards in an eMail-Learning environment. In this respect, we analyze various groups of standard and we suggest some best practices for integrating them in to a distance learning programme based on an e-mail system.

The recent and disruptive introduction of immersive technologies such as Augmented Reality into the educational system has already produced engaging and effective learning content. AR can still fulfil its potential in creating innovative products that increase the educational resources available to 21st century learners. The following paper is based on the work implemented within the Augmented Reality Interactive Educational System (ARETE) European Horizon 2020 project (www.areteproject.eu). The project investigates for the first time the introduction of AR in teaching behavioural routines within the framework of School-Wide Positive Behaviour Intervention and Support (SWPBIS) and how AR impacts students’ behavioral management and self- management skills. The paper introduces a set of research methodological and technological assumptions guiding the researcher in the design and development of an AR-PBIS solution. The Augmented Reality PBIS (AR-PBIS) model for designing the AR PBIS software solution is described. Finally, the paper describes the assessment plan for the evaluation of the effectiveness of integrating AR into the PBIS framework., The following paper has been supported by European Union's Horizon 2020 research and innovation programme, ARETE project under grant agreement No 856533.