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The ARETE project experienced for the first time the use of XR technologies to promote positive behaviour at school. The aim is to extend the results of this project into a European dimension by creating an ecosystem that is sustainable, innovative and promotes well-being at school.

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.

Una proposta didattica per l'insegnamento dei sistemi complessi nei corsi di didattica della fisica per la scuola primaria, a partire dall'esperienza del covid-19

In this paper, we discuss the relationship between Total Factor Productivity (TFP), accumulation and institutions. In order to show these connections, a new model is presented that is able to shed some light on the links involving this multi-dimensional relationship, which goes from countries’ quality of institutions to their stocks of physical and human capital and from these to TFP. The model is constructed in analogy with the physical law of thermal expansion and it introduces a new parameter that measures the response of TPF to variations in stocks of capital, in relation to institutional quality. Thanks to the proposed model, an operational methodology of such a parameter is defined (based on certain macroeconomic variables) and an estimate of it is provided (on the basis of a time series relative to a wide range of countries).

A book about a new online service to support parents and teachers of ADHD children

In questo articolo vengono presentati alcuni dei risultati del progetto MOTILL. MOTILL, ovvero «Le Tecnologie Mobili nell’apprendimento permanente: buone pratiche», è un progetto finanziato dalla Comunità Europea, nell’ambito del National Lifelong Learning Strategies (NLLS). Il progetto, durato un anno e terminato a Marzo 2010, si è focalizzato sull’uso delle tecnologie mobili in contesti di lifelong learning (LLL). L’articolo sarà dedicato a una breve introduzione del progetto, dei suoi obiettivi e delle azioni portate avanti, e a un rapido riassunto dei principali risultati ottenuti, i quali sono stati resi disponibili online alla comunità scientifica e diffusi ai policy makers impegnati nei programmi di apprendimento permanente., Form@re - Open Journal per la formazione in rete, Vol. 11 No. 73 (2011)

This Framework (FW) is a result of this activity. It represents the experiences and vision of the project partners and defines the general background needed to develop both the WHAAM application and the online services. It does not intend to describe definitively ADHD, or discuss the different models developed to explain how ADHD can function, or its causes and consequences. A lot of approaches have been developed to treat ADHD in the course of time, and many manuals and web sites are able to provide excellent resources on these topics. This FW was intended as a work instrument drawn from the Partners experiences, stories and instances in which the use of technology has been introduced and used to both inspire and develop the subsequent activities of the projects.

The Framework (FW) summarizes the experiences and vision of the WHAAM project partners, providing the basis for the development of the WHAAM app and online services. There are many approaches to the treatment of ADHD, with excellent resources available. This FW is a working tool based on partners' experiences, inspiring subsequent project activities. It is divided into three parts: part A explores general issues related to ADHD, focusing on key life contexts such as school, family, and social relationships. Each context is explored in terms of assessment, intervention and support. Part B delves into the relationship between ICT use and ADHD treatment. Finally, Part C briefly explains the main features of the WHAAM app, including functionality and interfaces. The WHAAM project considers the app and online service accessible via PC and mobile devices as a significant advancement in monitoring process management.

Il presente lavoro intende analizzare il mobile learning, ovvero l’applicazione delle tecnologie mobili per l’apprendimento, partendo da una visione che tenga in conto delle strette interdipendenze tra due fenomeni legati alla diffusione di queste tecnologie: lo sviluppo di nuove forme di mobilità e la modifica di molte pratiche di vita quotidiana. Nel solco delle ricerche sociologiche dedicate alla “svolta mobile”, s’intende proporre un’ampia ricostruzione teorica, che partendo da alcuni temi che hanno animato il dibattito sulla modernità – globalizzazione, società in rete e riflessività –metta in luce alcune delle ideologie implicite. In particolare si analizzano le ideologia del tempo, collegandole ai diversi modi di declinare la condizione post-moderna; la struttura della causalità, ovvero il modo di distribuire gli eventi tra passato, presente e futuro; e, infine, l’idea del bene in gioco, con i rispettivi differenti regimi di impegno. Considerare la relazione tra questi tre temi è particolarmente importante nel caso del mobile learning. Difatti quest’esperienza richiede agli attanti - studenti, insegnanti e istituzioni - un continuo lavoro di armonizzazione e negoziazione, teso a conciliare le istanze messe in gioco dalle tecnologie in uso, i contenuti della formazione e le ideologie, spesso implicite, che animano le loro intenzioni.