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“Learning for All”: is everyone learning? PROCEEDINGS

, Università di Bologna, Italy ; , , Politecnico di Milano, Italy ; , Università Politecnica delle Marche, Italy ; , Università degli Studi di Bari, Italy ; , Università degli studi di Perugia, Italy ; , Università degli Studi del Salento, Italy ; , CNR IMATI, Italy ; , Università di Bologna, Italy

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

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 affect (if they do) “soft inclusion”, i.e. effective learning (not just participation) of under-performing or over-performing pupils. The Learning for All project (L4ALL) has collected and analysed 150 educational experiences, to become 300 by October 2012. The “interpretations” of these experiences as well as all the “annexes” generated by the experiences themselves or by their analysis are made public through a state-of-the-art exploratory portal. A rich ontology, based on 57 different categories of attributes, supports different exploration styles, suitable for different categories of users: teachers, researchers, decision makers, policy makers.

Citation

Ferrari, L., Di Blas, N., Paolini, P., Arpetti, A., Lanzillotti, R., Falcinelli, F., Vergallo, R., Ierardi, M.G. & Pacetti, E. (2012). “Learning for All”: is everyone learning?. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1782-1792). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2017 from .

Slides