progetto internazionale BRAIN DEVELOPMENT IN LEARNING ENVIRONMENTS. EMBODIED AND PERCEPTUAL ADVANCEMENTS

Il progetto è a cura del Laboratory of Embodied Situated Cognition and Implicit Learning. Comitato scientifico del progetto: Prof. Michael L. Anderson; Institute for Advanced Computer Studies, University of Maryland; Dott. Corrado Corradi dell’Acqua, SISSA di Trieste; Prof. Nathan Fox, University of Maryland; Prof. Mathew Diamond, SISSA di Trieste; Prof. Elisa Frauenfelder, Università Suor Orsola Benincasa di Napoli; Prof. David C. Geary, University of Missouri; Prof. Michele Rucci, Boston University; Prof. Raffaella Rumiati, SISSA di Trieste; Prof. Stephen Rushton, University of South Florida at Sarasota; Dott. Claudia Sabatano, Università Federico II di Napoli; Prof. Flavia Santoianni, Università Federico II di Napoli. Temi del progetto: Learning Environments and Brain Development; Embodiment and Adaptive Cognition; Perceptual Systems and Sensorial Knowledge. Il progetto ha prodotto il volume F. Santoianni, C. Sabatano, eds. (2007), Brain Development in Learning Environments. Embodied and Perceptual Advancements, Cambridge Scholars Publishing, Cambridge, UK

progetto internazionale MIND&BRAIN

Il progetto è a cura del BioEducational Sciences Research Group. Il progetto si propone di trasferire i più recenti avanzamenti di ricerca delle neuroscienze nei diversi ambiti della formazione per sviluppare ambienti integrati di apprendimento. Il progetto si rivolge a insegnanti di ogni ordine e grado, studenti e laureati in formazione, per rendere operativo il possibile dialogo tra formazione e neuroscienze. Il progetto ha durata triennale e prevede 3 tipologie di azioni: Incontri di studio e ricerca, Progetti di formazione e ricerca, Diffusione editoriale e web (www.mindandbrain.it). Comitato scientifico del progetto: Prof. Mathew Diamond, Cognitive Neuroscience Sector, SISSA, Trieste; Prof. Elisa Frauenfelder, Università Suor Orsola Benincasa di Napoli; Prof. Antonio Giuditta C.I.R.N. Dip. Scienze Biologiche, Univ. Federico II, Napoli; Dott. Stefano Oliverio B.E.S. Dip. Scienze Relazionali, Univ. Federico II, Napoli; Prof. Steven Rushton, University of South Florida at Sarasota; Dott. Claudia Sabatano B.E.S. Dip. Scienze Relazionali, Univ. Federico II, Napoli; Prof. Flavia Santoianni B.E.S. Dip. Scienze Relazionali, Univ. Federico II, Napoli; Prof. Manfred Spitzer, Transfer Centre Neuroscience and Learning, Ulm

Teacher Technology Education for Spatial Learning in Digital Immersive Virtual Environments

The aim of this research is to deepen how teacher technology education can be designed to enhance spatial education, which is intertwined with digital education. The evolution of technology resources can actually sustain spatial learning. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content of synthetic learning environments. This research analyses which spatial design principles have influenced the virtual worlds of digital immersive virtual learning environments. In 3D virtual learning environments spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital—and, possibly, spatial—fields

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields