Nascita di una comunit? di formatori in rete

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Verso una "scuola modulare"

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Un modello di comunicazione del formatore in rete

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On the existence of bright IR galaxies at z>2: tension between Herschel and SCUBA-2 results?

Recent derivations of the galaxy star formation rate density (SFRD) obtained from sub-millimetre (sub-mm) surveys (e.g., SCUBA-2) show a tension with previous works based on Herschel and multi-wavelength data. Some of these works claim that the SFRD derived by pushing the Herschel surveys beyond z~2 are incorrect. However, the current sub-mm surveys obtained from SCUBA-2 data and the methods used to construct the total infrared (IR) luminosity function (LF) and the SFRD could be affected by some limitations. Here we show how these limitations (i.e., selection bias and incompleteness effects) might affect the total IR LF, making the resulting dusty galaxy evolution of difficult interpretation. In particular, we find that the assumed spectral energy distribution (SED) plays a crucial role in the total IR LF derivation, moreover, we confirm that the long-wavelength (e.g., 850-micron) surveys can be incomplete against "warm" SED galaxies, and that the use of a wide spectral coverage of IR wavelengths is crucial to limit the uncertainties and biases.Comment: 8 pages, 6 figures, accepted for publication in MNRA

Il quadro generale del sistema scolastico italiano

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Task, Team and Time to structure online collaboration in learning environments

The debate on whether and how to structure collaboration in online learning environments is quite active. In this paper the authors identify Task, Team and Time as the main components of an online collaborative activity, through which the overall structure of the activity can be determined to scaffold learners\u27 interactions. Based on five examples of real-life online learning activities featuring different degrees of structure as to Task, Team and Time, the authors reflect on the extent to which the way these three dimensions are structured may affect the overall learning process. Method of the study is interaction analysis of the students messages, exchanged in asynchronous mode during the activity. The analysis was carried out according to a quantitative and qualitative model that distinguishes among the participative, social, cognitive and teaching dimensions. The results of the study seem to support the hypothesis that the three Ts well represent the structure of CSCL activities and that, in many cases, it is the lack of structure in one or more of them that is associated to a higher frequency of some indicators, as if the missing guidance causes an enhanced effort on the side of the learners to compensate the deficit

"Quel che resta" di un corso in rete

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Techniques for fostering collaboration in online learning communities

Collaboration is, to date, extensively adopted for supporting learning processes, both in face-to-face and in virtual learning contexts. However, technology profoundly changes the nature of human interactions and, consequently, also changes the nature of the collaborative learning process, yielding a range of new potentialities and problems. "Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives" provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers. Offering an extensive discussion of the design, management, monitoring, and evaluation of learning processes, this work reviews issues from both a theoretical and practical viewpoint and includes methodological contributions as well as perspectives on real experiences

GE8

abstract not availableUn progetto educativo come laboratorio dell\u27innovazione scolastica nato in occasione del G8 a Genov