A Teaching-Style Based Social Network for Didactic Building and Sharing

Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo

doi:10.1007/978-3-642-39112-5_110

Cited by 21 publications

(20 citation statements)

References 7 publications

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“…Those links have an associated weight which changes every time the teacher makes a didactic action, inspired by the temporal law of the Ant Colony Optimization theory (Gambardella, 1999). This model well represents the teacher (Limongelli, Lombardi, Marani, & Sciarrone, 2013a) and its information is useful to contextualize the usage of LMs and ontologies (Limongelli, Lombardi, Marani, & Sciarrone, 2013b), without any additional effort for teachers.…”

Section: A Teacher Model Acting In a Teaching Communitymentioning

confidence: 99%

A social network-based teacher model to support course construction

Limongelli

Sciarrone

Temperini

2015

Computers in Human Behavior

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Section: A Teacher Model Acting In a Teaching Communitymentioning

confidence: 99%

A social network-based teacher model to support course construction

Limongelli

Sciarrone

Temperini

2015

Computers in Human Behavior

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“…Secondly, we annotated each set of transcripts, pertaining the same concept, by means of the Wikipedia Miner Toolkit. As a result we obtained, for each set of transcripts, a set of Wikipedia web pages, pertaining the same concept [3,9,11,8,10]. Then, we trained three binary learners: a decision tree, a naive-bayes and a multi-layer perceptron to inference whether a didactic relationship between the two LUs, both given in input, does exist or not.…”

Section: Motivations Goals and Related Workmentioning

confidence: 99%

Discovering Prerequisite Relationships Among Learning Objects: A Coursera-Driven Approach

Medio

Gasparetti

Limongelli

et al. 2016

Lecture Notes in Computer Science

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In this work we address the problem of automatically finding prerequisite relations among learning materials in order to help instructional designers to speed up the course building process. Ours is a data-driven approach, where a (machine) learner is trained to classify predecessor/successor relationships, given two didactic materials in a textual form. As the training set we use the learning materials extracted from Coursera. A first evaluation shows promising results

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“…Knowledge is acquired from and applied to everyday settings, and is discussed with peers and experts that made up a social system (Wenger, 1998). Other ap-proaches concern: i) the personalized learning where the added value is given by a didactic capable to tailor its patterns to the learners' specific needs, such as in a formal education (see for example (Limongelli et al, 2011a;Limongelli et al, 2008a;Limongelli et al, 2011b;Sterbini and Temperini, 2010) for an insight into this area) ;ii) the ontological approach where teachers are helped by ontology-base systems in order to search for suitable didactic material in the Internet (see (Limongelli et al, 2010;Limongelli et al, 2012;Limongelli et al, 2013b;Limongelli et al, 2013a)). Moreover, in a perspective of technology enhanced learning, there is some research work (De Marsico et al, 2011;De Marsico et al, 2012) aiming to integrate more traditional individualized elearning and social-collaborative e-learning (Sterbini and Temperini, 2009;Limongelli et al, 2008b).…”

Section: Literature Review and Related Workmentioning

confidence: 99%

UnderstandIT: A Community of Practice of Teachers for VET Education

Marsico

Limongelli

Sciarrone

et al. 2014

Proceedings of the 10th International Conference on Web Information Systems and Technologies

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Social Networks are among the most popular achievements of Web 2.0. As a matter of fact, the Internet is full of social communities like Facebook or Twitter or others, which are used not only by teenagers but also by older users to share experiences, information and opinions. The expression Social Network allows for a wide interpretation, coming from the research in social and behavioral sciences. It also lends itself to encompass a kind of more thematically vertical communities, namely Communities of Practice, where groups of people interested to learn a particular practice are supported in achieving this goal thanks to the professional relationships with expert peers. The community network evolves with time, as novice users become experts in turn, and new communication protocols arise. We start from the consideration that most high school students nowadays use Web 2.0 instruments and tools for chatting, streaming or posting messages. An interesting challenge is the possibility for teachers the use of the same instruments and tools to enhance their daily work. To this aim, we present a first study of a Community of Practice of teachers, involved in Vocational Education and Training (VET), aiming at learning the use of Web 2.0 tools and applications to support the learning process of their pupils. In practice, we propose to use Web 2.0 to learn to teach through Web 2.0. As a platform we used the web application ELGG, that is an open source social network engine thanks to which we built a social environment where a sample of VET teachers participated to several social activities. A first evaluation of effectiveness of such an approach is encouraging.

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A Teaching-Style Based Social Network for Didactic Building and Sharing

Cited by 21 publications

References 7 publications

A social network-based teacher model to support course construction

A social network-based teacher model to support course construction

Discovering Prerequisite Relationships Among Learning Objects: A Coursera-Driven Approach

UnderstandIT: A Community of Practice of Teachers for VET Education

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