Guglielmo Trentin – författare

By gathering important contributions from leading international experts in the field, this book explores the application of conversational agents in the specific role of tutor in e-learning processes (e.g. MOOCs, Mobile Assisted Learning). The aim is to investigate: [a] their technological implementation; [b] the underlying instructional design; [c] the type of activities that conversational agents carry out; [d] the outcomes of different experimental pilots and prototypes.

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL''s sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author''s direct experience gained through applying NCL to his university teaching.- Delineates a framework for NCL sustainability- Provides an instructional design model for NC- Describes an original approach to the evaluation of collaborative learning processes

This book outlines how network technology can support, foster and enhance the Knowledge Management, Sharing and Development (KMSD) processes in professional environments through the activation of both formal and informal knowledge flows. Understanding how ICT can be made available to such flows in the knowledge society is a factor that cannot be disregarded and is confirmed by the increasing interest of companies in new forms of software-mediated social interaction. The latter factor is in relation both to the possibility of accelerating internal communication and problem solving processes, and/or in relation to dynamics of endogenous knowledge growth of human resources.The book will focus specifically on knowledge flow (KF) processes occurring within networked communities of professionals (NCP) and the associated virtual community environments (VCE) that foster horizontal dynamics in the management, sharing and development of fresh knowledge. Along this line a further key issue will concern the analysis and evaluation techniques of the impact of Network Technology use on both community KF and NCP performance.- The proposal of a taxonomy of Network Technology uses to support formal and informal knowledge flows- Analyses how Web 2.0 and Web 3.0 technology is deeply modifying the dynamics connected to KF and KM- Discusses dynamics underlying horizontal KF sharing processes within NCP

An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ''pedagogy 2.0'') of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers'' professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education.- Includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT)- Provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning- Gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author's direct experience gained through applying NCL to his university teaching.Delineates a framework for NCL sustainabilityProvides an instructional design model for NCDescribes an original approach to the evaluation of collaborative learning processes