Stefano Perna

University of Naples Federico II | UNINA · Apple Developer Academy

This perspective article investigates the potential of applying artistic or “humanistic” data visualization to improve the understanding of learner’s growth in the context of highly dynamic, learner-centric and experiential educational programs. The article explores the possibility of leveraging a more humanistic or esthetically driven approach to...

Challenge Based Learning (CBL) is a relatively new contribution to the pedagogical landscape, emerging in the early 2000s. Recently the interest in CBL and, correspondingly , the amount of published literature has increased significantly. This document builds on existing literature reviews and identifies additional publications to provide deeper an...

A collaborative workshop to create Learning Objectives and Assessment Strategies. The authors introduce a Learning Objective Design Board as a practical tool to make the process of defining Learning Objectives and Assessment Strategies for any type of educational experience easier, more creative, collaborative and even playful.

The paper explores the field of Collaborative Learning Design Workshops, a specific type of participatory workshop designed to facilitate the process of co-designing learning ex- periences by interdisciplinary teams of academics and educators from all backgrounds. An overview of the field of Learning Design or “Design for Learning” is presented. A...

The presenters will introduce a Learning Objective Design Board as a practical tool to make the process of defining Learning Objectives and Assessment Strategies for any type of educational experience easier, more creative, collaborative and even playful. The board is based on the well established Bloom’s Taxonomy and provides an interactive appro...

The Learning Objective Design Deck is a practical tool to make the process of defining Learning Objectives and Assessment Strategies for any type of educational experience easier, more creative, collaborative or even playful. It is based on Bloom’s Taxonomy, can be used in both physical & virtual environments and is aimed at educators, instructiona...

This paper takes the Bloom’s Taxonomy, more specifically the Revised Bloom’s Taxonomy, as a baseline for learning objective and curriculum design adopted by generations of teachers and instructors in their practice. On the backdrop of recent findings and persistent principles of learning design, the authors employ narrative theory and its notion of...

The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses...

University of Naples Federico II (Italy) conducts a formative software development training program for the Apple technology ecosystem using the Challenge Based Learning (CBL) methodology. To overcome shortcomings of spiral curriculum principles, the course design adopts a Narrative Experience Design approach to let the learning progression be driv...

The authors present concepts developed at University of Naples Federico II (Italy), where the Challenge Based Learning methodology (CBL) is utilised in a programme aimed at software development for the Apple technology ecosys- tem. The collaborative and self-guided, inquiry-based learning method focusses on intrinsic motivation of learners, working...

The nine months formative education program focussing on software development for the Apple technology ecosystem offered at University of Naples Federico II (Italy) utilises the Challenge Based Learning (CBL) methodology. As a collaborative and self-guided, inquiry-based learning method, it focuses on intrinsic motivation of learners, working on re...

The nine months formative education program focussing on software development for the Apple technology ecosystem offered at University of Naples Federico II (Italy) utilises the Challenge Based Learning (CBL) methodology. As a collaborative and self-guided, inquiry-based learning method, it focuses on intrinsic motivation of learners, working on re...

University of Naples Federico II (Italy) utilises the Challenge Based Learning (CBL) methodology in its nine months formative education program focussing on software development for the Apple technology ecosystem offered for ~400 students per year. The collaborative and self-guided, inquiry-based learning method focuses on intrinsic motivation of l...

In this paper we mix methods and approaches from scientometrics, co-citation analysis and network science, in order to build a set of maps and visualizations of the Design Research field. Bringing together this approaches could give us some tools to get an overview of Design Research discipline as it emerges from an extensive analysis of the scient...

We present a graphical review of the research on visual languages in the last 20 years. In particular, we gathered and analyzed the data about a set of publications in the field from 1995 to 2014. Visual techniques employed include graph-based visualization such as collaboration, co-citation, and co-word networks. We also adopted geographical views...

After Snowden's revelations about online mass surveillance activities led by some government agencies, a number of parliaments all over the world have embraced a process of legal formalisation of Internet-related rights and principles. This is the case, for instance, of the Brazilian «Marco Civil da Internet», the Magna Carta for Philippine Interne...

Aim of this paper is to describe, from a theoretical point of view, the main spatial and representational schemata rising in the field of Social Network Analysis (SNA). One of the theoretical assumptions which drive our work consists in revealing that the very use of concepts like "mapping", "flux" or "network" implies a view of social relationship...