Terra

The meeting of disciplines, a resource The Percro team of researchers brings us varied examples of experience in the field of education and offers us various routes of experimentation. The necessary condition is, however, that there is a full collaboration between the world of school and the world of computer research, to design paths that are targeted and therefore didactically valid. Everything must be well concerted in the smallest details, planning the learning objectives that must be modulated on the physiognomy of the school receiving the intervention...

A walk in the past. Virtual reality in the teaching of the humanities Technological research outlines new horizons in which it is possible to insert a targeted didactic, designed thanks to the intersection of different disciplines. Digital storytelling, serious games, augmented or virtual reality is incredible means to undertake multidisciplinary educational paths aimed at creating skills and knowledge in accordance with the lives of children and adolescents in today's society. The key to the effective...

As a follow-up to the first article: 6. How does a computer's memory work? Computer memory assigns addresses to objects: it consists of a large metadata system that allows the search for information through the identification of an address. 7. How does human memory work? Human memory is made as a system of appeals. Mental representations are all the more active, therefore able to be called to consciousness, the more they have been treated in perspective, reworked. In order to memorize infrequent activities, it is necessary to associate them with something...

The book Against Digital Colonialism. Instructions to continue reading by Roberto Casati (Laterza, 2013), is an opportunity to think about the change brought by reading and its effects on education and teaching. Casati, philosopher and director of research at the Centre National de la Recherche Scientifique at the Institut Nicod, discards side by side the contrast between apocalyptic and integrated, between the "playful rejection" of technocrats and the "messianic adoration" of technophiles, based...

Crises are not only punctual moments, chapters of history, which we include here and there in the overall narrative. Crises can innervate and periodize this narrative. They constitute a privileged point of view, because they allow us to articulate it in simple, effective, easily comprehensible moments and, a fundamental fact for the formative processes, they open to the present world and to the problems we live in. They allow us, therefore, to talk about the past, to study it and - without present-day...

The teachers talk a lot about the crisis during the course of the programs. The more attentive ones have been talking about it since the beginning, since the beginning of the process of homination, marked by crises (climatic or variously environmental) that impressed on the human species decisive changes. They still know the crisis of the thirteenth century BC, the one that broke down the magnificent cultural and political structures of the Bronze Age, and gave rise to the millennium of Persia, Greece and Rome...

Report on the speech by Ivo Mattozzi and Giuseppe Di Tonto "Ministerial indications, digital resources and didactics of history". The speakers developed methodological and more practical considerations and orientations in the world of the net. After noting the absence of specific attention to digital technologies in the ministerial indications for 2012 concerning the discipline "history", it was observed that the digital environment should not be considered a mere tool but should lead to a rethinking of the school curriculum and the cognitive operations underlying it...

Report on the intervention of Carlo fomenting "Enchanted by the network. Imaginaries, utopias and conflicts in the age of the Internet". Enchanted by techno enthusiasm? The report by Carlo Formenti Enchanted by the net. Imaginaries, utopias and conflicts in the age of the Internet held on March 9, 2013 within the conference stori. History in the digital age was a sort of counterpoint to the speeches of other speakers who had analyzed the new media as neutral educational tools. Formenti started...

Frontiers The first frontier is that of the object: the history to be taught has broadened its horizon of meaning, which today is world-wide The cultural horizon that needs to be built is a world-wide horizon. A fundamental prerequisite, therefore, is to know how to orient oneself in this new space. The result is an operation of adapting knowledge to an integrated level to avoid the risk of a narrative that is simply a collection of historical facts. History as a discipline constitutes a statute...

First of all, let's ask ourselves what the historian does (in-depth analysis): The first operation carried out by the historian is to place the event along a chronological axis: to put the fact back into perspective in order to periodize it. The second operation is to identify a horizontal coordinate, putting the fact in connection with another or similar ones. The foibe is part of a process of the immediate post-war period that is that of revenge: a process that involves 12 million people, as exodus, and about 2,000,000 as victims...

Report on Antonio Brusa's speech "At the time of the internet: how to study materials and the history to study change". We are in the midst of a digital revolution and we must ask ourselves how the study materials and the history to be studied change. I will deal with the subject of professionalism and the content that new technologies call into question. It's not just a question of buying tablets for all kids or becoming more or less good with the digital revolution; there's something much more important to think about and discuss...

Italian blogs and social networks sites, or rather the history and stories told from below Leaving the field of scientific research, we enter the most complex field of public use in history. What space does history occupy in Italian civil society? How and by whom is it told on the Internet? Immediately you notice that almost all the main events of contemporary history have their own site (eg. First and Second World War, Cold War, etc. ...). In all cases, it is a story in which the eventual prevails, understood as a mere collection of data without interpretative reflection...