Information and Knowledge Management using ArcGIS ModelBuilder

Chiara Friso, Valentina Lenarduzzi, Davide Taibi and Davide Tosi
ote (www.osservatoriotecnologico.eu)
indire (www.indire.it)
dienneti (www.dienneti.it)
lpi (http://scuola.lpi-italia.org)
dschola (www.dschola.it)
In order to answer the previous questions, we identified a set of inclusion and exclusion criteria and a
set of dimensions for the classification. The inclusion and exclusion criteria were defined in order to
filter properly the whole set of projects and experiences identified during the first round of search. With
relation to the projects, we decided to include in our primary set of results only:
Projects with a specific didactic-pedagogical merit started with the precise aim to use OSS
solutions for teaching and learning purposes;
Projects designed not only from the technological but also from the didactic point of view,
Projects still active, with a well-defined methodology that makes the experience reproducible;
We excluded from our set, all the projects that, even though largely spread and supported by
outstanding partners, lack a specific didactic finality, but aim only at projects encouraging the
spreading of OSS in schools.
We considered five dimensions for the analysis of each project: 1) description; 2) objectives; 3)
solutions provided; 4) methodology followed; 5) schools involved.
As for experiences we decided to include in our primary set of results only: experiences of schools
that have decided to introduce OSS in class not only for economical or practical purposes, but for
educational reasons; traceable online experiences. We considered four dimensions for the analysis of
each experience: 1) description; 2) solutions; 3) methodology; 4) evaluation.
2.2 Survey results
The survey has been conducted with the search criteria and by querying the electronic resources
identified in Section 2.1. After these steps, we retrieved 13 OSS projects and 14 experiences. We
then reduced the number of the identified OSS projects from 13 to 3 primary projects and the number
of OSS experiences from 14 to 3 primary experiences, by applying the inclusion and exclusion criteria
of Section 2.1. Table 1 summarizes the primary set of projects and experiences identified during our
survey and the dimensions of the analysis.
The results of the survey suggest that a limited number of projects and experiences is available for
Italian schools. The reported projects and experiences involve several schools in a collaborative
manner and, due to the popularity and the positive results they achieved, can be used as starting
point for other initiatives.
3. A survey of OSS digital class rolls for schools
In this section, we survey some specific OSS tools that replace traditional paper class rolls and school
registers.
The first tedious task a teacher must accomplish every morning in his/her class is to fill-in the class
roll. In the last few years, some Italian schools are experimenting the use of digital class rolls instead
of traditional paper class rolls in order to speed-up and simplify the fill-in task, to reduce the amount of
paper waste, and to minimize the waste of space taken by archives.
The Italian law regulates the usage and adoption of digital supports. Specifically, the D. Lgs. n. 59
Article 15 Paragraph 2 (March 15, 1997) defines the official validity of digital documents for private
users and for public administrations. The DPR n. 381 (July 28, 1999) regulates what was introduced
in the D. Lgs. n. 59 by defining how to manipulate private and sensible data. Following these law and
decree, other decrees have been released during the last years, such as the DPR n. 428 (October 20,
1998), the DPCM (October 31, 2000), the DL n.196 (June 30, 2003), and the CNIPA resolution
(February 19, 2004).
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