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200Strumenti della rete e processo formativoNorman D.A. (2000), Il computer invisibile - La tecnologia migliore è quella che non sivede, Milano, Apogeo (ed. orig. 1998)Norman D.A., Shallice T. (1980), Attention to action: Willed and automatic control ofbehaviour, in R. Davidson, G. E. Schwartz D. Shapiro, Consciousness and selfregulation, Plenun times, New York, pp. 1-18Novak J.D. (1990), Concept maps and Vee <strong>di</strong>agrams: Two metacognitive tools for scienceand mathematics education, in Instructional Science, 19, pp. 29-52Novak J.D. (2001), L’ appren<strong>di</strong>mento significativo. Le mappe concettuali per creare e usarela conoscenza, Erickson, TrentoNovak J.D. (s.d.), The Theory Underlying Concept Maps and How To Construct Them, inInternet all’in<strong>di</strong>rizzo: http://cmap.coginst.uwf.edu/info/O’ Neill K.D., Gomez L.M. (1994), The Collaboratory Notebook: a Networked Knowledge-Buil<strong>di</strong>ng. Environment for Project Learning, documento presentato all’Ed-Me<strong>di</strong>a, 1994,Vancouver (BC), in Internet http://www.covis.nwu.edu/info/papers/pdf/oneill-edme<strong>di</strong>a-94.pdfOliverio A. (1999), L’arte <strong>di</strong> imparare. A scuola e dopo, Rizzoli, MilanoOng W.J. (1986), Oralità e scrittura. Le tecnologie della parola, Il Mulino, Bologna (ed.orig. 1982)Ong W.J. (1989), Interfacce della parola, Il Mulino, Bologna (ed. orig. 1977)Orefice P. (1993), Didattica dell’ambiente, La Nuova Italia, <strong>Firenze</strong>Orefice P. (1997), Pour une théorie de la convergence en éducation des adultesInternational Council for Adult Education, in Convergence, vol. 2-3 pp. pp.138-149,Toronto, ICAE.Orefice P. (2001), I domini conoscitivi. Origine, natura e sviluppo dei saperi dell’homosapiens sapiens, Carocci, RomaOrefice P. (2003), La formazione <strong>di</strong> specie. Per la liberazione del potenziale <strong>di</strong> conoscenzadel sentire e del pensare, Guerini e Associati, MilanoOrr J. (1995), Con<strong>di</strong>videre le conoscenze, celebrare le identità. La memoria <strong>di</strong> una comunitàin una comunità <strong>di</strong> servizio, in C. Pontecorvo et al., I contesti sociali dell’appren<strong>di</strong>mento.Acquisire conoscenze a scuola, nel lavoro, nella vita quoti<strong>di</strong>ana, Ambrosiana, Milano pp.303-357 (ed. orig. 1990)Paavola S., Lipponen L., Hakkarainen K. (2002), Epistemological foundations for CSCL: Acomparison of three models of innovative knowledge communities, in Stahl G. (Ed.),Procee<strong>di</strong>ngs of CSCL 2002, Hillsdale, Lawrence Erlbaum, pp. 24-32, in Internethttp://newme<strong>di</strong>a.colorado.edu/cscl/228.htmlPaccagnella L. (2000), La comunicazione al computer, Bologna, Il Mulino.Palincsar A.S., Brown A.L. (1984), Reciprocal Teaching of Comprehension-MonitoringActivity, in Cognition and Instructions, 1, pp. 117-175Palloff R.M., Pratt K. (1999), Buil<strong>di</strong>ng learning communities in cyberspace: Effectivestrategies for the online classroom, Jossey-Bass, San Francisco CAPapert S. (1984), Mindstorms. Bambini, computer e creatività, Emme, Milano, ed. orig.Mindstorms. Computers, Children and Powerful Ideas, Basic Books, New York, 1980;Papert S. (1985), Situating Constructionism (Preface), in I. Harel, S. Papert (Eds.),Constructionism, Research reports and essays, pp. 1, Norwood, NJ, in Internet:

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