Abstract
The recent COVID-19 emergency has pointed out the importance of distance learning in modern Education. Indeed, although it cannot be considered a substitute of traditional didactic methodologies based on frontal lectures, it can be a valid integration, especially when addressed to those students characterized by learning disturbs and/or cultural barriers. In this paper we present a recent project, namely Binario 9 ¾, where distance learning has been implemented through virtual communities and storytelling adoption, to support impaired students of middle school to bridge the gap with others.
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Notes
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United Nations Education Scientific and Cultural Organization (2020). COVID-19 Educational Disruption and Response. Available at: https://en.unesco.org/covid19/educationresponse.
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Acknowledgements
Authors wish to thank the members of the Consortium for their support in the project: on the Italian side, Fondazione Circolo dei lettori, Municipality of Novara, Consorzio Scuola Comunità Impresa and Associazione Next-Level; on the Swiss side, Alta Scuola Pedagogica dei Grigioni and Ufficio Orientamento professionale, negli studi e nella carriera Cantone Grigioni.
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Sartori, F., Maga, C., Tosi, B., Varallo, A. (2020). Lurking Reduction at School Through Virtual Communities of Practice: The Binario 9 ¾ Project. In: Gervasi, O., et al. Computational Science and Its Applications – ICCSA 2020. ICCSA 2020. Lecture Notes in Computer Science(), vol 12253. Springer, Cham. https://doi.org/10.1007/978-3-030-58814-4_39
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