My latest ongoing project aims at enriching the current scientific state of the art about mediumship and the mind-brain relationship by several investigations on the different states of my mediumship (i.e., meditation, readings, healing vocal flow, and trance), with multiple techniques and approaches, and with the support of the latest technology (e.g., EEG system by dry sensor technology and digital signal processing).
Other projects are:
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- The Open Growth Cycle. Open, lifelong, and ubiquitous learning, cloud computing, and smart city frameworks are the pillars of the change that is replacing traditional education and work models and transforming the way crowds of people learn, communicate, collaborate, teamwork, produce value and growth for the entities of which they are part.
Current fervid debate is on the need for disruptive education. Indeed, education systems are urged to be much more holistic and flexible to meet the growing demand for personalised learning paths, and individuals are driven to acquire awareness, tools, and competences towards personal learning goals. Thus, research has a pivotal role.
The powerful potential of an “open growth cycle”, that is the interaction between open learning, open research, and open education, is momentous and needs to be explored.
By a bottom-up approach and design-based research methodology, this project aims to create and implement an open growth cycle that will allow current new and young generations to unleash their power through mindfulness, contemplative, and experiential learning supported by new technologies, to subsequently inject their novel vision into others for common well-being, in a continuously strengthened path.
This will be tackled from an open learning vision, by the development and support of open research to inform open education (paradigms, curriculum, and policies).
This project is cross-disciplinary in order to provide a holistic and complex development of a possible upcoming scenario in individuals’ lives and society through the new mind-set of openness. On the premises of current technological affordances, the focus is on the human nature of change, starting from the young, through the empowering interaction of open learning – open research – open education, in a lifelong learning vision.
- The Open Growth Cycle. Open, lifelong, and ubiquitous learning, cloud computing, and smart city frameworks are the pillars of the change that is replacing traditional education and work models and transforming the way crowds of people learn, communicate, collaborate, teamwork, produce value and growth for the entities of which they are part.
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- eLearningplace Courses. In technological systems for education a change of direction of technology is evident: technology is not only a means of social exchange, but it turns into the joint design of learning and organisational strategies, and into the growth of learning communities. This approach arises the strong social, pedagogical, and technological relation between lifelong learning, eLearning, and knowledge management. With this vision, eLearningplace offers blended and entirely online learning in information science and technology, business management, technology-enhanced education, and foreign languages. Flexibility, personalised and collaborative/cooperative learning, and a wide offer of multimedia contents characterise eLearningplace.
- eLearningplace Courses. In technological systems for education a change of direction of technology is evident: technology is not only a means of social exchange, but it turns into the joint design of learning and organisational strategies, and into the growth of learning communities. This approach arises the strong social, pedagogical, and technological relation between lifelong learning, eLearning, and knowledge management. With this vision, eLearningplace offers blended and entirely online learning in information science and technology, business management, technology-enhanced education, and foreign languages. Flexibility, personalised and collaborative/cooperative learning, and a wide offer of multimedia contents characterise eLearningplace.
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- Format QRcode. QRcode is a technology-enhanced learning format that was devised within the research project Learning4All (2009-2012). The project investigated on how an aware adoption of ICT can contribute to improve the quality of teaching, in particular for students with special needs.
A format to be implemented in a ubiquitous learning environment, the QRcode can meet different learning styles because it allows the student to enrich all paper-based contents with in-depth multimedia (audio, images, text) and multichannel (available both on the web and on mobile devices) learning materials. The QRcode format consists in the integration of paper-based and digital learning material through Quick Response (QR) code, aimed at facilitating personalised and flexible (anytime, anywhere) learning.
- Format QRcode. QRcode is a technology-enhanced learning format that was devised within the research project Learning4All (2009-2012). The project investigated on how an aware adoption of ICT can contribute to improve the quality of teaching, in particular for students with special needs.
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- SSW4LL – Social Semantic Web for Lifelong Learners. Social Semantic Web, also referred to as Web 3.0, is the current evolution in the Net to provide representation mechanisms to interconnect people and objects in an interoperable and extensible way.
The combination of the Social Web with the Semantic Web has led to the Social Semantic Web, forming a network of interlinked and semantically-rich content and knowledge, and offering a large range of possible technological architectures for lifelong learning. Formal and informal learning appear more and more integrated and enhanced, and lifelong learners’ Personal Learning Environments can be more easily characterised and enriched
- SSW4LL – Social Semantic Web for Lifelong Learners. Social Semantic Web, also referred to as Web 3.0, is the current evolution in the Net to provide representation mechanisms to interconnect people and objects in an interoperable and extensible way.
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- PlaLE – Personal language Learning Environment. PlaLE (Personal language Learning Environment) is a place devised to scaffold the creation and the characterisation of secondary school students’ Personal Learning Environments for language learning, in a lifelong learning vision. PlaLE is a place where formal and informal learning turn into a synergy and are enhanced by social semantic tools. PlaLE‘s members exploit its tools and resources (learning materials and networks), and they contribute new ones for the enhancement of the learning community and the characterisation of their PLEs.
PlaLE is an extension of the SSW4LL (Social Semantic Web for Lifelong Learners) format, that was validated through the implementation of the SSW4LL 2011 experience (please see above).
- PlaLE – Personal language Learning Environment. PlaLE (Personal language Learning Environment) is a place devised to scaffold the creation and the characterisation of secondary school students’ Personal Learning Environments for language learning, in a lifelong learning vision. PlaLE is a place where formal and informal learning turn into a synergy and are enhanced by social semantic tools. PlaLE‘s members exploit its tools and resources (learning materials and networks), and they contribute new ones for the enhancement of the learning community and the characterisation of their PLEs.
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- uProf! – Ubiquitous Professional Training for Teachers. Technological uptake and consistent change and innovation in education have been urged by the decisively faster pace that economic systems, social relations, and individuals have had since the diffused embracing of Web 2.0, towards Web 3.0. Undeniably, living, working, and learning are more and more ubiquitous. In this regard, the Italian school system has been recently engaged in an extensive adoption of tablets that the Ministry of Education has started nationally. uProf!, Ubiquitous Professional Training for Teachers, is a model of teachers’ professional training in ubiquitous learning by tablets and QR codes. The model has been designed, implemented, and successfully validated within a full-immersion, learner-centred, and metacognitive course for 80 Italian high school teachers who are part of a school network for the enhancement of curriculum continuity from middle into high school.
