![](bg8.png)
and the post activity questionnaire in order to make
other measures of effectiveness, test-based as well.
Also we plan to repeat the experiment in a broader
context.
REFERENCES
Blackmore, C. (2010). Social Learning Systems and Com-
munities of Practice. The Open University.
Bourdieu, P. (1977). Outline of a Theory of Practice. Cam-
bridge: Cambridge University Press.
Buysse, V., Sparkman, K., and Wesley, P. (2003). Com-
munities of practice: Connecting what we know with
what we do. Exceptional Children, 69(3):263–278.
Calhoun, E. (1994). How to use action research in the self-
renewing school. Alexandria, VA: Association for Su-
pervision and Curriculum Development.
De Marsico, M., Sterbini, A., and Temperini, M. (2011).
The definition of a tunneling strategy between adap-
tive learning and reputation-based group activities. In
Proc. 11th IEEE Int. Conf. on Advanced Learning
Technologies, ICALT, pages 498–500.
De Marsico, M., Sterbini, A., and Temperini, M. (2012). A
strategy to join adaptive and reputation-based social-
collaborative e-learning, through the zone of proximal
development. International Journal of Distance Edu-
cation Technologies, 19:2:105–121.
Hummel, H. (1993). Distance education and situated learn-
ing: Paradox or partnership? Educational Technology,
33(12):11–22.
Lave, J. (1991). Situating learning in communities of prac-
tice. In Resnick, L., Levine, J., and Teasley, S., edi-
tors, Perspectives on Socially Shared Cognition, chap-
ter 4, pages 63–82. American Psychological Associa-
tion, Washington, DC.
Lave, J. and Wenger, E. (1991). Situated learning: Legit-
imate peripheral participation. Cambridge, England:
Cambridge University Press.
Limongelli, C., Lombardi, M., Marani, A., and Sciarrone,
F. (2013a). A teacher model to speed up the process
of building courses. In Human-Computer Interaction.
Applications and Services - 15th International Con-
ference, HCI International 2013, Las Vegas, NV, USA,
July 21-26, 2013, Proceedings, Part II, pages 434–
443.
Limongelli, C., Lombardi, M., Marani, A., and Sciarrone,
F. (2013b). A teaching-style based social network for
didactic building and sharing. In Proceedings of AIED
2013 - 16th International Conference, AIED 2013,
Memphis, TN, USA, July 9-13, 2013., pages 774–777.
Limongelli, C., Mosiello, G., Panzieri, S., and Sciarrone,
F. (2012). Virtual industrial training: Joining innova-
tive interfaces with plant modeling. In Proc. of ITHET
2012, pages 1–6. IEEE.
Limongelli, C., Sciarrone, F., Starace, P., and Temperini, M.
(2010). An ontology-driven olap system to help teach-
ers in the analysis of web learning object repositories.
Information System Management, 27(3):198–206.
Limongelli, C., Sciarrone, F., Temperini, M., and Vaste, G.
(2008a). Lecomps5: A web-based learning system for
course personalization and adaptation. In Proceedings
of IADIS 2008, Amsterdam, The Netherlands, July 22-
25, 2008. Proceedings, pages 325–332.
Limongelli, C., Sciarrone, F., Temperini, M., and Vaste,
G. (2011a). The lecomps5 framework for personal-
ized web-based learning: A teacher’s satisfaction per-
spective. Computers in Human Behavior, 27(4):1310–
1320.
Limongelli, C., Sciarrone, F., and Vaste, G. (2008b). Ls-
plan: An effective combination of dynamic course-
ware generation and learning styles in web-based edu-
cation. In Proceedings of AH’08: Adaptive Hyperme-
dia and Adaptive Web-based Systems, volume 5149
LNCS, pages 133–142.
Limongelli, C., Sciarrone, F., and Vaste, G. (2011b). Per-
sonalized e-learning in moodle: The moodle-ls sys-
tem. Journal of E-Learning and Knowledge Society,
7(1):49–58.
Nixon, S. and Brown, S. (2013). A community of practice in
action: Seda as a learning community for educational
developers in higher education. Innovations in Edu-
cation and Teaching International, 50(4):357–365.
Prensky, M. (2001). Digital natives, digital immigrants part
1. On the Horizon, 9(5):1–6.
Quintana, C., Carra, A., Krajcik, J., and Elliot, S. (2001).
Learner-centred design: reflections and new direc-
tions. In Carroll, editor, Human-computer interaction
in the new millennium., pages 605–626. ACM Press.
Radicchi, F., Castellano, C., Cecconi, F., Loreto, V., and
Parisi, D. (2004). Defining and identifying com-
munities in networks. Proceedings of the National
Academy of Sciences, 101(9):2658.
Sterbini, A. and Temperini, M. (2009). Collaborative
projects and self evaluation within a social reputation-
based exercise-sharing system. In Proc. Int. Conf. on
Web Intelligence and Intelligent Agent Technology -
WI-IAT Workshops, volume 3, pages 243–246.
Sterbini, A. and Temperini, M. (2010). Selection and se-
quencing constraints for personalized courses. In Pro-
ceedings - Frontiers in Education Conference, FIE.
Vygotsky, L. (1978). Mind in Society: Development of
Higher Psychological Processes. Cambridge MA:
Harvard University Press.
Wasserman, S. and Faust, K. (1994). Social Network Analy-
sis: Methods and Applications. Cambridge Un. Press.
Wenger, E. (1998). Communities of practice: Learning as a
social system. Systems thinker, 9(5):2–3.
Wenger, E. (2010). Communities of practice and social
learning systems: the career of a concept. In Black-
more, C., editor, Social Learning Systems and Com-
munities of Practice, chapter 11, pages 179–198. The
Open University.
UnderstandIT:ACommunityofPracticeofTeachersforVETEducation
345