https://hdl.handle.net/10807/218 2026-08-02T03:15:25Z https://hdl.handle.net/10807/343636 Titolo: Alessandro Severo e Ardašīr: diplomazie al lavoro Autori: Merli, Olivia Giuseppina Abstract: In the tenth year of the reign of Alexander Severus (222-235), alarming messages reached Rome. The governors of Syria and Mesopotamia informed the emperor that Ardašīr, king of the Persians, had seized control of the East from the Parthian and was threatening the Roman frontier. This Persian expansion marked the beginning of the protracted conflict between Rome and the Sassanids, a struggle that would unfold over more than four centuries, with varying fortunes. Alexander Severus, however, did not respond immediately with military action, but rather initiated a complex diplomatic strategy aimed to establish a balance of power – one that also acknowledged war as a legitimate instrument of deterrence. This paper develops along three main lines. First, it seeks to reconstruct Ardašīr’s campaign against the Arsacids and the origins of the conflict with Rome, analyzing the ideological foundations of Ardašīr’s enterprise. I give particular attention to the diversity of Iranian sources, in order to place them in dialogue with the Greco-Roman propaganda that emerged in response to the looming Sassanid threat. Second, the paper examines Alexander Severus’ diplomatic strategy, which aimed to legitimize the presence of the powerful Sassanid kingdom in the East in order to pursue a policy of balance between the two empires. This section analyzes the motivations of the emperor’s diplomatic action and explores the tools of diplomacy at the time. Finally, I emphasize how this policy is reflected in the work of Herodian, analyzing passages largely disregarded by scholars, and exploring the response to diplomacy within contemporary Roman political discourse. 2025-01-01T00:00:00Z https://hdl.handle.net/10807/343476 Titolo: Playful Learning as a Bridge Between Coding and Mathematics in Teacher Education Autori: Pelizzari, Federica; Bagossi, Sara Abstract: Recent Italian curricular guidelines emphasize an interdisciplinary approach in STEM education grounded in learning-by-doing and the use of digital and playful resources. Within these guidelines, Informatics is recognized as a conceptual core of Mathematics Education from early schooling, highlighting the need to integrate computational and mathematical thinking from the outset of teacher education. Computational thinking shares key dimensions with mathematical thinking, and Playful Learning can act as a pedagogical bridge between them, supporting disciplinary integration through engaging learning experiences. This qualitative exploratory case study, involving pre service primary school teachers, examines collaboratively designed digital games on spatial orientation created with the Octostudio app. The instructional design included collaborative prototyping and game design integrating playful dimensions through the Playful Experiences framework. A thematic qualitative analysis of game prototypes and related activities was conducted to identify experiential profiles of designs’ playful dimensions and the stimulated cognitive operations through the R-I-Z-A model. Findings suggest that designing playful activities can mediate between content knowledge and promote the development of professional competence. 2026-01-01T00:00:00Z https://hdl.handle.net/10807/343357 Titolo: Rethinking Online Community Beyond Self-paced MOOCs. Autori: Simona Ferrari; Annarita Merigo Abstract: In a context of fast, flexible, and at times consumer-driven self-directed learning, it becomes particularly relevant to reintroduce the value of socially oriented learning within MOOCs. The study aims to: 1. Compare the instructional models of pre-COVID (tutored) and post-COVID (self-paced) MOOCs; 2. Identify signs of community formation within self-paced MOOCs; 3. Identify key conditions for fostering and sustaining a learning community that extends beyond the conventional MOOC lifecycle. To achieve these objectives, the study collected and analyzed monitoring data from 33 MOOCs delivered between 2014 and January 2025. The contribution concludes with two forward-looking proposals: a hypothesis for the redesign of MOOCs, incorporating support tools for learner guidance and self-regulation; and the presentation of a new collaborative space dedicated to MOOC-related themes, envisioned as a platform for dialogue, reflection, and the co-design of new educational materials. 2025-01-01T00:00:00Z https://hdl.handle.net/10807/343136 Titolo: Observing and enhancing talent: The first results from the SOPI tool Autori: Mori, Sara; Niewint, Jessica; Zambelli, Michela; Rosa, Alessia Abstract: This study explores the importance of personalizing education to support talent development while ensuring inclusion. The research focuses on SOPI, an Observational tool designed to help teachers identify students’ potential based on Gardner’s multiple intelligences. Through a study involving 69 teachers, the results highlight the need for structured, research-based tools in education. While a large part of teachers previously created their own observation methods, SOPI was well received for its usability and differentiation between ability and engagement. The findings indicate that systematic observation help to enhance personalized learning strategies, contributing to equity in education. Future research will refine SOPI’s psychometric properties and explore its impact on reducing school dropout rates. The study underscores the need for accessible, scientifically validated tools to aid teachers in fostering students’ strengths, ensuring a balanced approach between merit and inclusion. 2026-01-01T00:00:00Z