Papers by fiorella operto
On 5th February 2009 in Washington DC the Professional and Scholarly Division of the Association ... more On 5th February 2009 in Washington DC the Professional and Scholarly Division of the Association of American Publishers announced the winners of the prestigious American Publishers Awards for Professional and Scholarly Excellence for 2008 known as the "PROSE Awards 2008 [2]", that are the equivalent of the Oscars in the American field of professional and scientific publications. Two of these prizes, that of the overall "PROSE Award for Excellence in Physical Sciences& Mathematics" and that in the category "PROSE Award in Engineering & Technology", were awarded to the book Springer Handbook of Robotics, co-edited by Prof. Bruno Siciliano [3], of the Federico II University of Naples and Prof. Oussama Khatib [4] of Stanford University (read in comunicato stampa [5]).
Makers at School, Educational Robotics and Innovative Learning Environments, 2021
In this paper we explore the role of stereotypes in educational choices. Data on secondary school... more In this paper we explore the role of stereotypes in educational choices. Data on secondary school enrollments show that girls are abandoning STEM subjects. There are many reasons for this, including social and family expectations, but also the perception that jobs and careers in technical and scientific sectors will make it hard to take care of a family. This is an important theme for the future. The number of jobs in ICT will increase, and the low quantities of women in these sectors will have a strong impact on the availability of skilled workers, as well as increasing the gender gap. What is the role of school in this context? What activities can get more girls interested in science? We focus, in particular, on how innovative approaches such as educational robotics can help girls engage with STEM subjects, as happened with the “Roberta” project, whose results will be illustrated in this work.
Form@re : Open Journal per la Formazione in Rete, 2019
Roboable is a project aimed at weak users: the goal is to create a new edutainment tool that can ... more Roboable is a project aimed at weak users: the goal is to create a new edutainment tool that can convey therapeutic and rehabilitative contents. Moreover, the aim is to make technology accessible to create a playful and didactic tool that can also be loaded with therapeutic contents. The project draws inspiration from the expressive potential of the mask, already a well-known tool used by psychotherapy in order to bring out emotions and feelings. Once identified with the device, users have the opportunity to express their emotions; they are also motivated to maintain a high level of concentration and collaboration. Progetto Roboable: didattica inclusiva con la robotica educativa Roboable e un progetto rivolto all’utenza debole: l’obiettivo e la creazione di un nuovo strumento di intrattenimento educativo in grado di veicolare contenuti terapeutici e riabilitativi. Lo scopo e quello di rendere accessibile la tecnologia per creare uno strumento ludico e didattico che possa caricarsi a...
Abstract. In Europe, Educational robotics is gaining popularity. However, at least to our knowled... more Abstract. In Europe, Educational robotics is gaining popularity. However, at least to our knowledge, none of these interesting projects had the benefit of: a) a well designed recording methodology; b) a well designed dissemination strategy; d) a steady continuity. Continuity ...
Makers at School, Educational Robotics and Innovative Learning Environments, 2021
Roboethics analyzes the ethical, legal and social aspects of robotics, especially with regard to ... more Roboethics analyzes the ethical, legal and social aspects of robotics, especially with regard to advanced robotics applications. These issues are related to liability, the protection of privacy, the defense of human dignity, distributive justice and the dignity of work. Today, roboethics is becoming an important component in international standards for advanced robotics, and in various aspects of artificial intelligence. An autonomous robot endowed with deep learning capabilities shows specificities in terms of its growing autonomy and decision-making functions and, thus, gives rise to new ethical and legal issues. The learning models for a care robot assisting an elderly person or a child must be free of bias related to the selected attributes and should not be subject to any stereotypes unintentionally included in their design. As roboethics goes hand in hand with developments in robotics applications, it should be the concern of all actors in the field, from designers and manufac...
This report is the first deliverable, briefing about the issues to meet the training needs of the... more This report is the first deliverable, briefing about the issues to meet the training needs of the preschool teaching undergraduates who will integrate algorithmic thinking skills into different learning areas in preschools and prepared in the scope of The EU funded Erasmus+ Key Action 2 (203) – The Strategic Partnership project entitled "Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates – ALGOLITTLE”.
It is a compilation of the literature reviews undertaken to identify the training needs of future preschool teachers related to the delivery of coding education in preschools.
The report features 6 chapters, each contributing to the aspect of identifying
1. The content of the training for “Integration of Algorithmic Thinking Skills into Preschool Education”
2.The work with respect to engagement with instructors (training providers), other beneficiaries and also STEM researchers
3. The grounds and principles of the evaluation of the training activities
Chapter 1 is the introduction, giving information about the document along with a brief explanation about what the knowledge paper addresses, presenting the project objectives, expected results and impacts, and introducing the content of each chapter.
Chapter 2 provides brief explanations about the algorithmic thinking skills including an overview of the skills that can be taught in preschools and information about how to use play-based learning to facilitate the learning processes.
Chapter 3 discusses the appropriate learning areas to integrate algorithmic thinking skills into preschool education.
Chapter 4 identifies the scope and the future benefits of the integration of algorithmic thinking skills into preschool education.
Chapter 5 provides information about the current educational practices related to fostering algorithmic thinking skills and teaching coding in preschools.
Chapter 6 includes a conclusion, which provides suggestions about how to integrate algorithmic thinking skills into preschool education and discusses the most prominent training needs revealed as a result of the literature reviews both in general and on the basis of the practices in the partner countries.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Springer Handbook of Robotics, 2016
Springer Handbook of Robotics, 2016
International review of information ethics, 2006
... it Fiorella Operto: School of Robotics, CP 4124, piazza Monastero, 4, 16149 Genova, Italy ... more ... it Fiorella Operto: School of Robotics, CP 4124, piazza Monastero, 4, 16149 Genova, Italy + 39 (0) 348 09 61 616, operto@ scuoladirobotica. it, http://www. scuoladirobotica. it/ Page 5. IRIE International Review of Information Ethics Vol. ...
Springer Handbook of Robotics, 2016
IEEERobotics&Automation Magazine, 2011
Since 2003, an important debate has opened up among roboticists and humanities scholars regarding... more Since 2003, an important debate has opened up among roboticists and humanities scholars regarding the ethical, social, and legal aspects that should guide the design, production, and use of robots. This debate has gone hand in hand with a - though not exactly as wide and fast - use of robots and robotic systems in professional and personal service occupations. The successful invention of the lemma Roboethics (Veruggio, 2003) and its rapid diffusion highlighted how ripe the environment was for further, more institutional, steps forward.
The discussions, which saw, with the First International Symposium on Roboethics, the participation of well-known roboticists and specialists in philosophy, anthropology and other humanistic disciplines, then took various paths, depending on the point of view of the actors. In particular, there are two "schools" of thought that are identified in the two versions of the word that, in English, are Roboethics and RobotEthics.
In this essay we will try to define the two areas of Roboethics and RobotEthics trying, at the same time, to indicate some common roads and not, viable by both. We mean here by Roboethics the general principles, universally shared, and by RobotEthics the technical standards that depend on them.
The phenomenon related to the breadth of the debate on Robotics is very significant and in many ways unique. For the first time, to our knowledge, in the history of applied ethics, and in such a consistent way, actors in their own discipline have asked themselves - and have publicly asked themselves - several questions about the situation in their own field before disastrous or problematic events occurred that raised the concerns of important stakeholders, governments, or decisive sectors of society.
To our knowledge - and if we suspend only for now the discussion on the incidents that occurred regarding the use of robots in theaters of war, of which we have fragmentary and unsubstantiated news - robotics has not yet experienced the dramas and social resistance encountered by other disciplines such as physics and biotechnology respectively.
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Papers by fiorella operto
It is a compilation of the literature reviews undertaken to identify the training needs of future preschool teachers related to the delivery of coding education in preschools.
The report features 6 chapters, each contributing to the aspect of identifying
1. The content of the training for “Integration of Algorithmic Thinking Skills into Preschool Education”
2.The work with respect to engagement with instructors (training providers), other beneficiaries and also STEM researchers
3. The grounds and principles of the evaluation of the training activities
Chapter 1 is the introduction, giving information about the document along with a brief explanation about what the knowledge paper addresses, presenting the project objectives, expected results and impacts, and introducing the content of each chapter.
Chapter 2 provides brief explanations about the algorithmic thinking skills including an overview of the skills that can be taught in preschools and information about how to use play-based learning to facilitate the learning processes.
Chapter 3 discusses the appropriate learning areas to integrate algorithmic thinking skills into preschool education.
Chapter 4 identifies the scope and the future benefits of the integration of algorithmic thinking skills into preschool education.
Chapter 5 provides information about the current educational practices related to fostering algorithmic thinking skills and teaching coding in preschools.
Chapter 6 includes a conclusion, which provides suggestions about how to integrate algorithmic thinking skills into preschool education and discusses the most prominent training needs revealed as a result of the literature reviews both in general and on the basis of the practices in the partner countries.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The discussions, which saw, with the First International Symposium on Roboethics, the participation of well-known roboticists and specialists in philosophy, anthropology and other humanistic disciplines, then took various paths, depending on the point of view of the actors. In particular, there are two "schools" of thought that are identified in the two versions of the word that, in English, are Roboethics and RobotEthics.
In this essay we will try to define the two areas of Roboethics and RobotEthics trying, at the same time, to indicate some common roads and not, viable by both. We mean here by Roboethics the general principles, universally shared, and by RobotEthics the technical standards that depend on them.
The phenomenon related to the breadth of the debate on Robotics is very significant and in many ways unique. For the first time, to our knowledge, in the history of applied ethics, and in such a consistent way, actors in their own discipline have asked themselves - and have publicly asked themselves - several questions about the situation in their own field before disastrous or problematic events occurred that raised the concerns of important stakeholders, governments, or decisive sectors of society.
To our knowledge - and if we suspend only for now the discussion on the incidents that occurred regarding the use of robots in theaters of war, of which we have fragmentary and unsubstantiated news - robotics has not yet experienced the dramas and social resistance encountered by other disciplines such as physics and biotechnology respectively.
It is a compilation of the literature reviews undertaken to identify the training needs of future preschool teachers related to the delivery of coding education in preschools.
The report features 6 chapters, each contributing to the aspect of identifying
1. The content of the training for “Integration of Algorithmic Thinking Skills into Preschool Education”
2.The work with respect to engagement with instructors (training providers), other beneficiaries and also STEM researchers
3. The grounds and principles of the evaluation of the training activities
Chapter 1 is the introduction, giving information about the document along with a brief explanation about what the knowledge paper addresses, presenting the project objectives, expected results and impacts, and introducing the content of each chapter.
Chapter 2 provides brief explanations about the algorithmic thinking skills including an overview of the skills that can be taught in preschools and information about how to use play-based learning to facilitate the learning processes.
Chapter 3 discusses the appropriate learning areas to integrate algorithmic thinking skills into preschool education.
Chapter 4 identifies the scope and the future benefits of the integration of algorithmic thinking skills into preschool education.
Chapter 5 provides information about the current educational practices related to fostering algorithmic thinking skills and teaching coding in preschools.
Chapter 6 includes a conclusion, which provides suggestions about how to integrate algorithmic thinking skills into preschool education and discusses the most prominent training needs revealed as a result of the literature reviews both in general and on the basis of the practices in the partner countries.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The discussions, which saw, with the First International Symposium on Roboethics, the participation of well-known roboticists and specialists in philosophy, anthropology and other humanistic disciplines, then took various paths, depending on the point of view of the actors. In particular, there are two "schools" of thought that are identified in the two versions of the word that, in English, are Roboethics and RobotEthics.
In this essay we will try to define the two areas of Roboethics and RobotEthics trying, at the same time, to indicate some common roads and not, viable by both. We mean here by Roboethics the general principles, universally shared, and by RobotEthics the technical standards that depend on them.
The phenomenon related to the breadth of the debate on Robotics is very significant and in many ways unique. For the first time, to our knowledge, in the history of applied ethics, and in such a consistent way, actors in their own discipline have asked themselves - and have publicly asked themselves - several questions about the situation in their own field before disastrous or problematic events occurred that raised the concerns of important stakeholders, governments, or decisive sectors of society.
To our knowledge - and if we suspend only for now the discussion on the incidents that occurred regarding the use of robots in theaters of war, of which we have fragmentary and unsubstantiated news - robotics has not yet experienced the dramas and social resistance encountered by other disciplines such as physics and biotechnology respectively.