About storytelling of carpooling service (with pictures)

STORYTELLING NAME OF PROJECT: CARPOOLING SERVICE AUTHOR: CAROLINA BENIAMINA RUTTA
Serena, Francesca and I, during our year at the Master SCODEM at the University of Trento, decided to develop a platform and an application for carpooling.

 

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Image description: Serena, Francesca and I

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Our idea is to develop a platform and an application for carpooling that the students could use to commute: for instance from the student-house to the university, or from the centre to Rovereto.

 

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Image description: our platform

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We came up with that idea, mainly from our own experiences: the public transportation does not offer a satisfactory service. Usually, the bus and the train are so crowded or arrive late. Moreover, the public transportation is less comfortable than the car.

 

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Image description: a picture of lamp

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Usually, the students do not get money arising from work, so it is difficult for them to pay the tickets for public transportation. For this reason, we decided to introduce an exchange system. It consists out of a system of payments, which is based on trade of products. The passenger has the possibility to pay the lift with product, which is included in one of the categories (drink, time bank, food, notes…). Motion: /

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Image description: exchange between people

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The fact that all users are students of the University of Trento guarantees a well working and reliable system. The login is provided by the university’s platform.

 

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Image description: logo of University of Trento

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Therefore, only students can access the carpooling service. If it is needed users can ask for the driver’s data at the university. Motion: /

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Image description: community of students

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We think that a carpooling platform providing these features could be very useful for the student’s community. Furthermore, nobody has ever made a service tailored to the students.

 

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Image description: we are carpooling

 carpooling

 

Annunci

My experience on Wikipedia

wikBefore writing an article on Wikipedia, I did not really know how the community on it was. I always use Wikipedia to look for some argument, and I always appreciate their contained. For me, it represents an easy and fast alternative to the encyclopaedia.

I think that many experts that write on different subjects in informed way compose the community of Wikipedia. I always thought that the knowledge in Wikipedia was true.

Now that I know a little be more this community, I still believe in that.

Why? I tried to put in Wikipedia my content about club book that is a very important hobby for me. I described how the club book is manage. I wrote about the place, the schedule, and the moderetor.

After 10 seconds that i put my text online a member of community of Wikipedia wrote me that my content was not encyclopedic content. Therefore he deleted it.

I understand that the peolpe on Wikipedia are so active, and they check all the time the contents that people put inside that network.

I believe that the products inside are really realible.

 

Why did I decide to write about the book club?

I decided to write about my book club because i really care about this kind of activities that are not promoted in Trento.

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I think that the major part of the people, included students, do not know that a book club in Trento exist. I found L’isola del Tesoro by mistake. I was looking at the page of the library in order to book a book and I clicked on the page of L’isola del Tesoro. Therefore, I decide to participate at the next meeting. At my first weekly meeting,

I felt very comfortable to discuss about the book, and with the group.  Then I decide to participate also at the other meeting.

What I realized during the first time at the book club is that mainly old people are interested in this. When I spoke with my classmates about the existence of this active, all of them decide to enjoy me and my book club!

This is the first reason that push me to write a page on Wikipedia: promoting the existing of this book club in Trento. I realize that people, mostly students, need to participate in this kind of activity for themselves. I think that if the students know about these meetings, they would involve in these!

imagesThe second reason that push me to promote this page is to find new friends that have the same hobby: reading. One of my desire is to find someone witch I can discuss about the book just finished. Thanks to Wikipedia, I can find more reader addicted!

About storytelling of carpooling service

2016-11-28-14-21-22

Serena, Francesca and I, during our year at the Master SCODEM at the University of Trento, decided to develop a platform and an application for carpooling.

Our idea is to develop a platform and an application for carpooling that the students could use to commute: for instance from the student-house to the university, or from the centre to Rovereto.

We came up with that idea, mainly from our own experiences: the public transportation does not offer a satisfactory service. Usually, the bus and the train are so crowded or arrive late. Moreover, the public transportation is less comfortable than the car.

Usually, the students do not get money arising from work, so it is difficult for them to pay the tickets for public transportation. For this reason, we decided to introduce an exchange system. It consists out of a system of payments, which is based on trade of products. The passenger has the possibility to pay the lift with product, which is included in one of the categories (drink, time bank, food, notes…).

hand-drawn-idea-concept_23-2147532419_ink_li

The fact that all users are students of the University of Trento guarantees a well working and reliable system. The login is provided by the university’s platform. Therefore, only students can access the carpooling service. If it is needed users can ask for the driver’s data at the university.

We think that a carpooling platform providing these features could be very useful for the student’s community. Furthermore, nobody has ever made a service tailored to the students.

The best lesson ever (english version)

chess-gameThe best lesson that I have ever had was the first lesson of chess, when I was 16 years old.

The teacher of chess started the lesson with the explanation of his love for this game.

Cognitivism because in the students the attention at the lesson grow up.

He started to explain the roles of this game; in particular, he illustrated how the chess piece can move around the game.

Cognitivism because with the support of blackboard, he adopt a new method of learning that offer a lesson more interested.

After some explanations on the blackboard, he started to use the computer. He projected on the wall some slides about the development of the chess pieces. On the slides, there were the link for the definition of the development, connected some pictures to the definitions.

The employments of this new tool connected some pictures to the definitions. This tool developed new connessions and a network. This is the connectivism.

Moreover, this kind of learning made the students more involved in the lesson. This method gave the contribute to develop a mental map. This is constructivism.

The instructor asked us some question about the concepts just explained in order to make our knowledge more fixed.

All the knowledges, thanks to the questions made by the professor, did not lost in the short-term memory but remained in the long-term memory. This is cognitivism.

In the case that the answers of the students were not correct, the professor explain again the argument. The feedbacks of the questions were immediate. This is the behaviourism.

At the end, the professor decided that the students have to try a chess game in a game between them, meanwhile he represent the arbitrator.

The professor develop the individual thinking of the students. They, in fact, reflected about their game alone. The professor cannot helped all the students. Therefore, the students did not receive a lot of incentive from outside. This is constructivism.

He also connected the theory to the practice. This is cognitivism.

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The day ended with the award ceremony relating the game just finished between the students. The first classified won the possibility to play against the professor.

The professor rewarded the individual. This is behaviorism.

The award ceremony made the students more motivated to play better. This is cognitivism.

The students moreover planned their game in order to win the awards. This is meta-cognitivism.

Simulating the activity is the best way to make fixed the knowledge. This is constructivism.