THE READING ROOM
I’ve selected papers from across five decades, from relational databases and hypertext design to cultural storytelling, accessibility, and collaborative learning.
A thematic reading map—not one unified model or timeline.
Choose a theme or search the publication list.
In Data Base Management, North-Holland Publishing Company
I include this early co-authored publication as a pointer to multilevel data modelling. The available bibliographic details, including the note about SQUARE, still need to be checked against the original volume.
ACM Transactions on Database Systems, 13(4), 486–524
In this paper, my co-authors and I studied what it means for database views to remain consistent as information changes.
Proceedings of Hypertext ’91, 313–328
With Franca Garzotto and Daniel Schwabe, I worked on a model-based approach to designing hypertext before implementation details overwhelm the information structure.
ACM Transactions on Information Systems, 11(1), 1–26
With Franca Garzotto and Daniel Schwabe, I developed the HDM approach to “authoring-in-the-large”—describing information structures and their links at a conceptual level.
Communications of the ACM, 38(8), 74–86
With my co-authors, I examined how hypermedia systems can be designed and evaluated as experiences, not simply built as software.
ACM Transactions on Information Systems, 18(4), 323–382
With P. Fraternali, I carried model-driven thinking into the design and development of web applications through the AutoWeb system.
ED-MEDIA 2004
With M. Speroni and N. Di Blas, I examined web accessibility for educational cultural-heritage websites—a reminder that cultural content is public only when people with different access needs can experience it.
In Issues in Information and Media Literacy
With N. Di Blas and C. Poggi, I contributed to work on PoliCultura, a digital storytelling initiative connecting school learning with making and sharing a story.
In Multi-User Virtual Environments for the Classroom, pp. 115–133
With my co-authors, I explored how shared virtual environments can support learning when activity design, pedagogy, and technology work together.
Educational Technology & Society, 16(1), 15–27
With N. Di Blas, I examined digital storytelling as a way to bring learners into the work of making knowledge public.
In Innovative Technologies in Urban Mapping
With Nicoletta Di Blas, I explored digital storytelling as a multi-channel way to make cultural heritage understandable and engaging.
Educational Technology & Society, 17(1), 54–69
With Nicoletta Di Blas, I examined four programmes involving more than 9,000 students from 18 European countries, Israel, and the United States. That figure belongs to the programmes studied, not to an individual achievement; collaboration emerged as an important learning outcome.
Politecnico di Milano research repository
With N. Di Blas, I examined technology-supported teaching as a living system of people, content, and resources—not a tool bolted onto a lesson.
Politecnico di Milano research repository
With D. Rooein, I explored conversational systems that can adapt learning pathways to a learner’s needs.
CSEDU proceedings
With D. Rooein and B. Pernici, I continued exploring how conversational technology can support—not replace—the teaching and learning relationship.
I’ve selected these works to sketch a few connected lines of inquiry; this is not my complete or formally validated bibliography. Where available, I link directly to DOI records, repositories, and publisher records. One early entry remains a bibliographic search because I have not located a definitive public record. Please verify publication metadata against the original edition before citing it.