Alessandro Arpetti

Desenvolvedor de front-end na Letrus

arpetti@gmail.com

Resumo
Passionate about technology, I have more than 10 years experience in web development.

Strong background in user experience and human-computer interaction.

TECHNICAL SKILLS:
- HTML5, JSON, XML, REST*, SEO, Regex, CrossBrowser
- CSS3, SASS/SCSS/LESS, Material, Bootstrap, UI/UX, Responsive Design
- Javascript, jQuery
- Human-Computer Interaction, UX, UI
- MEAN Stack (MongoDB, ExpressJS, AngularJS, Node.js)
- Gulp, Bower, NPM, Git, Composer
- WebStorm, SublimeText, Atom, Photoshop, Illustrator, LAMP
- Wordpress
- Angular 2

Formao acadmica
Universidade Estadual de Campinas
Doctor of Philosophy (Ph.D.), Educational/Instructional Technology, 2012 - 2014
Atividades e grupos: EcoWeb Project
Universit Politecnica delle Marche
Doctor of Philosophy (PhD), E-learning, 2011 - 2013
Atividades e grupos: E-learning Task Force
Universit Ca' Foscari di Venezia
Master of Education (MEd), Italian Studies, 2005 - 2007
Universit degli Studi di Macerata
Bachelor's degree, Philosophy, 1998 - 2005
Atividades e grupos: In 2003 : 6 months Erasmus scholarship at Universit de Valenciennes et du Hainaut-
Cambresis, Facult de Lettres, Langues, Arts et Sciences Humaines (Francia).

Experincia
Desenvolvedor de front-end na Letrus
February 2017 - Present (2 months)

Pgina1
Co Founder na ENACT.IO
June 2016 - Present (10 months)

Postdoctoral Researcher na Universidade Estadual de Campinas

May 2015 - June 2016 (1 year 2 months)

Instructional Designer na Enora Leaders

February 2015 - April 2015 (3 months)

Italian Teacher na Accademia Italiana Pellegrini

August 2012 - April 2015 (2 years 9 months)
Italian language and culture teaching to Brazilian students.

UX Design and Web Development na enact.io

February 2003 - April 2015 (12 years 3 months)
Design and development of websites and web applications.

E-learning System Developer na ProfessoreItaliano

May 2010 - July 2012 (2 years 3 months)
Online Italian language courses.
Course designer, e-learning developer and Italian language teacher.

Italian Teacher na Edulingua

September 2009 - September 2010 (1 year 1 month)
Teaching of Italian as a foreign language

Italian Teacher na I.C. Posatora Ancona

November 2009 - November 2009 (1 month)
Italian language teaching for the project La lingua in porto: percorsi di Italiano L2 per un efficace
inserimento degli alunni stranieri nella Scuola secondaria di I grado.

Education Director na Civitas Italia

January 2008 - August 2009 (1 year 8 months)
Education planning and coordination, marketing management, website development and educational
technology management.

Italian Teacher na Scuola Dante Alighieri

June 2004 - November 2007 (3 years 6 months)
Teaching of Italian as a foreign language.

Italian Teacher na Universit de Valenciennes et du Hainaut-Cambrsis (UVHC)

February 2003 - June 2003 (5 months)
Teaching of Italian as a foreign language at the "Club d'italien"

Pgina2
Idiomas
Inglese (Professional working proficiency)
Italiano (Native or bilingual proficiency)
Francese (Full professional proficiency)
Portoghese (Full professional proficiency)

Competncias e especialidades
Full Stack Development
JavaScript
AngularJS
MongoDB
Node.js
Educational Technology
Web Development
Teaching
Human Computer Interaction
Research
User Interface Design
Academic Writing
Web Design
CSS
Interaction Design
Instructional Design
User Experience
JSON
User Interaction
E-Learning
Moodle
Knowledge Management
NoSQL
Socket.io
Gulp.js
GruntJS
Bootstrap
Amazon Web Services
Amazon EC2
Linux
Amazon S3
Nginx
Servidor Apache
HTML5
WordPress
Drupal

Pgina3
Ionic Framework
Adobe Photoshop
Adobe Illustrator

Interesses
educational technology, e-learning, Italian language, education, knowledge management, web development,
HCI, semiotics.

Publicaes
Learning Design and Teaching Practice: Outlining an Iterative Cycle for Professional Teachers
2013 IEEE 13th International Conference on Advanced Learning Technologies 2013
Authors: Alessandro Arpetti, Tommaso Leo, M Ceclia C Baranauskas
In recent years, the multiplicity of educational
resources and tools available have opened discussions about
the role of the teacher in his/her professional practices. This
paper investigates the relationship between Learning Design
and teaching practice, based on research literature and on a
study involving structured interview conducted with Italian
language teachers from 16 countries. As a result, a new
perspective to promote the diffusion of Learning Design among
professional teachers is proposed inspired by the epistemology
of practice. The proposed process may further inform the
design of tools to support Learning Design.
Making Design Easy: a Usability Evaluation of Latest Generation Learning Design Tools
In . Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2013 (pp. 960-965). Chesapeake, VA: AACE. Retrieved September 2, 2013 2013
Authors: Alessandro Arpetti, Tommaso Leo, M Ceclia C Baranauskas
Learning Design is assuming growing importance within educational technology research and in the last
years many efforts have been made to develop effective tools, to be used by teachers and practitioners in
their work practice. This paper is a report on the findings of a usability evaluation of two latest generation
Learning Design tools. The Heuristic Evaluation method was used to highlight usability problems by a
group of graduate students in a Human-Computer Interaction discipline; quantitative and qualitative methods
were used to analyze the results. Findings indicate the presence of significant usability problems related to
all aspects of use, including a considerable number of serious problems that can completely undermining
usability and diffusion of these tools. Five main guidelines are suggested to make Learning Design software
more suitable to the use of teachers.
Learning for All: is everyone learning?
In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government,
Healthcare, and Higher Education 2012 (pp. 1782-1792). Chesapeake, VA: AACE. Retrieved September 2,
2013 2012

Pgina4
Authors: Alessandro Arpetti, Luca Ferrari
This paper is about collecting and sharing empirical evidence about learning experiences at school (in
Italy, for the time being). Our specific purpose is to understand how technologies influence the learning
process, and more specifically how they affect (if they do) soft inclusion, i.e. effective learning (not just
participation) of under-performing or over-performing pupils. The Learning for All project (L4ALL) has
collected and analysed 150 educational experiences, to become 300 by October 2012. The interpretations
of these experiences as well as all the annexes generated by the experiences themselves or by their
analysis are made public through a state-of-the-art exploratory portal. A rich ontology, based on 57 different
categories of attributes, supports different exploration styles, suitable for different categories of users:
teachers, researchers, decision makers, policy makers.
P.O.L.I. Giovani: un esperimento di valutazione/ certificazione per adolescenti stranieri
UTET 2012
Authors: Alessandro Arpetti, Luca Di Dio
in G. Serragiotto, Tecnologie e didattica delle lingue: Teorie, risorse, sperimentazioni.
Tagging per condividere esperienze didattiche.
Didamatica 2012
Authors: Alessandro Arpetti
L4ALL un progetto MIUR che ha lobiettivo di indagare
come le Tecnologie dell'Informazione e della Comunicazione
modificano la didattica nella scuola italiana. Il progetto
prevede la realizzazione di un repository online di
esperienze didattiche che mostrano come la tecnologia sia
stata abbinata a soluzioni pedagogiche per ottenere benefici
didattici. In questo articolo si illustra la tassonomia utilizzata
per organizzare le esperienze didattiche. Lo scopo anche
di rendere la ricerca delle esperienze nel repository pi
veloce ed affidabile.
Grounding Learning Design on Teaching Practice: The LEDITA Learning Design Tool for Italian
Language Teachers
Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on July 7, 2014
Authors: Alessandro Arpetti, Maria Ceclia Calani Baranauskas, Tommaso Leo
Learning Design (LD) is a key factor to improve results of educational practices. LD has started to become
an important and recognized activity among teachers and, in recent years, many LD software tools have
been developed, to simplify the process of design and to foster the reflection about teaching. However, these
tools, also because of usability problems, seem to suffer of an incompatibility between the support of design
sharing and the encouragement of teaching reflection. This paper investigates the problem and presents
the LEDITA tool, a LD editor developed within a participatory research project for the representation and
sharing of designs between a community of teachers of Italian as a second/foreign language. A usability
test was conducted with the objective to take a holistic look at the LEDITA system and gathering data

Pgina5
 concerning the process of creation of a learning design and the effectiveness of the LEDITA tool. Results
from the study show a good usability level and a consistent support to the reflection on teaching practice,
especially in relation to the organization and management of knowledge and content.
Eliciting Requirements for Learning Design Tools
Open Learning and Teaching in Educational Communities - Springer International Publishing 2014
Authors: Alessandro Arpetti, Maria Ceclia Calani Baranauskas, Tommaso Leo
The need to properly design educational intervention, representing explicitly what students and teachers are
planned to do, has been acknowledged in literature. Thus, Learning Design (LD) tools, if made accessible
and usable by teachers, can bring significant benefits potentially improving results of educational practices.
Although effort has been made in developing systems to support the learning design process, literature has
shown they have not yet reached a sufficient spread among teachers. This paper investigated the subject
by conducting semio-participatory practices with a group of teachers at a distance, to understand the
meaning they make to issues regarding learning design practices and representations, aiming at eliciting user
requirements for a prospective LD tool

Organizaes
IEEE

Cursos
Doctor of Philosophy (PhD), E-learning
Universit Politecnica delle Marche
Logic
Programming languages and web development
Web Technologies
Object Oriented Programming
Information Systems and Databases

Doctor of Philosophy (Ph.D.), Educational/

Instructional Technology
Universidade Estadual de Campinas
Interaction Design

Projetos
InterHAD
julho de 2012 at at o momento
Members:Alessandro Arpetti
The InterHAD (Human-Digital Artifact Interaction) research group, at Institute of Computing in the
University of Campinas (UNICAMP), was self-created from the interaction among graduating stundents
advised by Professor Maria Ceclia Calani Baranauskas. The group works in several different areas such
as: Organizational Semiotics, Human-Computer Interaction, Usability and Accessibility, Universal Design,

Pgina6
 Digital Inclusion, Distance Learning, Games, Rich Internet Applications, Pragmatic Web, Social Web,
Motivational Aspects, Culture and Values in technology design, and other topics related to Information and
Communication Technologies.
LEDITA - Learning Design for Italian Language
julho de 2012 at at o momento
Members:Alessandro Arpetti, Tommaso Leo, Maria Ceclia Calani Baranauskas
Participatory research to investigate the relationship between Learning Design and teaching practice.
POLIgiovani
2011 at at o momento
Members:Alessandro Arpetti, Luca Di Dio
Moodle based certification for italian language. Development and implementation of interaction, graphic and
system.

Pgina7
Alessandro Arpetti
Desenvolvedor de front-end na Letrus
arpetti@gmail.com

Entre em contato diretamente com Alessandro no LinkedIn

Pgina8