CINECA IRIS Institutional Research Information System

SACCHET, Matteo
 Distribuzione geografica
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Continente #
EU - Europa 4.083
NA - Nord America 3.006
AS - Asia 1.243
AF - Africa 149
SA - Sud America 113
OC - Oceania 109
Totale 8.703
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Nazione #
US - Stati Uniti d'America 2.931
IT - Italia 1.776
DK - Danimarca 533
SE - Svezia 321
IE - Irlanda 286
GB - Regno Unito 233
PH - Filippine 204
CN - Cina 149
FR - Francia 148
DE - Germania 129
IN - India 129
SG - Singapore 128
UA - Ucraina 100
TR - Turchia 87
AU - Australia 85
VN - Vietnam 84
GR - Grecia 72
RO - Romania 69
HK - Hong Kong 68
MY - Malesia 67
PL - Polonia 59
ZA - Sudafrica 58
RU - Federazione Russa 52
TW - Taiwan 52
KR - Corea 43
CA - Canada 42
ID - Indonesia 41
ES - Italia 39
PT - Portogallo 39
FI - Finlandia 34
BR - Brasile 31
NL - Olanda 31
AT - Austria 29
BE - Belgio 27
IR - Iran 27
NZ - Nuova Zelanda 23
SA - Arabia Saudita 23
CO - Colombia 21
PE - Perù 21
PK - Pakistan 20
EC - Ecuador 19
NO - Norvegia 19
SK - Slovacchia (Repubblica Slovacca) 18
CH - Svizzera 17
NG - Nigeria 16
TH - Thailandia 16
JP - Giappone 14
EG - Egitto 12
IL - Israele 12
MX - Messico 12
NP - Nepal 12
KE - Kenya 11
DZ - Algeria 10
HU - Ungheria 10
AE - Emirati Arabi Uniti 9
AR - Argentina 9
JO - Giordania 9
CL - Cile 8
IS - Islanda 8
MA - Marocco 8
BG - Bulgaria 7
LK - Sri Lanka 7
BD - Bangladesh 6
GT - Guatemala 6
PR - Porto Rico 6
ZW - Zimbabwe 5
BW - Botswana 4
CR - Costa Rica 4
CY - Cipro 4
CZ - Repubblica Ceca 4
GH - Ghana 4
HR - Croazia 4
IQ - Iraq 4
LB - Libano 4
LT - Lituania 4
LV - Lettonia 4
MU - Mauritius 4
TZ - Tanzania 4
UZ - Uzbekistan 4
VE - Venezuela 4
AL - Albania 3
BH - Bahrain 3
EE - Estonia 3
ET - Etiopia 3
KH - Cambogia 3
KZ - Kazakistan 3
LR - Liberia 3
MM - Myanmar 3
MO - Macao, regione amministrativa speciale della Cina 3
RS - Serbia 3
UG - Uganda 3
BS - Bahamas 2
DO - Repubblica Dominicana 2
MG - Madagascar 2
OM - Oman 2
QA - Qatar 2
BA - Bosnia-Erzegovina 1
FJ - Figi 1
HN - Honduras 1
KW - Kuwait 1
Totale 8.700
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Città #
Ann Arbor 794
Chandler 357
Dublin 256
Torino 212
Turin 200
Wilmington 170
Redwood City 141
Stockholm 126
Singapore 96
Fairfield 79
Ashburn 75
Rome 70
Milan 69
Nyköping 62
Southwark 54
Dong Ket 52
Dearborn 51
Houston 51
Beijing 42
Princeton 42
Taipei 40
San Jose 38
Woodbridge 37
Boardman 36
Guangzhou 36
Jacksonville 33
Medford 30
Pune 30
Warsaw 30
Istanbul 28
Boston 27
Los Angeles 26
Naples 25
Cambridge 24
Thessaloniki 24
Ivrea 23
Quezon City 22
Lima 20
London 20
Chennai 19
Limerick 19
Seattle 19
Brisbane 18
Bucharest 18
Norwalk 18
Ankara 17
Bologna 17
Brussels 17
Central 17
Santa Clara 17
Vienna 17
Athens 16
Wayne 16
Bari 15
Kuala Lumpur 15
Lappeenranta 15
Melbourne 15
Casale Monferrato 14
Durban 14
Johannesburg 14
Nanjing 14
Pisa 14
Porto 14
Jeddah 13
Padova 13
Sydney 13
Cluj-Napoca 12
Delhi 12
Manchester 12
Palermo 12
Paris 12
Ancona 11
Cocconato 11
Hanoi 11
Pretoria 11
San Diego 11
San Mateo 11
Seoul 11
Washington 11
Cardiff 10
Gainesville 10
Gangnam-gu 10
Ho Chi Minh City 10
Moncalieri 10
Mumbai 10
Davao City 9
Florence 9
Hangzhou 9
Hyderabad 9
Moscow 9
Mountain View 9
Southampton 9
Tehran 9
Verona 9
Bogotá 8
Bupyeong-gu 8
Citta 8
Foggia 8
Kathmandu 8
Kolkata 8
Totale 4.313
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Nome #
Adapting STEM Automated Assessment System to Enhance Language Skills 814
Start@unito: Open Online Courses for Improving Access and for Enhancing Success in Higher Education 557
start@unito: a supporting model for high school students enrolling to university 507
Learning Analytics per migliorare la didattica e l’apprendimento online 505
Instructional design to “train the trainers”: the start@unito project at the university of Turin 469
Learning Analytics per la valutazione formativa 450
Boosting up data collection and analysis to learning analytics in open online contexts: an assessment methodology 438
Didactic activities on Artificial Intelligence: the perspective of STEM teachers 407
Adapting STEM Automated Assessment System to Enhance Language Skills 359
Oers for secondary education: a chance for teachers to broaden their horizons 351
Open professional development of math teachers through an online course 294
CINQUE STRATEGIE ADAPTIVE PER L’APPRENDIMENTO IN UN AMBIENTE VIRTUALE 217
Interactive feedback for learning mathematics in a digital learning environment 205
Advantages of Using Automatic Formative Assessment for Learning Mathematics 200
The Creation of Animated Graphs to Develop Computational Thinking and Support STEM Education 157
Digital competences for educators in the Italian secondary school: a comparison between DigCompEdu reference framework and the PP&S project experience 135
Start@unito underground map for an e-learning trip 120
From desk to desktop: the integration between classroom and online teaching from the teachers' perspective 115
Teaching online EMI Mathematics courses: a proposal to combine gamification and adaptive learning 114
Advantages and disadvantages of digital remote education in the security and defence contexts 114
Analysis items to assess the quality of open online courses for higher education 109
Two Nonlinear Systems from Mathematical Physics 107
Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education 105
Didattica Online: modello di formazione per docenti di ogni ordine e grado 102
Open Online Courses e Open Educational Resources all’interno di una Piattaforma Moodle 98
Digital transformation in Higher Education: perceptions and challenges of EU security and defence students 96
La didattica orientativa 93
Online Teaching in Higher Education with the Support of Start@Unito During Covid-19 Pandemic 93
Automatic Formative Assessment in Computer Science: Guidance to Model-Driven Design 92
A resilient support to teachers in the change of the didactic paradigms due to the covid-19 pandemic 90
Start@unito as Open Educational Practice in Higher Education 84
Learning analytics to evaluate the effectiveness of higher education student failure prevention 83
Teacher support in covid-19 pandemic to develop blended learning disruptive models in higher education 81
Teachers' digital competences before and during the COVID-19 pandemic for the improvement of security and defence higher education 76
Open Online Courses and online teaching in Higher Education: the framework of Start@unito and the support during Covid-19 pandemic 75
From Theory to Training: Exploring Teachers' Attitudes Towards Artificial Intelligence in Education 72
A Digital Environment for University Guidance: An Analysis of the Academic Results of Students Who Practice Self-Assessment in Orient@mente, an Open Online Platform to Facilitate the Transition from Secondary School to Higher Education 69
Development of Problem Solving Skills with Maple in Higher Education 68
Clustering Techniques to investigate Engagement and Performance in Online Mathematics Courses 66
Teaching Mathematics in Scientific Bachelor Degrees Using a Blended Approach 58
Basic mathematical modelling competencies for non-stem higher education 52
Mathematics in higher education: a transition from blended to online learning in pandemic times 51
Ambienti Digitali per l'Orientamento Formativo nella Scuola Secondaria di Secondo Grado 51
ONLINE UNIVERSITY ORIENTATION MODELS FOR STUDENT TRANSITION BETWEEN SECONDARY AND TERTIARY EDUCATION 49
Creare un Mood(le) Positivo per l’Apprendimento Asincrono: Esperienze e Buone Pratiche all’Università di Torino nell’Insegnamento Online della Matematica 45
EU security and defence students’ perception and use of digital competencies in higher education 42
Teaching Mathematics to Non-Mathematics Majors through Problem Solving and New Technologies 41
Maple for Distance Education in Secondary Schools During the COVID-19 Emergency 38
Evolution of teachers' perception of Automatic Formative Assessment during a training course 35
Esperienza di Didattica Universitaria Ibrida con Moodle 35
BLENDED INTENSIVE PROGRAMS FOR FOSTERING COLLABORATION AND KNOWLEDGE EXCHANGE IN SECURITY AND DEFENCE EDUCATION 34
LESSON LEARNED FROM AN EXPERIENCE OF TEACHING SUPPORT IN HIGHER EDUCATION FOR A DIGITAL TRANSITION IN THE NEW SCENARIO CREATED BY COVID-19 34
Collaborative knowledge construction during computational lab activities in Financial Mathematics 33
Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple 33
EDUCATIONAL INNOVATION IN HYBRID WARFARE 30
Valuable Features of Hybrid Teaching in a Higher Education Context 26
Teaching Online EMI Mathematics Courses 23
Teachers' perception of higher education in a transition scenario 21
Periodic solutions with prescribed minimal period of vortex type problems in domains 18
Experiences from the first delivery of a new immersive software engineering course: mathematical foundations and data analytics 12
Development of digital competencies in education through staff training events and international schools 11
Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics 11
Teacher Training on Artificial Intelligence in Education 10
Students' perception of international collaboration and cultural understanding in digitally driven education 10
Students’ Digital Competencies in Remote and Online Higher Education in the Security and Defence Field 9
Investigating Engagement and Performance in Online Mathematics Courses Using Clustering Techniques 8
Orientative teaching with Open Educational Resources: the role of teachers in students’ transition from high school to university 8
Totale 9.015
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Categoria #
all - tutte 20.839
article - articoli 0
book - libri 0
conference - conferenze 17.441
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 38.280
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2019/20201.384 0 10 120 126 108 153 148 121 167 121 170 140
2020/20211.746 187 139 197 128 155 133 116 84 187 104 129 187
2021/20221.734 107 93 117 154 152 104 147 136 178 193 191 162
2022/20231.884 134 132 104 167 153 350 187 133 171 118 132 103
2023/20241.677 97 126 77 81 167 257 125 139 29 196 193 190
2024/2025428 130 298 0 0 0 0 0 0 0 0 0 0
Totale 9.015