This study presents an attempt to design geographical visualisation tools that allow to tackle the immensity of spatial data provided by Volunteered Geographic Information (VGI), both in terms of temporal and spatial aspects. In accordance with the assumptions made at the conceptual stage, the final action was the implementation of the window entitled ‘Geovisualisation of the Panoramio.com Activities in District of Poznań 2011’ into the web browser. The concept has been based on a division of the geovisualisation window into three panels, of which the most important - in order to capture spatial variability - have statistical maps at the general level (dot map and choropleth map), while at the detailed level - a dot map on a topographic reference map or tourist map. For two ranges, temporal variability is presented by graphs, while a review of attributes of individual activities of the social website in question is set forward in the table panel. The element that visually interlinks all of the panels is the emphasised individual activity.
LABLITA-Suite. Resources for the acquisition of Italian as a second language – LABLITA-suite provides technology-enhanced learning resources for the acquisition of Italian L2. IMAGACT allows for mastering the semantic properties of action verbs in the early phases of language acquisition. The LABLITA corpus of Spoken Italian can be used for training learners for face to face conversations. RIDIRE and CORDIC provide corpus linguistic tools for accessing Italian phraseology, which is useful for enhancing writing capabilities in the various domains of language usage.
In education, information and Communications Technologies mostly play the role of a medium of communication, as well as a means of imparting knowledge. ICT, however, is used less as a subject for student activity, i.e. a subject for students to learn, where they can operate the technology, as in robotics or mechantronics. Information technologies are also very rarely implemented in education as a way for students to build their identity and shape their attitudes towards their outside and inside worlds. In spite of this, in the history of educational technology there have been a number of researchers and educators who have promoted interesting ideas for implementing technologies as tools for human cognitive, affective, psychomotor and moral empowerment. Today such people are also present in education, however, they play unimportant roles on the periphery of formal education. This paper is a reminder of a number of ideas by theorists and researchers concerning the implementation of ICT, but mainly highlights the empowerment it gives students and its humanizing/humanitarian role.