The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.

Emotion classification is a research area in which there has been very intensive literature production concerning natural language processing, multimedia data, semantic knowledge discovery, social network mining, and text and multimedia data mining. This paper addresses the issue of emotion classification and proposes a method for classifying the emotions expressed in multimodal data extracted from videos. The proposed method models multimodal data as a sequence of features extracted from facial expressions, speech, gestures, and text, using a linguistic approach. Each sequence of multimodal data is correctly associated with the emotion by a method that models each emotion using a hidden Markov model. The trained model is evaluated on samples of multimodal sentences associated with seven basic emotions. The experimental results demonstrate a good classification rate for emotions.

Current management of disaster risks is often fragmented due to a lack of coordination between involved actors, i.e. civil protection and spatial planning – a phenomenon which is known as the "problem of interplay". This paper presents an output-oriented risk management approach ("parametric governance"). Here, the modality of the achievement of objectives remains in the hands of the given addressees. This implies a shift from a top-down to a more collaborative, process-oriented form of decision-making. The approach has been successfully applied in two hazard cases and three administrative contexts: (a) the City of Dortmund (Germany) facing flash floods, (b) East Attica region (Greece) facing forest fires, and (c) Lazio Region (Italy) also facing forest fires. As proved by the applications of the concept, a dialogue among experts, stakeholders, and decision-makers is indispensable in order to guarantee inclusion of all diverse and competing values, opinions, and claims. Moreover, a structured communication path is needed to meet the requirements of a risk governance process. Finally, a win-win-situation among the involved actors has to be created to reach an agreement on common goals and actions to achieve them in due time.

Multimodal interaction systems combine visual information (involving images, text, sketches and so on) with voice, gestures and other modalities to provide flexible and powerful dialogue approaches, enabling users to choose one or more of the multiple interaction modalities. They break down the barriers in adopting mobile devices for value-added services and the use of integrated multiple input modes enables users to benefit from the natural approach used in human communication. This paper deals with the main features of multimodal interaction and systems, starting from the definition of visual language given in Bottoni et al. (1995) and extending it to multimodality. Modal/multimodal message, interpretation and materialisation functions and multimodal sentence are defined. This paper introduces and formally defines the different classes of cooperation between different modes, introducing the time relationships among the involved modalities and the relationships between chunks of information connected with these modalities.