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Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727
Educate “social”: ethical dimension and digital skills
di Maria Chiara De Angelis , pubblicato il 2016-01-30
Among the many reflections on multiple levels involving educational agencies grappling with the challenges of the digital age, our contribution wishes to deepen the controversial issue of ethics of social media, and the role that the education system is called to play in terms of accompanying and supporting young digital natives. The paper's first part presents a survey of the current european policies on the development of digital skills and the main studies and research on the use of ICT and social media, in order to understand the incidence and level of impact on socially responsible behaviour. In the second part the involvement of educational institutions is examined with a special focus on the educational planning for skills in reference to the digital skills. Our study aims at fo-cusing specifically on the weight that the development of metariflessive, narrative (Lave, Wenger 2006) and ethical skills takes on in the child's growth until the delicate transition between adoles-cence and adulthood. For the "native social" network experience has a strong impact  on the path of indentity construction. Isolation, fragmentation of self and the spread of cybercrime are just some of the risks that children can take if not adequately supported in the web exploration, starting from school age. The basic technical skills are only one dimension of an integrated asset expertise, which, as pointed out in the literature (Calvani, Fini, Ranieri, 2009) includes development of ethical and soft skills, that are functional to increase teenagers' awareness of social responsibility, to involve the use of the web and to promote appropriate behaviour in many situations that can result from web navigation.
Seriously or just for fun? Strengths and limitations of educational serious games
di Alfredo Imbellone, Giada Marinensi , pubblicato il 2016-01-30
Game-based learning has a well-established tradition at the nursery and primary schools. Traditionally, however, in the upper school levels - and even more in adult education -, there is a split between educational and recreational activities, the latter being addressed mainly to pure entertainment, in a separated, or even opposed, way with education. This counter position is more and more reducing in recent decades, especially thanks to the advent of new technologies that have enormously enlarged and extended games and their fields of application. The game industry has grown extraordinarily, and the educational games supported by new technologies have significantly developed and found application in continuous education. This chapter provides an overview of the state of the art in the field of educational games supported by new technologies, showing that, albeit its rapid and robust growth, a comprehensive evaluation framework is still missing. In conclusion, some findings from the authors’ last five-year research are shown, suggesting the analysis of serious games in terms of their ludic and narrative components. Such an interpretation is expected to contribute to enrich the theoretical and methodological debate about their design and evaluation.

ICT and education: innovation in teaching and training approches and enhancement of awareness
di Emma Pietrafesa, Sara Stabile, Maria Cristina Dentici, Rosina Bentivenga , pubblicato il 2015-10-30
The 2020 European strategy aims to a smart growth, through more effective investments in education, research and innovation fields. In particular, smart growth means improving the following areas of assistance: - education encouraging people to learn, study and update their skills; - research/innovation, to create new products/services which can stimulate growth and jobs and direct the societal challenges; - digital society, to improve and simplify the use of information and communications technology (ICT). In fact high quality education and training, both efficient and equitable, are crucial to ensure the success of the European strategy, enhancing employability too. Information sharing and communication tools such as Internet, online applications, social media and networks facilitate new learning pathways that can be more effective and appropriate than traditional informational approaches or classic training. Innovative pedagogical approaches, which allow students to learn in ways appropriate to their own experiences and interests may actually be enhanced through the use of ICT, through which students become prosumers (as creators of contents) in social experience based on learning and the exchange peer to peer within communities of practice.
Understanding Web. School, Technology, Society.
di Annalisa Buffardi , pubblicato il 2015-10-30
This paper introduces the complex relationship among technology-school-society as framework of the discourses, processes and policies of the daily practices of schooling.  Nowadays, we live in an interconnected digital ecosystem that represents a powerful architecture for user participation, posing new challenges to education system. Particularly, youth participation in this networked world suggests new ways of thinking about the role of education. The focus is not on the technology as such, but on the innovative dynamics it can result in. At the base of the information revolution are new ways of relating to one another, new forms of discourse, of the creative and collaborative problem solving, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. “Participatory culture” is emerging as the culture that absorbs and responds to the explosion of new media technologies. It highlights the cultural component embedded in the new technologies practices. Openness, social networking, “connective intelligence”, making, digital fabrication are especially promising in this regard as a part of the digital culture. What is fundamental are the ways in which they empower us to rethink the cultural design of the new learning environment.

Le@rning to change.ICT, learning organization and knowledge management for a new Public Administration
di Pierfranco Malizia , pubblicato il 2015-10-30
To stimulate processes of change into the P.A., a precise and carefully explained reference is made today to the absolute importance for the public administrations of the promotion of know-how development by means of the creation, valorisation and sharing a common cultural meaning by the knowledge-competence patrimony necessary to back the innovation processes like the logic of learning organizations and knowledge management (with particular reference to the so called ‘practice community’), made feasible by the ICTs and already used in companies to a fair ex-tent.
The transmedia perspective of Digital Education
di Ida Cortoni , pubblicato il 2015-10-30
Trans-media is the new configuration of behavioral and cultural dynamics to transmit knowledge, tell stories, share ideas and experiences, promote diverse kinds of entertainment through more digital platforms. Hence, it is going to become a new form of social and cultural capital.
The implications of this revolution are evident in many ambits: from the hyper-structured narration to the multiplication and accumulation of signification processes, from the cross-breeding of codex to the reciprocal contamination of expressive forms. Consequently, for some years now, "trans-media" has become an expression of symbolic value not only from the linguistic and semiotic point of view. Moreover, it is a "gate of culture and communication" for modern society, as well as a signal of crossing toward a new paradigm that completely changes the mechanisms of cultural industry and traditional communication models, such as the Dayan and Katz representation about big media ceremonies and Eco’s enunciation’s semiotic model.
Some years ago, digital media (smartphones, social networks, chat-rooms and so on) were means of expression and amplifiers of ideas, media contents and broadcasting formats. Nowadays there is a turnabout: the digital and social devices impose a bottom-up system to the broadcasting industry with new cultural phenomena and formats, as well as self-promoted talents, new habits and trends, to which broadcasting systems are trying to adapt themselves.
In the cross-media field, there is a rapid passage from cross-media level 1.0 (defined pushed) to cross-media level 4.0 (defined Experiences). In the first and second cases, the enunciation’s process and the amplifier effect of digital media is designed, checked and managed from the cultural industry. Whereas in the third and fourth cases, the user, through an active use of cross-media, is rendering a new form of cross-culture construction (through the collaborative construction of meaning). In cross-media Experiences, the origin of the cultural phenomenon derives from the digital user directly on the web (cultural self-production) and then spreads to other devices. The resonance of the bottom-up phenomenon and cultural label, which is attributed to multi-users generated contents, catapults in the media market, changing the broadcast dynamics.
The culture, transmitted through cross-media systems, transforms the process of socialization and construction of people’s identity. Therefore, the cultural background is constructed peer to peer on line for emotional connections, thus “colonizing” the cultural network within the intergenerational relationships at home and at school. It creates new mechanisms of cultural mediation and changes the perceptive, cognitive and emotional orientation when compared with unpredictable situations as well as daily problems.
The new communicative paradigm of transmedia changes also the educational context, that must to give adequate competences to be conscious citizens in the digital era. In this framework, also digital literacy and digital education have to update and innovate as digital knowledge and skills and didactic strategies. This chapter starts from the description the theoretical framework of transmedia paradigm and tries to translate it in the conceptual  perspective of Digital Literacy and Digital Education, focusing on new kind of competences to develop.

Critical mind and creative intelligence
di Andrea Gentile , pubblicato il 2015-10-30
Despite a long history of research and debate, currently there is still no universally accepted definition of “creative intelligence”. The word “intelligence” derives from the Latin noun intelligentĭa, which comes from the verb intelligĕre. According to some specialists, intelligĕre is a contraction of the Latin verb legĕre, connected to the adverb intŭs. A person who has intelligentĭa, is someone who is able “to read inside” or “to read beyond the limits” and understand the real, deep and authentic nature and essence of reality. According to other specialists, intelligĕre is a contraction of legĕre connected to ĭnter. In this semantic horizon, it is an ability to read “between the lines” and create semantic relationships among multiple elements in the conceptual network. Intelligence has been defined in many different ways, such as in terms of abstract thought, understanding, learning, self-awareness, communication, emotional knowledge, memory, planning, creativity, metacognition, creative intelligence and problem solving. Following this area of research, in this article it is analyzed the relationship between “intelligence” and “creativity”, in connection with the concept of “creative intelligence” defined by John Dewey. 
MOOC IS THE NEW BLACK! ISN’T IT? Topicals and outlooks of a phenomenon.
di Maurizio Pattoia , pubblicato il 2015-07-30
It is now nearly four years since the so-called "year of the MOOC", 2012; and is good to return on an issue which remains still hot. In good conscience, the expected tsunami in higher education seems to turn into a case less "disruptive" than it was painted at the time, but certainly worthy of attention. This paper is a theoretical approach that starts from some very recent publications. Those publications bring back the attention to this phenomenon and allow us to begin to define light and dark contours, as well as to think about the real related scientific, technical and pedagogical elements.
Learning, virtuality, hybridism: possible practices
di Gaia Moretti e Pierfranco Malizia , pubblicato il 2015-07-30
“To learn”, in the contemporaneous society, is even more an integrated and ubiquitous process (Schlemmer et alii, 2009). The learning processes are today frequently developed with in-distance methodologies, using digital technologies, social networks (Massarotto, 2011), simulations and gasification tools (Laux e Schlemmer, 2011). Methodologies and tools are developing toward hybrid and multimodal systems (Schlemmer, 2014), where different integrated technologies are combined to reach a composite audience of users/students with an hybrid/digital culture. Into these systems, ubiquitous practices and learning processes can be developed, able to reach an audience permanently connected, developing engagement in the created and cultivated virtual communities (Wenger, 2009). The virtual communities (Reinghold, 1994 e 2003; Malizia, 2008; Calvani, 2005) are changing in function of the participants’ cultural membership, a not-yet-digital hybrid culture, where “digital” is only one of the structural elements. This hybrid culture is characterized by a “digital nomadism” (Schlemmer e Backes, 2012), that becomes today the users’ ubiquity on the different fixed, mobile and wireless devices, besides the physical presence; the new practices developed in the learning processes has to deal with hybridism and multimodality. This work aims to propose a reflection on the potential and observable results of some technologies-concepts elaborated by the Research Group in Digital Education of UNISINOS university (Rio grande do Sul, Brasil), that is exploring and experimenting in the last years several success hybrid and ubiquitous learning practices, for the creation and cultivation of students’ virtual communities in the Bachelor and Master degree and in post-lauream courses. The success case can open the discussion on the possibile hybrid-digital practices in the learning processes, on possible applications and engagement modalities and levels for learning communities.

Rethinking university guidance in the perspective of lifewide learning and new digital technologies.
di , pubblicato il 2015-07-30
In the twenty-first century italian universities are called to face up to new social and economic challenges, connected to the globalization, to the technological progress in production processes and the profound transformations of organizations. These developments affect the education system and universities to review the istitutional mission for a new dynamic and inclusive dialogue with stakeholders – schools, students, families, companies, public administrations – wich aims a new society based on knowledge, sharing and partnership. In the face of the threat of a dispersion of skills, public policies about guidance systems modernisation and lifelong learning are required to make citizens able to face the increasing complexity of social life. So, it’s necessary universities provide for the digitization of learning and communication processes, with the purpose to dialogue with the socio-economic system, ensuring the quality and relevance of their education offering and, at the same time, the innovation of scientific and cultural capital, to contend with the dispersion of skills and for a social inclusion and integration of people.

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Rapporti, riflessioni, presentazioni
Studi e contributi di ricerca
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Invia il tuo articolo
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Peer Reviewing
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Call for Paper 2018

Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. A. Cocozza, Univ. Roma Tre
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino

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