Quaderni di comunità. Persone, Educazione e Welfare nella società 5.0

Guidelines and Recommendations for Academic Bodies within the Framework of the Erasmus+ Project ECOLHE

2024-02-26T09:32:26+00:00

ECOLHE (E-learning in the European Higher Education Area) is a project co-financed by the Erasmus+ Programme of the European Union (project n. 2020-1-IT02-KA203-079176) in the field of KA203 - Strategic Partnerships for higher education. It started on 1st September 2020 and ended on 31 August 20232. The project involved partners from different countries: the Digital Technologies Education & Society (DiTES) research centre, Link Campus University, the Link Campus Foundation, the University of Roma Tre (Italy), the University of Patras (Greece), the University of Applied Sciences “Bachelor” (Finland), the University of Cork (Ireland), the University Oberta de Catalunya (Spain) and the EAEC (European Association for Erasmus Coordinators) network.

Nuove competenze e loro certificazione: sviluppi in Europa e in Italia

2024-02-26T09:36:38+00:00

Con l’obiettivo di promuovere la realizzazione nei Paesi dell’Unione europea di percorsi di apprendimento più flessibili e modulari, di contribuire all’innovazione verso sistemi più inclusivi e sostenibili anche mediante la modernizzazione dei sistemi scolastici e formativi nonché per agevolare la mobilità nel mercato del lavoro il Consiglio Europeo ha proposto l’utilizzo delle microcredenziali. Un’efficace cultura dell’apprendimento permanente è fondamentale affinché tutti possano possedere le conoscenze, le abilità e le competenze necessarie per prosperare nella propria vita personale e professionale. Una Microcredenziale è una prova dei risultati che una persona ha acquisito con una breve esperienza di apprendimento. È necessario che i risultati di apprendimento siano stati valutati rispetto a standard trasparenti e chiaramente definiti. Le esperienze di apprendimento volte al conseguimento di microcredenziali sono concepite per fornire al discente conoscenze, abilità e competenze specifiche che rispondono a esigenze personali, culturali, professionali o del mercato del lavoro. La prova dell’acquisizione della microcredenziale deve essere contenuta in un documento che elenca il nome del discente, i risultati di apprendimento conseguiti, il metodo di valutazione, l’ente certificatore e, ove applicabile, il livello del quadro dei titoli e i crediti acquisiti. Le microcredenziali sono correlate al soggetto che le acquisisce e che successivamente può condividerle anche online per rendere pubblici elementi che consolidano e migliorano la sua web reputation. Sono portatili e possono essere indipendenti o combinate in credenziali più ampie. Devono inoltre essere sostenute da una garanzia della qualità correlata a norme concordate nel settore o nell’area di attività pertinente alla proposta formativa seguita.

Recensione del manuale Understanding Organizational Culture

2024-02-26T09:43:09+00:00

Il saggio di Antonio Cocozza “Understanding Organizational Culture: Innovation, Transparency, Leadership, Community” si caratterizza per la centralità che il testo attribuisce alla cultura come chiave interpretativa dei fenomeni organizzativi. La trattazione è il frutto di molti anni di studio, ricerca, didattica e azione sul campo, da quello del mondo aziendale, a quello delle pubbliche amministrazioni, e in altri contesti, come le organizzazioni e le associazioni di rappresentanza. Il manuale è rivolto a coloro che intendono affrontare l’evoluzione degli studi organizzativi in modo sistematico, esaminando il concetto polisemico di organizzazione e i nuovi paradigmi interpretativi, in relazione ai profondi cambiamenti economici e sociali in atto negli ultimi decenni. La riflessione proposta dall’autore va oltre l’approccio tradizionale allo studio delle organizzazioni, generalmente di tipo strutturalista e funzionalista, in una prospettiva interdisciplinare che mira a indagare sia il ruolo svolto dalle culture sia la dimensione etica, simbolica e valoriale nelle dinamiche di ridefinizione degli asset strategici e nella ricerca di una nuova governance nelle organizzazioni innovative.

University teachers data literacy for pedagogical decision making

2024-02-20T16:58:43+00:00

The article has specifically sought to discuss university teachers' data literacy skills that are important for the effective use of learning analytics in the teaching-learning process. Therefore, based on this analysis, teachers must achieve a certain level of data literacy to perform certain pedagogical actions. The main question of the current research is what data literacy skills teachers need to use learning analytics tools and make data-based pedagogical decisions. The article is based on the method of systemic literature analysis. The selected and analysed research papers allow us to present big data in education, highlight the pedagogical value of
learning analytics technologies, and provide an overview of learning analytic tools. The results of the theoretical study showed that to use learning analytics tools, it is important for teachers to have skills such as digital literacy, data collection, data analysis and interpretation, etc.

Editorial

2024-04-05T07:01:37+00:00

In the ever-evolving realm of higher education, where the pervasive influence of digitalization is reshaping traditional paradigms, we are pleased to present this special issue of the Journal Quaderni di Comunità. Titled Reinventing University. The Digital Challenge In Higher Education , this collection of papers navigates the multifaceted intersections between technology and higher education, offering a timely exploration of the challenges and opportunities that define the contemporary academic landscape. The digital challenge in higher education is not merely a technological shift but a transformative force reshaping the essence of academic practices. As we stand at the confluence of tradition and innovation, this special issue serves as a repository of insights, ideas, and innovations, each carefully curated by the D-ChallengHE Scientific Board, as part of the second work package addressed to promote the D-ChallengHE Hub Research Network1 (Project Code: 2022-1-IT02-KA220-HED-000087029). These contributions delve into the complexities of reinventing universities in the digital age, addressing the critical themes that resonate across the academic spectrum.

Digital innovations as the basis for the implementation of the Concept for the development of T-shaped skills in higher education

2024-02-22T08:09:59+00:00

In the digital age, higher education is evolving to equip students with versatile T-shaped skills, combining deep expertise and broad
knowledge. A research question was held: how do digital innovations play a pivotal role in nurturing T-shaped skills within higher education, considering the dynamic job market? The research methods used were an extensive literature review, best practice analysis, thematic studies, document analysis, data systematisation, generalisation, and modeling using the Mermaid tool. Findings emphasise the essential role of digital innovations in higher education, promoting T-shaped specialists. Key takeaways underscore the impact of digital learning, continuous assessment, and emerging technologies like the Metaverse. The article highlights the transformative potential of digital innovations in higher education, with a focus on strategic planning, resource allocation, and proactive measures. It provides comprehensive insights into digital innovation s role in shaping T-shaped skills and calls for future longitudinal and contextual research.

The Shifting Paradigm of “Onlife Learning” in European Higher Education Institutes (HEIs): A Case of Working-Life Competence Development Best Practices

2024-02-26T08:35:46+00:00

The digital transformations bring opportunities and challenges in modern societies, especially profound impact on the European higher education institutes (HEIs). Digital technologies and online learning are becoming increasingly common after the recent COVID-19 phenomenon. The continued digital technologies adoption in human lives has led to the emergence of a new approach to learning called onlife learning. Onlife learning emphasises the integration of formal and informal learning, using technology for lifelong learning, and the need for new skills and competencies. In HE, onlife learning is becoming more prevalent, however, there is no one-size-fits-all approach to training and skills development. The key competencies for onlife learning include digital literacy, critical thinking, and self-directed learning. These competencies can be developed through various approaches, including experiential learning, blended learning, problem solutions and online learning. The technologies play an important role in onlife learning . It is essential to support learners in developing their digital skills. This includes providing access and usage training to appropriate technologies, which is especially important to create opportunities for learners to practice their digital skills. The paper provides valuable insights into the best practices for training and skills development in onlife learning in European HEIs. The findings are the outcomes of the EU Innovation project ECOLHE. They can be used to inform the design of effective working-life training, skills and competencies development that support learners in developing the competencies they need to succeed in a rapidly changing digital world.

Self-assessment in vet and higher education: links and further developments

2024-02-26T08:47:04+00:00

Despite the already existing self-assessment methodologies and tools in place, Education systems need to further invest in quality assurance measures that can guarantee a quality culture. Quality Assurance Frameworks and, more specifically, quality criteria and indicators are increasingly important for all Education providers, and Education authorities as well. The overlapping and redundancy of self- assessment tools and methods in different education and training settings created the condition for an integrated approach that can provide synergies among different systems and a solid base for further implementations and improvements. The paper reports a critical review of quality assurance measures and instruments already existing and used by both the Vocational Education and Training and the Higher Education systems in Europe. Moreover, the research results of a national experimentation will be illustrated to show how the European Peer Review methodology can be considered an agile method for different learning settings since it adapts swiftly to diverse training and education needs and provides quality learning opportunities for those who use it. Finally, the paper places a strong focus on the increased flexibility of the European Quality Assurance for Vocational Education and Training (so-called EQAVET) Framework and other EU quality assurance tools, reinforcing the idea to further explore opportunities for their adaptation to enhance quality and guarantee a continuing improvement of measures in line also with the digital readiness required by the technological revolution and the digital transition that affect the different systems – from School to Higher Education.

Evaluation of Universities QoS using Fuzzy Cognitive Maps

2024-02-26T08:54:28+00:00

HEIs’ digital transformation is revealing a variety of new opportunities for improving not only their current online teaching practices but also their overall business operations. The processing of data can be further expanded using a range of advanced techniques, as is the case of cognitive tree maps, fuzzy networks, or even evolutionary algorithms, to examine and explain how the behaviour of a complex system, such as an HEI, is affected by the multiple conditions changing over time. The design of such a tool and the development of an optimization system that can determine ideal values for these aspects are covered in the proposal. The present work introduces a tool for the evaluation of the HEI Quality of Service factor (HEI-QoS), using a Fuzzy Cognitive Map designed for a specific purpose. The FCM model uses eight concepts which characterize the HEI operation and performance, taking into consideration the most well- known HEI rankling tools. Concepts values can be estimated from a field research analysis inside the HEI resulting in a very useful internal evaluation tool for a HEI.

The impact of digitalisation in scientific research: risks, opportunities and ethical challenges

2024-02-26T08:59:09+00:00

Internet of Things, robotics, biometrics, persuasive technology, Big Data, virtual, augmented reality, and digital platforms are pervading the world of scientific research, influencing how everyday scientific work practices are organized and conducted. In this emergent context, the essay wants to offer a theoretical reflection on the purposes and functions of digital technology in scientific research processes, enhancing the dimension of ethical choice and crucial judgment in governance processes and researchers’ professional development.

Modernity and Identity processes on the light of the diffusion of new digital technologies

2024-02-26T09:06:53+00:00

This paper delves into the complex interplay among identity processes, modern society, and new media. Drawing from sociological theories, it commences with an examination of identity evolution in modern industrial societies, accentuating the proliferation of roles and statuses. The advent of digital technologies introduces complexity to individual choices, nurturing a malleable identity. The narrative then pivots to the transformative influence of Information and Communication Technologies (ICT), ushering in a global village. The emergence of Web 2.0 and 3.0 signifies pivotal updates, fostering user-generated content and reshaping societal interactions. The ongoing shifts in socialization processes due to economic, political, and cultural changes are scrutinized, with a spotlight on the instrumental role of digital media. The intricate process of identity formation amidst evolving socialization is explored, underscoring the morphostatic and morphogenetic functions of media. The interconnected nature of online and offline identity processes is dissected, emphasizing their symbiotic communication and coexistence. In conclusion, the paper underscores the seamless exchange between online and offline identities facilitated by the portability of devices. The overarching goal of this contribution is to provide a nuanced understanding of identity dynamics, weaving together insights from sociological theories and technological developments.

L’impatto della pandemia sui comportamenti rischio dei giovani: le challenge rischiose

2024-02-26T09:20:48+00:00

The contribution analyzes the risky social challenges highlighted by the international press, implemented during the pandemic period with a pedagogical-communicative approach linked to the sociology of risk. The viral phenomenon of challenges is observed in human behaviours with narcissistic and self-harming traits typical of adolescence. It is related to the hybridization of the overlapping of the communication and social interaction space with its digital virtualization.

Le “destinazioni educative” della Generazione X: risultati e disuguaglianze in una prospettiva generazionale

2024-02-26T09:28:13+00:00

The analysis of inequalities over time, especially those related to education, has been a relevant topic in the social sciences. This study proposes a diachronic approach based on cohorts-generations from the post- World War II period to the present, showing the double trend on the one hand of increasing educational levels of the Italian population and on the other of how persistent gaps between social classes have remained relatively stable despite increased participation in the educational system. The article then focuses on the so-called Generation X, since it can be considered the generation that first experienced the slowdown of an economic development that was considered unlimited and inevitably positive. Finally, an attempt is made to initiate a reflection on the educational destinies of future generations in light of the paradigmatic changes that have occurred over time.

Digital pharmacology

2024-02-22T08:25:47+00:00

The impact of digitalisation has completely revolutionized the socio-economic system of the world. The proliferation of new languages and the unlimited acquisition of data has brought the global dissemination of multidisciplinary practices and knowledge. However, this process carries itself the risk of thought automation. Therefore, to avoid the danger, it is necessary to understand the digitalisation process of life from a pharmacological perspective to identify quality-based practices, tools and activities that act as an antidote to the toxicity inherent in digital processes. In this regard, universities represent an indispensable resource to support the social change that started with the digital revolution because they are culturally engaged in research, identification, and development of innovative teaching tools oriented towards the quality of the digital experience. The university represents a unifying pole in which it is possible to form multidisciplinary communities that share the same ethical and social vision of digitalisation. The D-ChallengHE project, promoted by the DiTES Research Centre, meets this specific goal. Therefore, the purpose of this short contribution is to analyze how research projects like this can be a fundamental resource for sharing and promoting good practices for a critical understanding of digitalisation.