Starting from the scenarios of the knowledge economy (Drucker, 1999) and the Europe 2020 strategy (Commissione Europea, 2010), in the present contribution the Flipped Inclusion model (De Giuseppe & Corona, 2016) is outlined in a complex blended learning modality, within a built-in trajectory that endorses the phenomenal world of virtual and real reality, highlighting the links between relational, learning and economic-cultural innovation processes. In FI, the use of multimedia technologies (Spiral, Blendspace) adopted according to a systemic logic of micro, meso and macro group processes (Bronfenbrenner, 2002), expanding opportunities for access to information and using multiple learning methods and environments, return an offer more articulated and extensive training that generates a synoptic view of the cognitive contents. The whole, influencing the learning, cognitive and attribution styles of the users involved and the development of a direct, autonomous and transformative learning, aims to contribute to the well-being, to the maintaining and progressing humanity itself, with the aim of forming individual profiles capable of promoting communities that embody the inclusive value of differences, thus transforming Europe into a smart, sustainable and inclusive global growth engine (Commissione Europea, 2010).

Flipped Inclusion: between Europe plans and complex blended learning in the knowledge economy

De Giuseppe, T.
;
Ianniello A;Corona, F.
2019

Abstract

Starting from the scenarios of the knowledge economy (Drucker, 1999) and the Europe 2020 strategy (Commissione Europea, 2010), in the present contribution the Flipped Inclusion model (De Giuseppe & Corona, 2016) is outlined in a complex blended learning modality, within a built-in trajectory that endorses the phenomenal world of virtual and real reality, highlighting the links between relational, learning and economic-cultural innovation processes. In FI, the use of multimedia technologies (Spiral, Blendspace) adopted according to a systemic logic of micro, meso and macro group processes (Bronfenbrenner, 2002), expanding opportunities for access to information and using multiple learning methods and environments, return an offer more articulated and extensive training that generates a synoptic view of the cognitive contents. The whole, influencing the learning, cognitive and attribution styles of the users involved and the development of a direct, autonomous and transformative learning, aims to contribute to the well-being, to the maintaining and progressing humanity itself, with the aim of forming individual profiles capable of promoting communities that embody the inclusive value of differences, thus transforming Europe into a smart, sustainable and inclusive global growth engine (Commissione Europea, 2010).
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4727172
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