Information and Communication Technologies (ICT), supported by the transnational interconnection of Web 4.0 constitute the main development driver to provide education of fair and inclusive quality, aimed at promoting the realization of systemic change for the Qualitative Well-being of humanity. Flipped Inclusion’s model, tested at the University of Salerno, aims to impinge on cognitive and attribution styles, on the creation of ecological-inclusive profiles in pursuit of the Sustainable Development Goals outlined by the 2030 Agenda. Flipped Inclusion is configured as a democratic model of existential planning metadisciplinary - for the development of a new ecological, active and responsible welfare, starting from the constitution of a way of life capable of connecting individuality and sociality, in light of the complex changes in the contingent liquidity socio-political-economic. The longitudinal-multi-perspective pilot study carried out between 2014 and 2017, in formal (academic courses, school) and informal spaces of University of Salerno, involved 1822 students. From the qualitative-quantitative research data it emerges that: the flipped inclusion model has favored the promotion of an inclusive context, through a modification of their own style of prosocial attribution. In the second phase of the experimentation of the model, from 2017 and currently in progress, and that is placed also in the historical epidemiological period from COVID-19, and in line with the implementing provisions of the Prime Ministerial Decree of 4 March 2020, is investigating the comparative use of different Open and Distance Learning accessibility tools with e-learning platforms in a perspective of expanding the sample and fields of investigation in compliance with the modular logic of Flipped Inclusion

The Flipped Inclusion Model: Eco-Sustainable and Inclusive Accessibility in the Era Covid-19. In: Agrati L.S. et al. (eds) Bridges and Mediation in Higher Distance Education. HELMeTO 2020. Communications in Computer and Information Science, vol 1344. Springer, Cham.

De Giuseppe Tonia
;
Ianniello Annalisa
Membro del Collaboration Group
;
Corona Felice
Supervision
2020

Abstract

Information and Communication Technologies (ICT), supported by the transnational interconnection of Web 4.0 constitute the main development driver to provide education of fair and inclusive quality, aimed at promoting the realization of systemic change for the Qualitative Well-being of humanity. Flipped Inclusion’s model, tested at the University of Salerno, aims to impinge on cognitive and attribution styles, on the creation of ecological-inclusive profiles in pursuit of the Sustainable Development Goals outlined by the 2030 Agenda. Flipped Inclusion is configured as a democratic model of existential planning metadisciplinary - for the development of a new ecological, active and responsible welfare, starting from the constitution of a way of life capable of connecting individuality and sociality, in light of the complex changes in the contingent liquidity socio-political-economic. The longitudinal-multi-perspective pilot study carried out between 2014 and 2017, in formal (academic courses, school) and informal spaces of University of Salerno, involved 1822 students. From the qualitative-quantitative research data it emerges that: the flipped inclusion model has favored the promotion of an inclusive context, through a modification of their own style of prosocial attribution. In the second phase of the experimentation of the model, from 2017 and currently in progress, and that is placed also in the historical epidemiological period from COVID-19, and in line with the implementing provisions of the Prime Ministerial Decree of 4 March 2020, is investigating the comparative use of different Open and Distance Learning accessibility tools with e-learning platforms in a perspective of expanding the sample and fields of investigation in compliance with the modular logic of Flipped Inclusion
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4758083
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