32490 - Lifelong Learning – with Exercises - II

Learning outcomes

At the end of training, the student:

• knows and understands the main explanatory theories of learning processes and training associated with web technologies from a perspective of lifelong learning;
• knows and understands the importance of web artefacts in the transitions that characterize the period of life (especially school-university, school-work, university-work, different work activities) in particular those developed in the Web 2.0 perspective;
• is able to use these artefacts to define the own professional development in a lifelong learning perspective, particularly in contexts of work, organization and human resources.

Course contents

• The basis for a good path: some of the most important theoretical approaches about learning and knowledge building.
• LifelongLearningin theEuropean Union perspective
• Technological artefacts and human activities: evolution or co-evolution?
• Web artefacts and Lifelong Learning: past, present and future.
• From web 1.0 to web 2.0: the explosion of the social networking.
• Networked flow: the network creativity.
• Web artefacts 2.0 for the social capital development: personal and professional online relations.
• Emerging adulthoods in the web 2.0.
• Web artefacts 2.0 for the professional development.
• Analyzing web education environments: techniques of data collection.
• Analyzing web education environments: methods for data analysis.
• Social Network Analysis (SNA) & Organizational Network Analysis (ONA).
• Social Network Analysis applied to virtual groups, communities and professional networks (offline e online).

Readings/Bibliography

Lessons are characterized by discussions and practical activities based on scientific papers (suggested by the lecturer) and on the following books:

• Tuomi-Grohn, T., Engestrom, Y. (2003).Between school and work : new perspectives on transfer and boundary-crossing. Pergamon (Elsevier Science), Oxford
• Mazzoni, E. (2006).Dallo sviluppo degli artefatti web all'evolversi delle attività umane. I processi del cambiamento.Italia, Morlacchi Editore.
• Arnett, J.J., Hendry, L.B., Kloep, M., Tanner, J.L. (2010).Debating Emerging Adulthood - Stage or Process?Oxford University Press
• Turkle, S. (2011).Alone Together: Why We Expect More from Technology and Less from Each Other.New York: Basic Books.
  
• Gaggioli , A., Riva , G., Milani , L., Mazzoni , E. (2013).Networked Flow - Towards an Understanding of Creative Networks. Springer.

Useful readings for a discussionon the theme ofLifelongLearning:

• Norman Longworth (2007).Learning Cities, Learning Regions, Learning Communities – Lifelong Learning and Local Government. Taylor and Francis.
• Richard Edwards (2001).Changing Places? Flexibility, Lifelong Learning and a Learning Society.Taylor & Francis Group
• John Field (2006).Lifelong Learning and the New Educational Order. Trentham Books
• Guy Claxton (1999).Wise Up: The Challenge of Lifelong Learning.Bloomsbury

Teaching methods

Besides the frontal lessons supported by many types of web contents (texts, images, videos and applications), students will have the possibility to interact with experts by videoconference about the course topics.

Assessment methods

The final evaluation is based on the positive accomplishment of the activities proposed by the lecturer.
The average of the marks obtained for each individual activities, will constitute the final evaluation.

Teaching tools

• Powerpoint slides for lectures;
• Audio/video contents for lectures;
• Videoconferences with students who cannot attend classes in the presence
  
• Videconferences with experts;
• Social Network System for interacting with the teacher and between students;
• Web artefacts 2.0 for exercises.

Links to further information

http://www.unibo.it/docenti/elvis.mazzoni

Office hours

See the website of Elvis Mazzoni