85395 - Lifelong Learning and ICT

Learning outcomes

By the end of the course, students will be able: - to identify the main explanatory theories of learning processes associated with web technologies from a lifelong learning perspective; - to understand the importance of web artefacts during life transitions (especially school-university, school-work, university-work); - to use these artefacts to define the professional development in a lifelong learning perspective, particularly in organizational contexts.

Course contents

The course will take place during the second semester (from March to May 2018) at the branch of the School of Psychology and Education in the Cesena Campus (Room Europa 3, Viale Europa, 115 - CESENA, FC).

Lessons: Wednesday morning (10.00-13.00)
Starting date: Wednesday 07/03/2018 | End date: Wednesday 16/05/2018

Course Program:

• Lifelong Learning in the European Union perspective
• The basis for a good path: some of the most important theoretical approaches about learning and knowledge building.
• The life cycle ... between development and learning.
• Emerging adults in the web 2.0 era.
• Web artefacts development and human activities evolution: the Activity Systems?
• Digital R-Evolution:
  - ONline and OFF line Life
  - Digital Work-Life Balance
  - Interaction Overload
  - Dysfunctional Digital Behaviors during work and free time.
• Networked flow: the network creativity.

Readings/Bibliography

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

• London, M. (2011). The Oxford Handbook of Lifelong Learning. Oxford University Press
• Tuomi-Gröhn, T., & Engeström, Y. (Eds.). (2003). Between school and work: New perspectives on transfer and boundary-crossing. Taylor & Francis US.
• 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 discussion on the theme of Lifelong Learning:

• 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. Main topics will be the focus of individual or group activities, in-presence and at-distance, so that each student can develop specific competences with tools and methods to collect, inquire and analyse data. Each lesson will be structured in two parts: a first part to present the contents (by means of slides and films/video), and a second part of discussion and/or practical activities on the presented contents.

Assessment methods

The final evaluation aims at verifying the achievement of educational objectives:

• to know and to understand the main explanatory theories of learning processes and training associated with web technologies from a lifelong learning perspective;
• to know and to understand the importance of web artefacts during the transitions that characterize the entire period of life (especially school-university, school-work, university-work);
• to use some technics and methods to collect and analyse data in contexts characterized by the use of web ressources to support knowledge construction.
• to use these artefacts to define the own professional development in a lifelong learning perspective, particularly in contexts of work, organization and human resources.

The final evaluation is based on the progress (within the defined deadlines and in the manner provided)

1. of 3 activities based on the topics and methodologies defined by the teacher and presented during the lessons (each activity will have a score of 0 to 6 points);
2. of the final design of an Innovative Start-Up based on the subjects proposed in the course, as well as topics encountered in other courses (the final design will receive an overall score of 0 to 12 points; max 4 points for the presentation + max 8 point for the Start-Up project).

More specifically, assignments of the course will be the following:

1. construction and presentation of a conceptual map of the personal challenges by using the Lifespan Model of Developmental Challenge of Hendry & Kloep (individual assignment).
2. characterization of an organizational context by using the Activity Theory Model (group assignment).
3. A debate around the concept of Emerging Adulthood and transitions characterizing this specific period of human life (group activity).

The final activity will concern the project of a START-UP to support humans empowerment and development in Lifelong Learning by means of web artefacts. The project will be presented during a plenary session after the end of the course. The presentation will receive a score from 0 to 4, while the final project will receive a score from 0 to 8.

Teaching tools

• Films and video;
• Powerpoint slides for lectures;
• Audio/video contents for lectures;
• Videconferences with experts;
• Web artefacts 2.0 for exercises.

Office hours

See the website of Elvis Mazzoni