96167 - 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 2021) at the branch of the Department of Psychology in the Cesena Campus (Room D, P.zza A. Moro, 90 - CESENA, FC).

Lessons: Wednesday morning (10.00-13.00)

• Starting date: Wednesday 02/03/2022
• End date: Wednesday 08/06/2021

Course Program:

• The basis for a good path: some of the most important theoretical approaches about learning and knowledge building.
• Lifelong Learning in the European Union perspective
• Digital R-Evolution: How the World Wide Web is transforming almost every aspect of our lives.
• The Digital Reputation: How social networking sites profiles will affect our reputation in daily and working live, both at individual and enterprise level.
• Robots and AI in Higher Education and Lifelong Learning.
• Augmented Reality and Virtual Reality in Work and Organizational Environments.

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 carrying out (within the defined deadlines and in the manner provided) of 5 classroom activities based on the topics and methodologies defined by the professor and presented during the lessons. Each activity will have an evaluation in thirtieths and it will be passed with a mark not lower than 18/30.

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

• Classroom presentation of some selected theoretical references from those suggested by the professor.
• Classroom presentation of psychological studies and researches concerning the Digital R-Evolution.
• Classroom presentation of psychological studies and researches concerning the Digital Reputation.
• Classroom presentation of psychological studies and researches concerning Robots and Artificial Intelligence in working and organizational contextes.
• Classroom presentation of psychological studies and researches concerning Augmented and Virtual Reality in working and organizational contextes.

The final evaluation comes from the mean of the evaluations obtained in the 5 requested activities.

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