70026 - Lifelong Learning

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 lifelong learning perspective;
• knows and understands the importance of web artefacts during the transitions that characterize the period of life (especially school-university, school-work, university-work);
• 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 lessons will have a different scheduling for students enrolled in the second year of the Second Cycle Degree in Work, Organization, Personnel Psychology & Services and for students enrolled in the first year of the Second Cycle Degree in School & Community Psychology. 

Second Cycle Degree in Work, Organization, Personnel Psychology
Lessons: Thursday morning (09.00-13.00)
Starting date: Thursday 26/09/2013 | End date: Thursday 30/01/2014  

Second Cycle Degree in School & Community Psychology.
Lessons: Thursday morning (09.00-13.00) + 7 lessons on Tuesday morning (11.00-13.00). Starting date: Tuesday 01/10/2013 | End date: Tuesday 19/12/2013 

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
• 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 and analysis: web tracking; Social Network Analysis; Thinking Aloud during Web Surfing.
• 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 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.

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 accomplishment of some ongoing assignments and on the proposal of a research project about Lifelong Learning (based on subjects and methodologies presented by lecturers during the course).

More specifically, assignments of the 1st half of the course (from 23/09/2013 to 22/11/2013) will be the following:
- construction of a conceptual map of the personal challenges by using the  Lifespan  Model  of Developmental  Challeng e of Hendry & Kloep (individual assignment).
- characterization of an organizational context by using the Activity Theory Model (group assignment).
- A  debate around the concept of Emerging Adults and transitions characterizing a specific period of human life (group activity).

Lectures of the 2nd half of the course (from 25/11/2013), will be devoted to:
- define, organize and write an European Project (group activity) concerning the Lifelong Learning Programme and involving the subjects treated during the first half of the course.
- constructing a conceptual map of the European Project.
To support students for the methodological aspects of the project, some technics of data analysis and data colleciton will be presented (e.g. web tracking, Social Network Analysis, Thinking Aloud during Web Surfing).

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.

Office hours

See the website of Elvis Mazzoni

See the website of Luigi Bonetti