IRIS - UNIRSM (Univ. degli Studi della Repubblica di San Marino)
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Action learning in public administration education: learning (evidence) from an action research case study
No full textPurpose This study aims to explore the effectiveness of action learning (AL) in PA education through the action research (AR). Public administration (PA) requires training paths for its officials aimed at developing managerial skills. Training designers must construct pathways that identify goals and results to be obtained. Most importantly, they should adopt techniques that engage all stakeholders and measure training performance. This study uses the action research (AR) method to explore the effectiveness of action learning (AL) in PA education. It shows how a training project for officials of the PA can be designed and managed in a participatory and engaging manner. Design/methodology/approach The AR approach is particularly suited to long-term training interventions in PA because it offers a means of taking shared responsibility. AR aids in building a bridge between academia and practice and solving real problems with stakeholders, students and end-clients through cyclical interactions of construction, intervention and evaluation. It focuses on AL as an innovative educational tool that links knowledge and action and theory and practice. Findings The involvement of different stakeholders, such as teachers, students, administrators and politicians, in the design, management and evaluation process facilitates the identification of educational objectives and monitoring of outcomes in a changing public organizational context. AL is effective because it involves students as individuals and as a team, often as an organization, while trying to solve real problems. Originality/value AL through the AR approach has not been widely used in education, especially in PA, where teaching legal and administrative content combines traditional teaching methods. The case study shows the innovative potential of AL in a traditional context such as the PA
The Daily Linguistic Practice Interview: A new instrument to assess language use and experience in minority language children and their effect on reading skills
No full textThe increasing number of primary students with varying degrees of exposure to a family minority language requires a reflection on whether specific aspects of their daily language experience influence their learning. Indeed, Minority Language Children (MLC) often report difficulties in reading that must be better investigated to exclude neurodevelopmental conditions such as developmental dyslexia. To this aim, we developed a new instrument, the Daily Linguistic Practice Interview. It allows for collecting information about the linguistic practice and use in the family (Scale A) and extra-family context (Scale B), and about the child's linguistic preferences and habits (Scale C). The Interview further provides analogic quantitative measures of minority language active speaking with mother, father, and passive listening, in the form of clocks to paint. The relationship between these linguistic aspects and reading skills was investigated on 79 MLC aged 8 to 11 y.o.through a correlational approach and regression models. Our results show that family and extra-family language use influence accurate lexical recognition, moreover a “mother effect” broadly affects reading skills in the majority language. Our findings suggest that MLC deserve a more careful evaluation of learning disorders with ad hoc standardized tests, that incorporates information about the family language exposure
Uniform design innovation: Bridging academia and industry through multidisciplinary collaboration.
Full text linkThe article presents a proposal for a multidisciplinary and multistakeholder learning and collaborative model that connects the worlds of business and academia through the presentation of an experimentation. The model is presented through an experimentation of uniform design, led by University of Bologna, commissioned by the railway company Trenitalia Tper, and in collaboration with the Polytechnic University of Milan. The project aimed to dress the staff of the company by involving students and faculty from the two schools of fashion, product, and service courses with local businesses. The experimentation presented here aims to highlight the ways in which a learning model involving professionals from the world of research and industrial production can enable the elaboration of outputs in line with the current challenges of the contemporary fashion system. The experimentation, along with the proposed method and model, aims at testing and verifying the relevance of the so-called collective intelligence in design-driven innovation processes, particularly those of ‘open innovation’. The proposed experiment confirms the relationship between collective intelligence, as a result of the combined knowledge and expertise of a diverse group, and innovation readiness in enterprises. In this light, a model is presented that, through co-design processes, can propose new strategies for an industry transformation, in a challenging application theme such as technical clothing and uniforms, where what is worn is loaded with values and symbols in society
The specialized support teacher in the classroom with students with sensory disabilities: considerations on the professional profile from a pilot study on the perceptions of trainee teachers
No full textL’articolo affronta il tema della formazione dei docenti specializzati per il sostegno, con un focus sulla professionalità docente nel lavoro in classi conalunni/e e studenti/esse con disabilità sensoriali. Nel tentativo di creare contesti educativi sempre più inclusivi, è essenziale promuovere studi e ricerchesul profilo dell’insegnante specializzato, figura cruciale del sistema formativo nazionale. Il paper affronta questa riflessione a partire dallo studio dellepercezioni di docenti in formazione, concentrandosi sulla sfida della gestione della classe dove sono inseriti alunni/e e studenti/esse con disabilità sensoriale. I risultati dello studio permettono di portare alla luce interessanti questioni pedagogiche connesse ai percorsi di formazione e al profilo del docente specializzato.This article examines the training of support teachers and highlights the importance of teacher professionalism when working with students withsensory disabilities. In order to promote increasingly inclusive educational environments, it is crucial to promote research and studies on the role of specialised support teachers, who play a crucial role in the national education system. This paper explores this issue by analysing the perceptions of preservice teachers, particularly concerning the challenges of managing classrooms that include students with sensory disabilities. The findings of the study highlight important pedagogical issues related to teacher training courses and the profile of specialised support teachers
Inclusion Beyond the Conflict: Perspectives on Inclusive Education in the East Jerusalem Context
No full textThis contribution aims at illustrating and discussing a co-design experience concerning the development of inclusive educational frameworkswithin the Palestinian context. The promotion of inclusive education paradigms in contexts affected by protracted conflict is a challenging but resourceful trajectory to foster democratic processes, since educationpractices can promote equality and civic participation (Taddei, 2021;INEE, 2018; Taddei, 2010). As the Israeli-Palestinian conflict poses criticalbarriers to the achievement of inclusion in educational scenarios withinthe areas of East Jerusalem and West Bank (Taddei & Pacetti, 2018), thesearch for innovative and meaningful pedagogical strategies is an essential effort to foster democracy and limit the disruptive effects of turmoiland upheaval. In this direction, University of Macerata worked with AlQuds University (Palestine) to co-design educational pathways that canfoster the formation of teachers and students according to inclusive education paradigms in a shared pedagogical action. As a result, the promotion of democratic and inclusive processes can offer new frameworks forPalestinian schools, in the co-creation of a sustainable, contextualizedand valuable perspective for education. In this sense, the concept of aninclusive school can go beyond physical, conceptual, and inter
Like a natural mom: social media influencers and digital maternal ambivalence in Italy
No full textThis article focuses on Italian social media influencers whose celebrification is inextricably linked to their performances as mothers. Mom influencers are situated within an economy of visibility that functions to centralise the maternal body in processing marketing models and adopting specific trends and norms of the so-called platformisation of cultural production. I situate these content creators in the context of the ideology of intensive motherhood and the new momism, both of which are discursive ideologies framed in a neoliberal economic system. Through a multimodal analysis of three case studies’ Instagram posts, this paper aims to provide a new framework for understanding the self-branding of Italian mom influencers, interrogating how they operate in what I label as a digital maternal ambivalence. This framework acknowledges that – in order to stay relevant for the platform algorithms – mom influencers operate a constant negotiation between the pressure of adhering to idealised representations of motherhood and the need for re-presenting an authentic self, including affects, actions, and emotions that may contrast with popular understandings of what constitutes a good mother image
Relationship Between Human and Rhythmic Dynamics in the Digital Interactive Experience.
No full textDigital information connects with humans through multiple modes characterized by time and space. The development of interactive digital experiences highlights the need to develop a design methodology based on knowledge of the relationship between body, time and space. The state-of-the-art research around the topic of rhythm shows how it can be a container of knowledge for design. Through rhythm, perception acquires sensory information and translates it based on experience. Humans are used to reading rhythmic elements in space and time and are naturally influenced by them. At the social level, communities and individuals relate through rituals that are repeated over time and are punctuated by specific narrative sequences. The effects of rhythm within the fields of sociology, perception, art, motor behaviors, and physiology, testify to this inextricable link. Starting with the analysis of case studies linking rhythm and digital information, the research attempts to understand the ways in which specific digital rhythms are naturally experienced by humans. Through a biomimetic methodology, the research proposes an investigation with the aim of understanding how some rhythmic forms can activate communicative processes with users, their memory or with real spaces. The research uses a rhythmic analysis of user experience based on Cartesian time/information visualization systems. The findings highlight how the rhythmic dimension expresses instrumental design directions balancing the pervasive relationship between information and humans
The right to forget: Pedagogical challenges and territorial networks for people with Alzheimer's disease
No full textL’articolo si propone di mettere in luce gli aspetti della cura, sia da un punto di vista pedagogico, sia sociale, evidenziando le ricadute sulla persona, sulla fami-glia e sulla comunità. La malattia di Alzheimer è una delle più grandi patologie cronico-degenerative delle società contemporanee che compromette alcune importanti capacità cogni-tive, tra cui la memoria, e oscura inesorabilmente le relazioni sociali del sog-getto. Attraverso uno studio di caso realizzato nella provincia di Macerata in collaborazione tra diversi attori locali, tra cui l’Università stessa, si intende trac-ciare le pratiche orientate allo sviluppo di comunità inclusive presenti nel terri-torio, per ripensare non solo le azioni ma anche le prospettive e le sfide pedago-giche che interrogano le politiche sociali, le reti territoriali e la Pedagogia Spe-ciale nel sostenere la Qualità di vita degli adulti e delle loro famiglia in situa-zione di disagioThe article aims to highlight aspects of care, both from a pedagogical and socialpoint of view, highlighting the effects on the person, the family and thecommunity. Alzheimer’s disease is one of the greatest chronic-degenerative pathologies ofcontemporary societies that compromises some important cognitive capacities,including memory, and inexorably obscures the subject’s social relations.Through a case study carried out in the province of Macerata in collaborationwith various local actors, including the University itself, we intend to trace thepractices oriented towards the development of inclusive communities in theterritory, in order to rethink not only the actions but also the perspectives andpedagogical challenges that question social policies, territorial networks andSpecial Pedagogy in supporting the Quality of Life of adults and their familiesin a situation of distress
