La media education nell’economia della formazione continua

The socio-economic macro-structuring produced by the digitalized crossmediasocial evolution (De Haas, 2004) has determined structural andsupra-structural transformations, which affect the processes of identityawareness (Bauman, 2003), personal and in the society (Honneth, 2012). Themedia educator represents a strategic figure of pro-sociality and, at thesame time, he analyze socialization process generated by digitization. AMedia Educator promotes: intersubjective equality (Walster, 1978); co responsible (Bernowitz et al., 1964); self-management, co-management andrelational self-regulation in a qualitative perspective (Lawton, Simon, 1968);ecological-systemic (Bronfenbrenner, 1986), micro / eso / meso / relationalmacro between individual / society (Bronfenbrenner, 1986). This work try tohighlights and analyzed, as a pilot study, the evolutionary process of thetraining systems (in the Campania region of Italy) connected to the introductionof digital media in schools (Ottaviano, 2001), the role and organizationof media education and media educators, in perspective bio-psychosocial(Bronfenbrenner, 1986), according to the ecological-inclusive mission,investigated in the three-year study of the University of Salerno.La macro-strutturazione socio-economica prodotta dalla digitalizzataevoluzione sociale crossmediale (De Haas, 2004) ha determinato tras-formazionistrutturali e sovrastrutturali, che incidono sui processi di consapevolezzaidentitaria (Bauman, 2003), personale e socio-comunitaria (Honneth,2012). Il media educator, nell’analizzare i processi di socializzazione (Minello,2012) generati dalla digitalizzazione, rappresenta una figura strategica dipro-socialità (Margiotta, 2014) con il compito di promuovere, nell’uguaglianzaintersoggettiva (Walster, 1978) e corresponsabile (Bernowitzet al., 1964), autogestione, co-gestione e autoregolamentazione relazionalein una prospettiva qualitativa (Lawton et al., 1968), ecologico – sistemica(Bronfenbrenner, 1986), micro/eso/meso/macro relazionale traindividuo/società (Bronfenbrenner, 1986). S’intende analizzare con uno studiopilota il processo evolutivo dei sistemi formativi del territorio regionalecampano, connesso all’introduzione dei media digitali nelle scuole (Ottaviano,2001), al ruolo e all’organizzazione della media education e dei mediaeducator,in prospettiva bio-psico-sociale (Bronfenbrenner, 1986), secondola mission ecologico-inclusiva investigata nella ricerca triennaledell’Università degli studi di Salerno

Metodologia Flipped tra sistemica inclusione e prospettive didattico-assertive

The concept of inclusion, centered on the value of development as a systemic contextual process, is reflected in the didactic perspective of the flipped classroom (Bergmann et al., 2011). This methodology focuses on overcoming the linear transmission of knowledge in teaching, in that it overturnsthe roles and the rhythms of the educational process. The research being conducted at the University of Salerno concentrates on the training-educational needs of inclusive teaching on the value of education viewed as the “phenomenology of the existential evolution in the distinction of the rapportamong formal, non formal and informal education (Margiotta, 2014a, p. 125 [my translation]). This work stems from a reflection on the problems connected to crossmedia and globalization (Beck, 2000a), the liquid society (Bauman, 2003a) and on the analysis of the social emergencies within an ecological-systematic development (Bronfenbrenner, 2002). This descriptive-transformative research(Cox et al., 2011) is articulated on two types of research contexts: general and situational, for a description and a critical reflection related to the individual and social transformations generated by a flipped teaching approach, which is not linear. To date the research data highlighted the importance of the influence of teaching and the planning of an integrated educational system (Hawks, 1992), of empowerment, in the social-contextual and transformative promotion, in an ecological-inclusive perspective, through a process of identity awareness, sharing of values and an emotional-assertive connection.Il concetto di inclusione, incentrato sul valore dello sviluppo, quale processo sistemico contestuale, viene declinato nella logica didattica del capovolgimento propria della flipped classroom (Bergman et al., 2011) che, incentrata sul superamento della didattica trasmissiva lineare, attua un ribaltamentodi ruoli e tempi dell’azione educativa. La ricerca sperimentale (Dewey,1961),dal titolo: “La flipped inclusion, tra impianto teoretico e sperimentale dell’aula aumentata”, in atto presso l’Università di Salerno, partendo dall’analisi sia delle problematiche connesse alla crossmediale e globale (Beck, 2000a) società liquida (Bauman, 2003a), sia delle emergenze sociali di uno sviluppo ecologico/sistemico (Bronfenbrenner, 2002), si sofferma sui bisogni formativo-educativo di inclusive teaching methodology ed sul valore della formazione, quale “fenomenologia dell’evoluzione esistenziale nella distinzione dei rapporti tra educazione formale, non formale, informale”(Margiotta, 2014a, p.125). Si colloca nella tipologia di ricerca, descrittivo-trasformativa (Cox et al., 2011) e si articola su due tipologie di contesto: generale e situazionale, per una descrizione ed una riflessione critica relativa alle tras-formazioni individuali e sociali generate da un agire didattiche capovolto e non lineare.Ad oggi i dati di ricerca avvalorano l’importanza dell’incidenza didattica e delle progettazione d’empowerment di sistema integrato educante (Hawks, 1992), nella promozione tras-formativa sociocontestuale, in prospettiva ecologico-inclusiva, attraverso percorsi di consapevolezza identitaria, condivisione di valori e connessione emotivo-assertiva

Dai complessi scenari dell’apprendere ai decostruibili contesti didattici inclusivi

In the last decade, the evolving process of the school system has seen the radicalization of multifactorial changes. The globalizing economic and cultural processes and the increase of huge migration flows, related to socio-political and economic crisis, have produced heterogeneous school contexts and made the unequivocal crisis of the didactic unidirectional model more evident, a directive and transmissive model, within a school-centered approach. This calls for the need to accelerate the re-designation of polycentric integrated educational systems, able to cope with this complexity in a simplex way, through multisystemic designing research actions, which can re-structureand generate progressive inclusive socio-systemic geometries of cooperative support. It is necessary to activate an educating community system, in school and outside school contexts, formal and informal education, through the networking of negotiated and cooperative research/action and flexible organizations of continuous professional training, which can promote the change and the progressive development of inclusive competences.In the last decade, the evolving process of the school system has seen the radicalization of multifactorial changes. The globalizing economic and cultural processes and the increase of huge migration flows, related to socio-political and economic crisis, have produced heterogeneous school contexts and made the unequivocal crisis of the didactic unidirectional model more evident, a directive and transmissive model, within a school-centered approach. This calls for the need to accelerate the re-designation of polycentric integrated educational systems, able to cope with this complexity in a simplex way, through multisystemic designing research actions, which can re-structureand generate progressive inclusive socio-systemic geometries of cooperative support. It is necessary to activate an educating community system, in school and outside school contexts, formal and informal education, through the networking of negotiated and cooperative research/action and flexible organizations of continuous professional training, which can promote the change and the progressive development of inclusive competences

Autismo: tra prospettive teoriche emozionali ed investimenti educativi trasformativo-inclusivi

The social context in which we live, exerts a considerable influence on the individual, so as to define our personality and affect our development. The American psychologist Bronfenbrenner has, in the theory of Ecological Systems articulation of the social context within which they interact chains of interrelation systems, which affect individual and collective wellbeing. Any adjustments to the education system, means contributing to the creation of motivating significant relationships, in an exchange between systems-environment, what kind of family, class / school, community / society. In the seven points on which articulates the organization of inclusive education presented by the American psychotherapist Erickson, the main issue concerns the use of emotional and motivational management of pupils learning which of address carrier for a promotion of social welfare. The emotions are the driving force of conscious motivation to action, the result of interdependencebetween rationality and emotionality. In the presence of disorders of the relationship, even with autistic profiles, the teaching-educational investment in the management of emotions and different forms of conflict, towards oneself and with others, is a training challenge for a school that can be defined inclusive.The social context in which we live, exerts a considerable influence on the individual, so as to define our personality and affect our development. The American psychologist Bronfenbrenner has, in the theory of Ecological Systems articulation of the social context within which they interact chains of interrelation systems, which affect individual and collective wellbeing. Any adjustments to the education system, means contributing to the creation of motivating significant relationships, in an exchange between systems-environment, what kind of family, class / school, community / society. In the seven points on which articulates the organization of inclusive education presented by the American psychotherapist Erickson, the main issue concerns the use of emotional and motivational management of pupils learning which of address carrier for a promotion of social welfare. The emotions are the driving force of conscious motivation to action, the result of interdependencebetween rationality and emotionality. In the presence of disorders of the relationship, even with autistic profiles, the teaching-educational investment in the management of emotions and different forms of conflict, towards oneself and with others, is a training challenge for a school that can be defined inclusive

Il Mutismo selettivo e la didattica flipped in ottica sistemica

Selective mutism is a not well-known and seemingly rare disorder which strikes during childhood, but that, without a didactic intervention, can result in a chronic degenerative process. The educational action occurs as part of an anamnestic and psychoeducational evaluative analysis, a systemic plan for a didactic-pedagogical intervention aimed at the co-construction of inclusive social settings. The flipped inclusion, model of the didactic-transformative inclusiveness, enabling specific systemic paths to follow, drives a procedure of semantic and symbolic recognition, of logical and computational inferences, which transform the data into ontology and the intersubjectivity intorel-a(c)tion, in order to re-construct individual and contextual sense and meanings. The proposed socio-educational model, based on the ethical triad made of self-esteem, solicitude and communities/institutions, proves itself useful for the social multi-dimensional and multi-relational advancementof the person, especially when communicative specialties are there to be considered, understood and supported in a vicarious modality.Il Mutismo selettivo e la didattica flipped in ottica sistemic

L’identikit dell’X Fragile tra comprensione genetica, potenzialità fenotipiche, bisogni potenziali ed emergenze educative inclusivo-socio-emotive

Fragile X syndrome is among the most frequent types of hereditary intellectual disability. It is an X-Linked disorder due to the alteration / mutation of a gene located in the X chromosome. The typical behavioral characteristics of subjects affected by the syndrome are likely to include multiple features of autism spectrum disorders. The excessive reaction to different environmental or socialstimulations and the resulting hyper-excitation is connected to the inability to regulate impulses, with the risk of degenerating into fits of anger or in auto / hetero aggression. It is useful to invest in the inclusive model of flipped inclusion (De Giuseppe, Corona, 2016e) which applies the concept of inclusion in an ecological-systemic perspective (Bronfenbrenner, 2002) and traces the flippededucational logic at the level (Alberici, 2002) of system learning (De Giuseppe, Corona, 2017b, p.133-134). It is a matter of promoting a functional meta-reflection to a behavioral modification in relation to stimulus events, through simple teaching processes (Sibilio, 2014), stages of increasing complexity (Berthoz, 2011) and a gradual reduction of social anxiety states.Fragile X syndrome is among the most frequent types of hereditary intellectual disability. It is an X-Linked disorder due to the alteration / mutation of a gene located in the X chromosome. The typical behavioral characteristics of subjects affected by the syndrome are likely to include multiple features of autism spectrum disorders. The excessive reaction to different environmental or socialstimulations and the resulting hyper-excitation is connected to the inability to regulate impulses, with the risk of degenerating into fits of anger or in auto / hetero aggression. It is useful to invest in the inclusive model of flipped inclusion (De Giuseppe, Corona, 2016e) which applies the concept of inclusion in an ecological-systemic perspective (Bronfenbrenner, 2002) and traces the flippededucational logic at the level (Alberici, 2002) of system learning (De Giuseppe, Corona, 2017b, p.133-134). It is a matter of promoting a functional meta-reflection to a behavioral modification in relation to stimulus events, through simple teaching processes (Sibilio, 2014), stages of increasing complexity (Berthoz, 2011) and a gradual reduction of social anxiety states

La gestione nei luoghi del sapere in un viaggio di consapevolezza emotiva: dalla relazione ai nuovi scenari di riflessione educativa

Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization(Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007).Le emozioni assumono un ruolo dominante nello sviluppo personale degli individui e ne influenzano l’aspetto cognitivo, motivazionale, comportamentale e sociale (Fedeli, 2013), in quanto generatrice di processi a catena, conseguenze di stimoli, interni o esterni, naturali o derivanti dal contesto, dall’educazione o dallo stile di vita. La scuola deve promuovere interventi didattici,volti al riconoscimento delle emozioni, sia per una consapevolezza dei propri stati d’animo, sia per un equilibrio emozionale, attraverso lo sviluppo di competenze relazionali. Con la sociometria, non si misurano ma si scoprono trame di relazioni (Northway, 1959). Per il riconoscimento delle emozioni e delle motivazioni (Maslow, 2007) è necessario investire nell’ascolto, nell’identificazione personale e nella spinta emotiva, che consente di raggiungere l’autorealizzazione (Bandura, 2000), l’appagare i bisogni fisiologici e prendersi cura di sé. Gli interventi didattici trasformativi devono promuovere comportamenti adattivi empatici, incentrati sull’eliminazione dei comportamenti egoistici e lo sviluppo di attitudini solidaristiche di confronto e superamentodei conflitti (Margiotta, 2007)

La sperimentazione inclusiva di approcci sistemici nella didattica capovolta

The experimental project under way at the University of Salerno, titled Flipped inclusion of theoretical and experimental facility of ‘classroom aumentata.si focuses on a non-linear teaching through systemic procedurality perspective ecology, promotes plural identities are fluid and malleable to rollovers (Bergmann, Sams, 2011), typical of the cross-media knowledge society, with investment in education: self-esteem- (Coopersmith., 1967; selfefficacyperceived (Bandura, 2001), nell’empowerment (Piccardo, 1995) reciprocity and interdependent, resulting from the re-cognition of self in the other (Derrida, 2008, Ricoeur, 2005, 4), as community- ecological system (Lewin, 1948, Orford, 1995 Kelly, 1966). the position of problem, highlighted in research, it ranks in the observation of problems related to the modern complexity (Morin, 1993) of the global society (Beck, 2000) and liquid (Bauman, 2003). to this is connected the training of an emergency educational investment in the promotion of a simplex teaching (Sibilio, 2014), from a systemic perspective, to standup against the continuing social readjustments, linked to the fluidity (Bauman, 2003) Social, real/virtual, formal/informal.Il progetto sperimentale in atto presso l’Università di Salerno, dal titolo Flipped inclusion tra impianto teoretico e sperimentale dell’aula aumentata, si concentra su una didattica non lineare che attraverso proceduralità sistemiche in prospettiva ecologia, promuove identità plurali, fluide e duttili ai ribaltamenti (Bergmann, Sams, 2011), proprie della crossmediale società della conoscenza, con un investimento educativo nel: self-esteem (Coopersmith, 1967); nell’autoefficacia percepita (Bandura, 2001), nell’empowerment (Piccardo,1995) e nella reciprocità interdipendente, derivante dal ri-conoscimento di sé nell’altro (Derrida, 2008, Ricoeur, 2005, p. 4), in quanto comunità-sistema ecologico (Lewin, 1948, Orford, 1995, Kelly, 1966). La posizione del problema, evidenziato nella ricerca, si colloca nell’osservazione delle problematiche connesse alla moderna complessità (Morin,1993) della società globalizzata (Beck, 2000) e liquida (Bauman, 2003). A ciò si connette l’emergenzaformativa di un investimento educativo nella promozione di una didattica semplessa (Sibilio, 2014), in ottica sistemica, che fronteggi le continue rimodulazioni sociali, connesse alla fluidità (Bauman, 2003) sociale, reale/virtuali, formale/informale

La gestione nei luoghi del sapere in un viaggio di consapevolezza emotiva: dalla relazione ai nuovi scenari di riflessione educativa

Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization(Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007).Le emozioni assumono un ruolo dominante nello sviluppo personale degli individui e ne influenzano l’aspetto cognitivo, motivazionale, comportamentale e sociale (Fedeli, 2013), in quanto generatrice di processi a catena, conseguenze di stimoli, interni o esterni, naturali o derivanti dal contesto, dall’educazione o dallo stile di vita. La scuola deve promuovere interventi didattici,volti al riconoscimento delle emozioni, sia per una consapevolezza dei propri stati d’animo, sia per un equilibrio emozionale, attraverso lo sviluppo di competenze relazionali. Con la sociometria, non si misurano ma si scoprono trame di relazioni (Northway, 1959). Per il riconoscimento delle emozioni e delle motivazioni (Maslow, 2007) è necessario investire nell’ascolto, nell’identificazione personale e nella spinta emotiva, che consente di raggiungere l’autorealizzazione (Bandura, 2000), l’appagare i bisogni fisiologici e prendersi cura di sé. Gli interventi didattici trasformativi devono promuovere comportamenti adattivi empatici, incentrati sull’eliminazione dei comportamenti egoistici e lo sviluppo di attitudini solidaristiche di confronto e superamentodei conflitti (Margiotta, 2007)

La sperimentazione inclusiva di approcci sistemici nella didattica capovolta

The experimental project under way at the University of Salerno, titled Flipped inclusion of theoretical and experimental facility of ‘classroom aumentata.si focuses on a non-linear teaching through systemic procedurality perspective ecology, promotes plural identities are fluid and malleable to rollovers (Bergmann, Sams, 2011), typical of the cross-media knowledge society, with investment in education: self-esteem- (Coopersmith., 1967; selfefficacyperceived (Bandura, 2001), nell’empowerment (Piccardo, 1995) reciprocity and interdependent, resulting from the re-cognition of self in the other (Derrida, 2008, Ricoeur, 2005, 4), as community- ecological system (Lewin, 1948, Orford, 1995 Kelly, 1966). the position of problem, highlighted in research, it ranks in the observation of problems related to the modern complexity (Morin, 1993) of the global society (Beck, 2000) and liquid (Bauman, 2003). to this is connected the training of an emergency educational investment in the promotion of a simplex teaching (Sibilio, 2014), from a systemic perspective, to standup against the continuing social readjustments, linked to the fluidity (Bauman, 2003) Social, real/virtual, formal/informal.Il progetto sperimentale in atto presso l’Università di Salerno, dal titolo Flipped inclusion tra impianto teoretico e sperimentale dell’aula aumentata, si concentra su una didattica non lineare che attraverso proceduralità sistemiche in prospettiva ecologia, promuove identità plurali, fluide e duttili ai ribaltamenti (Bergmann, Sams, 2011), proprie della crossmediale società della conoscenza, con un investimento educativo nel: self-esteem (Coopersmith, 1967); nell’autoefficacia percepita (Bandura, 2001), nell’empowerment (Piccardo,1995) e nella reciprocità interdipendente, derivante dal ri-conoscimento di sé nell’altro (Derrida, 2008, Ricoeur, 2005, p. 4), in quanto comunità-sistema ecologico (Lewin, 1948, Orford, 1995, Kelly, 1966). La posizione del problema, evidenziato nella ricerca, si colloca nell’osservazione delle problematiche connesse alla moderna complessità (Morin,1993) della società globalizzata (Beck, 2000) e liquida (Bauman, 2003). A ciò si connette l’emergenzaformativa di un investimento educativo nella promozione di una didattica semplessa (Sibilio, 2014), in ottica sistemica, che fronteggi le continue rimodulazioni sociali, connesse alla fluidità (Bauman, 2003) sociale, reale/virtuali, formale/informale