The use of information age technology favors pervasive communication exchanges and complex phenomenologies, which affect the production of knowledge and the permanent transformation of personalities and contexts, not always with a view to prosocial empowerment of differences. From the analysis of the liquid socio–psycho–educational frames explored in the research activated at the University of Salerno, the permanent need for a widespread media education emerges, to be rooted in a lifelong learning vision to achieve systemic inclusiveness. This is the basis of the epistemology of the existential design model Flipped Inclusion, promoted and tested at the University of Salerno, whose complex idiomatic phrase constitutes the integrated and complex synthesis of the multi-perspective and multimodal approach pursued by the model. In the exploratory–descriptive–transformative research underway since 2014, through blended learning, complex blended learning and with formal, non-formal and informal contexts, the design–organizational, algorithmic–computational architecture of flipped inclusion is experimented upon. The trend of data since 2014 confirms the educational value of the model, due to the positive impact relating to inclusiveness on personal styles and social contexts, hence the intention to continue research on larger samples.
In the post-modern glocal society, with an economy of continuous training generated by a trans-human technological expansion, we are witnessing an informative consumerism and a capitalism of knowledge that produces a socio-economic co-evolution. The complex idiomatic locution flipped inclusion, introduced in the descriptive-transformative experimental research at the University of Salerno from 2014, crosses, declines, and transposes the concept of inclusion as a social construct in an ecological-systemic perspective and the logic of flipped learning in a systemic learning perspective – learning organization, learning of society, lifelong learning.
Information and Communication Technologies (ICT), supported by the transnational interconnection of Web 4.0 constitute the main development driver to provide education of fair and inclusive quality, aimed at promoting the realization of systemic change for the Qualitative Well-being of humanity.Flipped Inclusion's model, tested at the University of Salerno, aims to impinge on cognitive and attribution styles, on the creation of ecological-inclusive profiles in pursuit of the Sustainable Development Goals outlined by the 2030 Agenda. Flipped Inclusion is configured as a democratic model of existential planning metadisciplinary -for the development of a new ecological, active and responsible welfare, starting from the constitution of a way of life capable of connecting individuality and sociality, in light of the complex changes in the contingent liquidity socio-political-economic. The longitudinal-multi-perspective pilot study carried out between 2014 and 2017, in formal (academic courses, school) and informal spaces of University of Salerno, involved 1822 students. From the qualitativequantitative research data it emerges that: the flipped inclusion model has favored the promotion of an inclusive context, through a modification of their own style of prosocial attribution. In the second phase of the experimentation of the model, from 2017 and currently in progress, and that is placed also in the historical epidemiological period from COVID-19, and in line with the implementing provisions of the Prime Ministerial Decree of 4 March 2020, is investigating the comparative use of different Open and Distance Learning accessibility tools with e-learning platforms in a perspective of expanding the sample and fields of investigation in compliance with the modular logic of Flipped Inclusion.
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