This study aimed to investigate healthcare post-graduate students' perceptions of the quality of educational life and learning experience during the forced online transition due to the Covid-19 pandemic. The study design was inspired by a qualitative inductive approach. Participants (N = 24) were nurses who attended healthcare postgraduate courses. In-depth video-recorded interviews were carried out. Thematic analysis was chosen to infer data from the transcripts. Four critical themes emerged from data analysis: 1) the "emotional" change in the quality of life; 2) learning environment and quality of educational life; 3) the socio-relational dimension; 4) strategies to improve the educational life. Although initial struggles related to the unfulfilled different learning styles and socio-relational needs, students showed mostly a proactive attitude. They discovered, with the help of online learning, that a learning program could be adapted to their lifestyle. Lastly, study participants highlighted the crucial importance of online tutors to improve their engagement and the quality of educational life.

Healthcare providers such as the World Health Organization, transnational and global health initiatives, the national healthcare systems, down to the smallest villages and individual practitioners and professionals could benefit from geo referential data and metadata and 3D digital assets provided by space technology. Health prevention and literacy programs, mortality and morbidity rates, including contextual statistical data about populations and territories are being already produced and accessible. The hypothetical frame of a Digital Health Earth hereto presented could be performed as the interoperability of 3D representations of sectors of territories and geolocalized layers about health and environment. SDG Goals crossed with WHO programs and available data can become the premises for the design and development of a global representation of healthcare situations, highlighting priorities and disseminating data by intuitive and interactive modes of visualization as it is already happening with 2D dashboards about COVID-19 pandemic. Healthcare practitioners, professionals, health managers, but also patients, proxy, social workers, laypeople, stakeholders and media could benefit from visualizing and comparing Digital Earth health data. Concerns about privacy, digital divide and social exclusion from primary care services and how quality of lives might occur are considered here. As a consequence of Space Technology, especially for its connection with the Satellite industry, Digital Health Earth, will contribute to the development of a new added value economic branch inside the increasing market of the Space Economy Revolution.

This paper explores augmented reality as a set of technologies and processes to weave hypermedial content into printed publications thus fostering new educational practices. In particular this paper focuses on augmented reality as a bridge to extend traditional hypermediality to paper-based educational tools, analyzing a book recently released by the Italian publisher FakePress as a case study. The book addresses the concept of remix as a political and educational practice and is based on an extensive use of QR codes and fiduciary markers that act as triggers to retrieve and show additional content published by both authors and readers through an open CMS (Content Management System). The QR codes and the fiduciary markers work as gates to hypermedial remixes that extend the limits of traditional educational text books.

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