The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment

Abstract

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.

The Flipped Inclusion Model: Eco-Sustainable and Inclusive Accessibility in the Era Covid-19

“…From the administration of the post-test carried out three years after the experimentation on the sample of students who participated in the research, it emerges that: 79% of students regularly attended the course in Flipped Inclusion; 46% of participants found a change in their learning style (knowledge and skills), 45% on communication style, 58% an impact on style cooperative and 59% on the relational style. For 6% of the sample, the Flipped Inclusion model did not affect their communication style [20] (Fig. 4).…”

“…The qualitative research was conducted through interpretative and factual sociological-phenomenological practices [20]: 1) focus group; 2) participatory observation (individual and of micro-meso-and macro-groups); 3) descriptive evaluations of the Learning Objects produced.…”

“…4). [20] There is a significant prevalence of a positive trend regarding the predisposition of participants to active listening (55%), to accepting the rules (54%), to resolving conflicts (51%) and understanding the needs of others (55%). The lowest percentage of the sample (4%) is recorded in the capacity of active listening (Fig.…”

“…The learning units/resources (LO), invested with the quality of the Flipped Inclusion educational approach, are systemically elaborated [17] in 4 stages: "1) individual, to responsibly explore methods of action; 2) micro group, to proactively design through forms of interaction; 3) in meso group, to design collaborative forms of proactive coresponsibility; 4) and macro group work, to experiment forms of co-responsible, proactive and prosocial cooperation" [20] (p. 9). Through the use of Moodle, an e-learning environment of dynamic-constructivist learning, the aim is to facilitate an interactive situated procedure to stimulate authentic participation processes, functional to the training of insiders of the eco-sustainable quality, for the development of communities of practice in practice [21].…”

“…Moreover, for the co-design of Learning Objects following the Flipped Inclusion project architecture, we invest in the definition of a system of roles (team working), functional to the recognition of individual responsibility. The identification of the 1) Leader, 2) Facilitator, 3) Controller, 4) Processor profiles facilitates quality eco-systemic actions, as a result of co-participated web-based learning processes [20]. In the semantic and semiotic re-articulation of eco-sustainable disciplinary contents and in the codesign of Object-oriented Learning, aimed at pursuing the objectives of Education for Sustainable Development [1], the Flipped Inclusion in Moodle aims to promote micro-self-organization systems complex meso-exo and macrogroup [41].…”