Designed Instructional System in a Time of Vulnerability and Crisis: An Embodied Approach to Designing Meaningful Experiences with Media Learning Education

Laura Cancellara, Luigi Piceci, Anna Maria Mariani

Abstract


Lo scenario emergenziale dovuto alla diffusione SARS-CoV-2 ha impellentemente richiesto cambiamenti sostanziali degli ambienti di vita, delle reti socioeducative e dei mezzi di comunicazione. Gestire tale complessità in contesti di vulnerabilità individuale, sociorelazionale ed istituzionale, impone il mandato urgente di riorganizzare e innovare le modalità di erogazione della didattica. L’interazione con l’ecosistema digitale ha accelerato la necessità di attingere da strategie di decision making, problem solving creativo e di tinkering. Riconsiderare competenze trasversali, necessarie per promuovere lo sviluppo di nuove strategie cognitive/metacognitive e apprenditive degli studenti, si allinea con l’indirizzo programmatico Obiettivo 4 dell’Agenda ONU 2030, per un’educazione di qualità, equa ed inclusiva. La centralità della ricerca si focalizza sulla metodologia del Design Thinking in contesti Media Education e sull’integrazione di expertise situazionali di approccio psicopedagogico “Human-Centered”. Nello specifico, seguendo le linee sperimentali Design-Based Research (DBR), l’obiettivo sarà quello di implementare una strategia-intervento partendo dal costrutto «Design Thinking Embodied Approach» e dai protocolli Mindfulness. Il Design Experiment Embodied coinvolge direttamente lo studente nelle fasi di co-progettazione, testing e di sperimentazione, per verificare le personali strategie di problem solving, decision making, self-efficacy, consapevolezza mindful e la creatività, in correlazione agli apprendimenti formativi e alla consapevolezza digitale.

 

The emergency scenario due to the SARS-CoV-2 spread has urgently required substantial changes in the living environments, socio-educational networks and means of communication. Managing this complexity in contexts of individual, socio-relational and institutional vulnerability imposes an urgent mandate to reorganize and innovate the methods of teaching delivery. The interaction with the digital ecosystem has accelerated the need to draw on decision making, creative problem solving and tinkering strategies. Reconsidering transversal skills, necessary to promote the development of new cognitive / metacognitive and learning strategies of students, aligns with the programmatic direction of Objective 4 of the UN Agenda 2030, for quality, equitable and inclusive education. The centrality of the research focuses on the methodology of Design Thinking in Media Education contexts and on the integration of situational expertise with a "Human-Centered" psycho-pedagogical approach. Specifically, following the Design-Based Research (DBR) experimental lines, the goal will be to 


Parole chiave


Design Thinking, Media Education, Mindfulness, Embodied Approach, Human-Computer Interaction , Design Thinking, Educazione ai media, Consapevolezza, Approccio incarnato, Interazione uomo-computer

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DOI: https://doi.org/10.32043/gsd.v5i2.402

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