Suchergebnisse

The 43rd UID conference, held in Genova, takes up the theme of 'Dialogues' as practice and debate on many fundamental topics in our social life, especially in these complex and not yet resolved times. The city of Genova offers the opportunity to ponder on the value of comparison and on the possibilities for the community, naturally focused on the aspects that concern us, as professors, researchers, disseminators of knowledge, or on all the possibile meanings of the discipline of representation and its dialogue with 'others', which we have broadly catalogued in three macro areas: History, Semiotics, Science / Technology. Therefore, "dialogue" as a profitable exchange based on a common language, without which it is impossible to comprehend and understand one another; and the graphic sign that connotes the conference is the precise transcription of this concept: the title 'translated' into signs, derived from the visual alphabet designed for the visual identity of the UID since 2017. There are many topics which refer to three macro sessions: - Witnessing (signs and history) - Communicating (signs and semiotics) - Experimenting (signs and sciences) Thanks to the different points of view, an exceptional resource of our disciplinary area, we want to try to outline the prevailing theoretical-operational synergies, the collaborative lines of an instrumental nature, the recent updates of the repertoires of images that attest and nourish the relations among representation, history, semiotics, sciences.

Bayes' Classroom: Methodological, Epistemological and Operational Notes for a Real Digitalization of Teaching in the Italian School System The gap between the new «digital natives» learning styles and teaching strategies and practices – still very traditional in Italy – is wide. We need to radically re-think the teaching and learning setting, at least, with regard to three fundamental issues: (a) the physical spaces of education; (b) the methodological approaches; (c) the technologies involved in the learning process. The aim is to sketch a possible design for the new digitally augmented education, based on a social-constructivist approach. The analysis of data and evidence related to behavioral and cognitive styles of the younger generations have led us to identify the logic of scientific discovery (in this case, understood in terms of Bayesian epistemology) as the best suited cultural matrix to develop a model of augmented education. In order to illustrate our proposal, we first describe how and why the brain-frame of «digital natives» is different when compared to our Gutenberg-based way of teaching. The second part describes the design of our methodological and technological proposal, and outlines its three step-structure: tool box, cooperative problem-solving, and situation room. The third part provides some remarks on the impact of this approach on the concept of democratic citizenship.