In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.
Through this article we want to share experiences of exchanges, intercultural and intersectoral dialogue between the university of the State of Bahia (UNEB), Brazil and the University of Padua (UNIPD), Italy and their respective communities (Juazeiro-BA, Rovigo and Padua), through a reinterpretation of Paulo Freire, in particular with respect to the continuous antithesis between dialogue and anti-dialogue. How his thinking, his political-pedagogical proposal and his praxis can be reviewed in the multi-year experiences of international student mobility (with a mixed system of study and internship) and GloCal Service-Learning and in the projects carried out through the dialogic intersection between communication and education (Educommunication)? The article also proposes an analysis of the current challenges of these experiences, and of the respective methodological approaches, which converge in social, educational and communicative practices of observation and listening to the voices of the local reality, of dialogue and community participation.
The impact of AI, and in particular of deep learning, on the industry has been so disrupting that it gave rise to a new wave of research and applications that goes under the name of Industry 4.0. This expression refers to the application of AI and cognitive computing to leverage an effective data exchange and processing in manufacturing technologies, services and transports, laying the foundation of what is commonly known as the fourth industrial revolution. As a consequence, today's developing trend is increasingly focusing on AI based data-driven approaches, mainly because leveraging user's data (such as location, action patterns, social information, etc.) can make applications able to adapt to them, enhancing the user experience. To this aim, tools like automatic image tagging (e.g. those based on face recognition), voice control, personalised advertising, etc. process enormous amounts of data (often remotely due to the huge computational effort required) too often rich in sensitive information. Artificial intelligence has thus been proving to be so effective that today it is increasingly been using also in critical domains such as facial recognition, biometric verification (e.g. fingerprints), autonomous driving etc. Although this opens unprecedented scenarios, it is important to note that its misuse (malicious or not) can lead to unintended consequences, such as unethical or unfair use (e.g. discriminating on the basis of ethnicity or gender), or used to harm people's privacy. Indeed, if on one hand, the industry is pushing toward a massive use of artificial intelligence enhanced solution, on the other it is not adequately supporting researches in end-to-end understating of capabilities and vulnerabilities of such systems. The results may be very (negatively) mediatic, especially when regarding borderline domains such those related to subjects privacy or to ethical and fairness, like users profiling, fake news generation, reliability of autonomous driving systems, etc. We strongly believe that, since being just a (very powerful) tool, AI is not to blame for its misuse. Nonetheless, we claim that in order to develop a more ethical, fair and secure use of artificial intelligence, all the involved actors (in primis users, developers and legislators) must have a very clear idea about some critical questions, such as "what is AI?", "what are the ethical implications of its improper usage?", "what are its capabilities and limits?", "is it safe to use AI in critical domains?", and so on. Moreover, since AI is very likely to be an important part of our everyday life in the very next future, it is crucial to build trustworthy AI systems. Therefore, the aim of this thesis is to make a first step towards the crucial need for raising awareness about reproducibility, security and fairness threats associated with AI systems, from a technical perspective as well as from the governance and from the ethical point of view. Among the several issues that should be faced, in this work we try to address three central points: understanding what "intelligence" means and implies within the context of artificial intelligence; analyse the limitations and the weaknesses that might affect an AI-based system, independently from the particular adopted technology or technical solutions; assessing the system behaviours in the case of successful attacks and/or in the presence of degraded environmental conditions. To this aim, the thesis is divided into three main parts: in the first part we introduce the concept of AI, focusing on Deep Learning and on some of its more crucial issues, before moving to ethical implications associated with the notion of "intelligence"; in the second part we focus on the perils associated with the reproducibility of results in deep learning, also showing how proper network design can be used to limit their effects; finally, in the third part we address the implications that an AI misuse can cause in a critical domain such as biometrics, proposing some attacks duly designed for the scope. The cornerstone of the whole thesis are adversarial perturbations, a term referring to the set of techniques intended to deceive AI systems by injecting a small perturbation (noise, often totally imperceptible to a human being) into the data. The key idea is that, although adversarial perturbations are a considerable concern to domain experts, on the other hand, they fuel new possibilities to both favours a fair use of artificial intelligence systems and to better understand the "reasoning" they follow in order to reach the solution of a given problem. Results are presented for applications related to critical domains such as medical imaging, facial recognition and biometric verification. However, the concepts and the methodologies introduced in this thesis are intended to be general enough to be applied to different real-life applications.
The present study offers an overview of the policies and programs established by the European Union in the youth field, with a focus on non-formal learning initiatives and in particular on the European Voluntary Service program (EVS).
Recent debates on continuing professional development for educators and teachers highlight a "new culture" regarding professionalization, attentive to lifelong learning and the changes which "actions, actors and contexts" are constantly subjected to (Pirard, Barbier, 2012). If, on the one hand, international research shows a faceted and sometimes "fragmented" landscape made up of actions, investments and policies related to educational settings, on the other there is increasing interest in significant and "promising" factors that promote the implementation of "good practices" and in-service training models. In preschools in particular, "the [basic, in-service] professional qualification and the continuing professional development opportunities are often not in line with uniform standards" (Pirard, Barbier 2012, p. 1). This raises questions aboutthe possibility for improving professional development opportunities in terms of sustainability and updating skills throughout the teachers' professional lives. In this article, we highlight some in-service professional development models, focusing on the role of tutorship and peer learning, their different meanings within the international context, how peer learning models are practiced and how they could be implemented with a view to promoting lifelong trainingopportunities for educators and teachers. ; I più recenti dibattiti sulla formazione professionale continua di educatori e insegnanti mettono in luce una "nuova cultura" della professionalizzazione, attenta all'apprendimento permanente e ai cambiamenti a cui «azioni, attori e contesti» sono costantemente sottoposti (Pirard, Barbier, 2012). Se da un lato la ricerca internazionale mostra un panorama sfaccettato e talora "frammentato" di azioni, investimenti e politiche legate ai contesti educativi, dall'altro lato ècrescente l'interesse verso fattori significativi e "promettenti" che favoriscono l'implementazione di "buone pratiche" e modelli di formazione in servizio. Nei servizi per l'infanzia, in particolare, «le ...
The general aim of this study is to investigate how kids and adolescents conceptualize online privacy and the concern about their online privacy through a developmental perspective, while also trying to understand its impact on a safe online surfing environment. Three studies were conducted: 1) a systematic review, which was aimed to clarify the relative strengths and weaknesses of the literature about the construct of online privacy and online privacy concerns among kids and adolescents; 2) a qualitative study, aimed to understand how adolescents define – and consequently understand – the concept of online privacy; 3) a quantitative study, which aimed at addressing whether online surfing is associated with online privacy concerns and with GDPR (General Data Protection Regulation) differently across different ages during adolescence. Finally, the results of the three studies were analysed and discussed in light of the theory background. An analysis of the literature showed how children may have difficulties to fully understand risks in unusual contexts, and that they can have difficulties in responding to situations when they struggled to recognise or understand fully the risks involved. The results of the three studies are discussed, underlining how adolescents understand their online privacy, if they are concerned about their data online, how we should help them manage better their privacy online, and how we should design services, applications and devices to help kids understand better the implication of the Internet on their 'onlife' (Floridi, 2015).
The role of teachers is recognised as crucial to the quality of education and student learning. Ensuring and improving the quality of their professionalism is therefore essential. Continuous Professional Development (CPD) is critical to achieving this goal. This paper explores the CPD in Italy by analysing the results of the latest Teaching And Learning International Survey (TALIS) conducted by the OECD in 2018. After highlight- ing the relevance that CPD assumes in the Italian context, the paper examines the survey results and compares them with European and OECD countries. The contribution analyses participation rates, types of activities, content, and areas for which teachers express the greatest need for development. The paper also explores the impact of CPD, characteristics of the most effective activities, factors perceived as barriers to participation, and support measures received by teachers. Finally, it discusses the findings that emerged and outlines possible perspectives that can guide and improve policies related to CPD and the choices of those who design and implement it. ; Il ruolo dei e delle docenti è riconosciuto come determinante per la qualità dell'istruzione e per l'apprendimento di studenti e studentesse. È quindi fondamentale assicurare e migliorare la qualità della loro pro- fessionalità. Lo Sviluppo Professionale Continuo (Continuous Professional Development - CPD) viene identificato come lo strumento decisivo per raggiungere tale obiettivo. Questo contributo esplora lo stato del CPD in Italia analizzando i risultati dell'ultima Indagine internazionale sull'insegnamento e l'apprendi- mento (Teaching And Learning International Survey - TALIS) condotta dall' OCSE nel 2018. Dopo aver evidenziato la rilevanza che il CPD assume nel contesto italiano, si esaminano i risultati dell'indagine, operando altresì un confronto con i paesi europei e OCSE. Il contributo analizza i tassi di partecipazione, le tipologie di attività, i contenuti e le aree per le quali i docenti esprimono il maggior bisogno di sviluppo. Vengono inoltre esplorati l'impatto del CPD e le caratteristiche delle attività più efficaci, così come i fattori percepiti come ostacolo alla partecipazione e le misure di supporto ricevute. Sono infine discussi i risultati emersi e delineate le possibili prospettive che possono orientare e migliorare le politiche relative al CPD e le scelte di chi lo progetta e implementa.
The paper discusses the results of a survey addressed to evaluate the impact of cooperative learning trainings delivered by CeSeDi (Centre of Didactic Services) across ten years. The case study of CeSeDi presents a purpose of public inservice training into Turin District. Specifically we present a) the role of individual and organizational factors in the process of training transfer; b) the impacts of a group of teachers acting as coaches to implement professional learning community with cooperative learning methods in different schools; c) the role of networks of schools to improve quality of teaching and learning. We tried to connect the results with capability approach theory, applied on the developmentof a community of teachers in the "agency" element. This point of view considers the school as a learning community context in which it is necessary to modify the meaning of organization to create new conditions for improving equity, democracy and learning. ; Questo paper tratta dei risultati di una ricerca orientata alla valutazione dell'impatto dell'apprendimento cooperativo [cooperative learning] amministrato dal CeSeDi (Centro dei Servizi Didattici) nell'arco di dieci anni. Lo studio del casodel CeSeDi presenta un'iniziativa di formazione in servizio nella provincia di Torino. In particolare, sono esaminati: (a) il ruolo dei fattori individuali e organizzativi nel processo di transfer formativo; (b) l'impatto di un gruppo di insegnanti nel ruolo di allenatori per l'implementazione di metodi di apprendimento cooperativo nella comunità professionale di diverse scuole; (c) il ruolo dellereti di scuole nel migliorare la qualità dell'insegnamento e dell'apprendimento.Nel presente lavoro, i risultati della ricerca sono posti in relazione con la teoria del capability approach, applicato allo sviluppo di una comunità di insegnanti immersi nell'elemento dell'agency. Questa prospettiva considera la scuola come un contesto di comunità d'apprendimento nella quale è necessario modificare il significato ...
From many years the construct of competence entered in the italian school as an educational target to achieve and around which rethink the teaching/learning paths.1 It is a complicated challenge that required and requires to the teachers of the schools of all levels a considerable commitement in terms of restructuring of consolidated practice in education and revision of the way of working inthe classroom. The paper proposes a reflection on the teacher's professional figure with particular reference to the methodological skills to be acquired in relation to this important paradigmatic change and to the importance of in service training for the improvement of those skills. In the firstpart we focus on the analysis of the teacher's professional figure and about the set of knowledge and skills that qualify him as such, with particular reference to the methodological skills required to meet the challenge of competence. In the second part we describe what is the challenge of competence and how this challenge is transposed by the legislature in the text of the National Guidelinesfor the curriculum in kindergarten and in the first cycle of education (September 2012). In the third part we describe an experience of in-service training for teachers of kindergarten and primary school which took place in the Comprehensive Institute of San Marzano sul Sarno with the aim toimprove the expertise in the didactic planning. In closing it tell about some products of this experience that have been developed by working groups during lab training hours. ; Nella scuola italiana da anni ha fatto irruzione il costrutto di competenza come traguardo formativo da raggiungere e intorno al quale ripensare i percorsi di insegnamento/apprendimento. Si tratta di una sfida complessa che ha richiesto e richiede agli insegnati delle scuole di ogni ordine e grado unimpegno notevole in termini di ristrutturazione delle prassi didattiche consolidate e di revisione del modo di lavorare in classe. Il contributo propone una riflessione sulla figura ...
The Chilean Government has been taking legal action since 2010 by the law of 20.422 that establishes the Norms about Equal Opportunities and Inclusion for Disabled Persons. Despite above mentioned anti-discriminatory legislation framework and progress, several factor hamper the inclusion at university. Democratization of HE has helped to ensure a growing trend of increasing enrollment of students with disability in Chile, though it is still not significant enough in terms of potential numbers. Starting from this scenario, the paper aims to provide an overview of the principal steps carried out during the MUSE Project in Latin American in order to highlight the progresses and the challenges of a process in act which has the objective of improve access, ensure retention conditions and develop rich learning opportunities for HEIs' Disabled Students.
This paper proposes the impact of Covid-19 on the world and in particular on the school together with the measures put in place to overcome the storm that has engulfed scholastic population. In accordance with a new vision of the school and the welfare state that must be redefined in order to adequately carry out their role, combining the welfare aspect with the promotional one, transversal teaching Civic Education, as a new paradigm, can give to the community in terms of the development of resilience, skills and change in behavior with a view to solidarity, cooperation and responsibility. In its evolution over time, the transversal teaching of Civic Education is analyzed within the framework of the current school, between strengths and problems, as a potential tool for reflection inside and outside the school context, in the context of ongoing critical issues. Starting from these reflections, the last section identifies Philosophy for Children, Service Learning, Debate as a pedagogical-didactic approaches that can promote civic action and civic / democratic values in school and extra-school educational contexts. ; Nel contributo si presenta l'impatto del Covid-19 sul mondo e, in particolare, sulla scuola unitamente alle misure messe in atto per affrontare una situazione che ha travolto la popolazione scolastica. In accordo con una visione nuova della scuola e dello Stato sociale che devono ridefinirsi per poter svolgere adeguatamente il proprio ruolo, coniugando il volto assistenziale con quello promozionale, viene presentato il contributo che l'insegnamento trasversale dell'Educazione Civica, in quanto nuovo paradigma, può dare alla comunità in termini di sviluppo di resilienza, di competenze e di cambiamento nei comportamenti in un'ottica solidare, cooperativa e responsabile. Nella sua evoluzione nel tempo, l'insegnamento dell'Educazione Civica viene analizzato nell'ambito della cornice della scuola attuale, tra punti di forza e problematicità, come potenziale strumento di riflessione dentro e fuori il ...
La ricerca presentata in questo contributo si sviluppa da tre questionari condotti nel 2015, uno dei quali in collaborazione con AIRIPA, al fine di studiare da una parte i servizi offerti agli studenti con Disturbo Specifico dell'Apprendimento (DSA) dalle Università e dalle istituzioni AFAM (Alta Formazione Artistica, Musicale e Coreutica) del Veneto e dall'altra la conoscenza da parte degli studenti maggiorenni con DSA della Certificazione Diagnostica, del profilo di funzionamento e della normativa vigente. Le risposte ai questionari possono fornire spunti per migliorare, eventualmente modificare e rendere più visibili le attività promosse dal sistema universitario per garantire il diritto allo studio agli studenti con DSA. ; The research presented here has developed from three surveys conducted in 2015, one of which in collaboration with AIRIPA, to highlight the services offered to students with Specific Learning Disorders by the Universities and the AFAM institutions (Art, Music, and Dance) of the Veneto Region, and the knowledge and awareness by students with Specific Learning Disorders of the diagnosis certification, the functioning profile, and the current legislation. The answers to the three questionnaires can provide insights to improve, if necessary change, and make more visible the activities promoted by the university system to guarantee access to education to students with Specific Learning Disorders.
We have entered the digital era: increasingly powerful computational devices are implemented everywhere and generate increasing flows of information. The digitalization of processes and products implies the combination of different knowledge sources: structured, unstructured, textual, visual and acoustic. Profound and extensive changes emerge: from the design of a good or service to their distribution on the markets and the interactions with consumers. The relationships between the physical and virtual world will be the source of continuous innovations thanks to the pervasiveness of artificial agents with abilities close to the human ones: learning, adaptability, forecasting skills. It is the 'physical-digital universe', which requires new knowledge tools and innovative decision-making strategies.
Learning the language of the hosting country is a key factor for the integration of people coming from abroad but this objective could be achieved only if political institutions promote initiatives in this direction. Researchers in the field can cooperate, providing their expertise. In this paper we present two research activities concerning the use and the production of multilingual resources developed at the Institute for Computational Linguistics "Antonio Zampolli". More specifically, we report on the creation of a multilingual glossary of difficult terms extracted from forms that people submit to the municipality of Genova to access public services. We also describe the experimental use in a primary school of ImagAct, a multilingual lexical resource focused on action verbs consulted by pupils to create a vocabulary of food preparation in Italian, English, Chinese and Spanish.
The DSE (Dipartimento Scuola Educazione) was set up on the 14th April 1975 with the objective of making the best possible use of educational and school broadcasting in Italy. It produces radio and television programmes for different age groups and in line with the educational needs of contemporary society. In particular, the DSE aims at: a. updating teaching and learning methods within the school framework; b. training and upgrading various professionals; c. broadcasting educational programmes which reflect the political, economic and cultural concerns of the past and the present. In following these aims, the DSE is responding to a public demand for programmes which provide a social service. Constant attention is paid to technological and scientific innovations, to research on communication patterns, and to the study of child and adolescent development. The DSE is also concerned with bridging the gap between school/earning and the workplace, and with seeing education as an ongoing lifelong process. ; peer-reviewed