- Sociology, Communication, Social Sciences, Visual Studies, Social Media, Cultural Sociology, and 31 moreInteraction Design, Internet Studies, Interactive and Digital Media, Digital Cinema, Memory Studies, Digital Humanities, Digital Media & Learning, Digital Media, New Media, Online Journalism, Digital Story Telling, Paywalls, Iphones, Facebook, Google, Digital Marketing, Virtual Revolution, Youtube, Journalism, Film, Cinema, Media, Scripts, Screenwriting, Reporting, Newspaper, Radio, TV, Convergence, Education, and The Internetedit
- Gabriella Taddeo, Ph.D. in Communication Science, is researcher at INDIRE (National Institute for Documentation Inno... moreGabriella Taddeo, Ph.D. in Communication Science, is researcher at INDIRE (National Institute for Documentation Innovation and Research in Education). Her research interests are on the Web 2.0: from media production to the new forms of bottom-up fruition and participation. On these issues she coordinates, for INDIRE, the European projects MENTEP (www.mentep.eun.org), and the EU project Transmedia literacy (https://transmedialiteracy.org/ ), together with Simona Tirocchi. She teaches Social Networking, Technologies and Applications, at Polytechnic of Turin and Cross Media Design at University of Turin.edit
The increasingly worsening threat posed by terrorism in Europe has led the media to focus their attention on the issue of violent radicalisation. Although this phenomenon includes different forms of violent extremism – from extreme... more
The increasingly worsening threat posed by terrorism in Europe has led the media to focus their
attention on the issue of violent radicalisation. Although this phenomenon includes different forms
of violent extremism – from extreme right-wing movements to catholic movements, eco-terrorists, etc. – today the question of violent radicalisation is mainly related to Jihadism, and ISIS is the
most recent and, from the perspective of its media use, intriguing expression. However, radicalisation is a debatable topic whose dramatic consequences invite a deeper analysis of both driving and
enabling factors. Within theoretical debate, there is the well-known querelle between Oliver Roy
(2016) and Gilles Kepel (2016), two French authors who underlined several factors. These include
ISIS’ ability to persuade its martyrs, thanks to a skilful use of aesthetic codes of modernity to spread
the underlying principles of an obscurantist interpretation, or the role of Salafism in enlarging the
gap between the second and third generation immigrants and western societies, those considered
the manifestation of moral and spiritual decadence. Furthermore, social relations established on Internet, group dynamics and the inclination to crime have been interpreted by Anglo-Saxon scholars
as enabling factors (Neumman, 2013, 2015, Berger & Stern 2015; Klausen 2015).
The essay presents the key findings of qualitative research carried out within the EU SAFFRON Project. The empirical research included seven focus groups in Italy and France which
involved 47 individuals: 17 experts or qualified testimonials and 30 young people (age between
16 and 32) selected among second and third generation immigrants, political refugees, university
students from Iraq, Pakistan, Senegal and Iran, secondary school students, and Italian youths converted to the Muslim faith. The theme of motivations or driving factors has been analysed using a
participatory approach aimed at studying in depth the main rhetoric and narratives of online propaganda spread by the ISIS organisation for the purpose of recruitment. Research findings identified
some specific factors as crucial: for example, the role of social media considered by young people
as reliable sources of information versus mainstream media, which described as responsible for
the dissemination of false stereotypes related to Islam; the theme of pseudo-heroism as promoted
by skilful storytelling techniques; the patriotism which drives young immigrants and refugees to
“take a position” in relation to conflicts in their countries of origin; and even existential and identity problems – almost always intertwined with the religious dimension – that apparently find an
easy and immediate solution in the choice to radicalise.
attention on the issue of violent radicalisation. Although this phenomenon includes different forms
of violent extremism – from extreme right-wing movements to catholic movements, eco-terrorists, etc. – today the question of violent radicalisation is mainly related to Jihadism, and ISIS is the
most recent and, from the perspective of its media use, intriguing expression. However, radicalisation is a debatable topic whose dramatic consequences invite a deeper analysis of both driving and
enabling factors. Within theoretical debate, there is the well-known querelle between Oliver Roy
(2016) and Gilles Kepel (2016), two French authors who underlined several factors. These include
ISIS’ ability to persuade its martyrs, thanks to a skilful use of aesthetic codes of modernity to spread
the underlying principles of an obscurantist interpretation, or the role of Salafism in enlarging the
gap between the second and third generation immigrants and western societies, those considered
the manifestation of moral and spiritual decadence. Furthermore, social relations established on Internet, group dynamics and the inclination to crime have been interpreted by Anglo-Saxon scholars
as enabling factors (Neumman, 2013, 2015, Berger & Stern 2015; Klausen 2015).
The essay presents the key findings of qualitative research carried out within the EU SAFFRON Project. The empirical research included seven focus groups in Italy and France which
involved 47 individuals: 17 experts or qualified testimonials and 30 young people (age between
16 and 32) selected among second and third generation immigrants, political refugees, university
students from Iraq, Pakistan, Senegal and Iran, secondary school students, and Italian youths converted to the Muslim faith. The theme of motivations or driving factors has been analysed using a
participatory approach aimed at studying in depth the main rhetoric and narratives of online propaganda spread by the ISIS organisation for the purpose of recruitment. Research findings identified
some specific factors as crucial: for example, the role of social media considered by young people
as reliable sources of information versus mainstream media, which described as responsible for
the dissemination of false stereotypes related to Islam; the theme of pseudo-heroism as promoted
by skilful storytelling techniques; the patriotism which drives young immigrants and refugees to
“take a position” in relation to conflicts in their countries of origin; and even existential and identity problems – almost always intertwined with the religious dimension – that apparently find an
easy and immediate solution in the choice to radicalise.
Research Interests:
This paper presents some of the main results of a study conducted with teens from Portugal, Spain and Italy in the scope of the European project Transmedia Literacy. It analyses the media uses and production practices of teenagers aged... more
This paper presents some of the main results of a study conducted with teens from Portugal, Spain and Italy in the scope of the European project Transmedia Literacy. It analyses the media uses and production practices of teenagers aged 12-19 years. The results show that teenagers use the media very regularly but few have complex production and participation practices aimed at an audience other than their peers. Este artículo presenta algunos de los principales resultados de un estudio realizado con adolescentes de Portugal, España e Italia dentro del proyecto europeo Transmedia Literacy. Analiza los usos de los medios y las prácticas de producción de los adolescentes entre los 12 y 19 años. Los resultados muestran que los adolescentes usan muy a menudo los medios pero pocos tienen prácticas complejas de producción y participación dirigi-das a un público diferente al de sus pares.
Research Interests:
The paper presents a participatory approach, developed in the context of the EU funded project SAFFRON – Semantic Analysis against Foreign Fighters Recruitment Online Networks (www.saffron-project.eu), to design a social media campaign... more
The paper presents a participatory approach, developed in the context of the EU funded project SAFFRON – Semantic Analysis against Foreign Fighters Recruitment Online Networks (www.saffron-project.eu), to design a social media campaign for the prevention of violent radicalisation among European youngsters (age 15 to 30). The empirical research undertaken by SAFFRON included seven participatory design workshops and focus groups in Italy and France which involved 47 individuals: young people (political refugees, young converted to the Muslim faith, representatives of the Muslim community, university students, secondary school students etc.) considered as potential targets of the radicalized recruiters and experts (practitioners, journalists, media educators, academics, representatives of the Muslim community) considered as qualified testimonials. The paper will therefore present the general outline of the SAFFRON campaign, named " #heartofdarkness " , which was launched online in March 2017.
Bibliographic Information: Caterina Mazza, Sara Monaci, Gabriella Taddeo (2017): Designing a Social Media Strategy against Violent Extremism Propaganda: The #heartofdarkness Campaign. In: Sally Hohnstein and Maruta Herding (eds.): Digitale Medien und politisch-weltanschaulicher Extremismus im Jugendalter. Erkenntnisse aus Wissenschaft und Praxis. Deutsches Jugendinstitut: Halle (Saale), pp. 213–242.
ISBN 978-3-86379-260-2
Bibliographic Information: Caterina Mazza, Sara Monaci, Gabriella Taddeo (2017): Designing a Social Media Strategy against Violent Extremism Propaganda: The #heartofdarkness Campaign. In: Sally Hohnstein and Maruta Herding (eds.): Digitale Medien und politisch-weltanschaulicher Extremismus im Jugendalter. Erkenntnisse aus Wissenschaft und Praxis. Deutsches Jugendinstitut: Halle (Saale), pp. 213–242.
ISBN 978-3-86379-260-2
Research Interests:
Il testo propone una riflessione sul ruolo dell’autovalutazione per lo sviluppo delle competenze digitali nella professione docente, attraverso delle prime analisi sui risultati del progetto europeo MENTEP- Mentoring Technology Enhanced... more
Il testo propone una riflessione sul ruolo dell’autovalutazione per lo sviluppo delle competenze digitali nella professione docente, attraverso delle prime analisi sui risultati del progetto europeo MENTEP- Mentoring Technology Enhanced Pedagogy (www.mentep.eun.org).
MENTEP è un progetto europeo finanziato nell’ambito del programma Erasmus Policy Experimentation, vede la partecipazione di 16 partner, appartenenti a 10 paesi europei4: il progetto ha previsto la progettazione e realizzazione di un tool online per l’autovalutazione delle competenze digitali dei docenti (http://mentep-sat-runner.eun.org). Ciascuno dei Paesi partecipanti ha poi sperimentato il tool realizzato nel proprio contesto scolastico, con un campione probabilistico di circa 1000 docenti per Paese.
Il paper analizza una specifica attività di ricerca legata al progetto, ovvero l'utilizzo di ambienti immersivi ed esperienziali, invece di interfacce testuali, per la valutazione delle competenze. L'unità di ricerca INDIRE del progetto Mentep ha condotto una sperimentazione in questa direzione coinvolgendo 54 docenti: in questo breve contributo si presentano i primi risultati di tale approccio innovativo.
Come citare: Taddeo G., Cigognini E. Benassi A. (2018, La valutazione “immersiva” delle competenze digitali dei docenti: primi risultati dal progetto MENTEP, in "Ubique e Intelligenti. Tecnologie e Persone" (a cura di N. Sansone e F. Amenduni) Atti del VI Congresso CKBG, NeaScience Anno 5 – Vol.11 – ISSN 2282-6009.
MENTEP è un progetto europeo finanziato nell’ambito del programma Erasmus Policy Experimentation, vede la partecipazione di 16 partner, appartenenti a 10 paesi europei4: il progetto ha previsto la progettazione e realizzazione di un tool online per l’autovalutazione delle competenze digitali dei docenti (http://mentep-sat-runner.eun.org). Ciascuno dei Paesi partecipanti ha poi sperimentato il tool realizzato nel proprio contesto scolastico, con un campione probabilistico di circa 1000 docenti per Paese.
Il paper analizza una specifica attività di ricerca legata al progetto, ovvero l'utilizzo di ambienti immersivi ed esperienziali, invece di interfacce testuali, per la valutazione delle competenze. L'unità di ricerca INDIRE del progetto Mentep ha condotto una sperimentazione in questa direzione coinvolgendo 54 docenti: in questo breve contributo si presentano i primi risultati di tale approccio innovativo.
Come citare: Taddeo G., Cigognini E. Benassi A. (2018, La valutazione “immersiva” delle competenze digitali dei docenti: primi risultati dal progetto MENTEP, in "Ubique e Intelligenti. Tecnologie e Persone" (a cura di N. Sansone e F. Amenduni) Atti del VI Congresso CKBG, NeaScience Anno 5 – Vol.11 – ISSN 2282-6009.
Research Interests:
What students do at school for improving their digital skills? Are participatory and creative digital skills successfully developed at school and in which manner? This paper presents the main results of an empirical research funded by... more
What students do at school for improving their digital skills? Are participatory and creative digital skills successfully developed at school and in which manner?
This paper presents the main results of an empirical research funded by the Italian Ministry of Education and carried out by INDIRE in 2015 .Starting from a survey based on a sample of 9.508 students, the aim was to out-line and discuss results relating to the youngsters’ “participatory” and “Web 2.0” skills. The research coped with issues such as the daily digital practices of students, their different “digital styles” and their relationship with learning outcomes and learning needs. The results highlight several interesting thinking issues such as: 1) the development of different “digital styles” among students in relation to their school achievement: more “generic” and entertainment-based the style of the students with low marks at school, more “practical” and knowledge-based the style of the students with the highest scores; 2) a positive correlation between participation in advanced online activities in the classroom (i.e. involving digital literacy, online teamwork, creative software use) and a more frequent and conscious use of technology by students outside school. Through the analysis of the data, some interpretative directions will be drawn, in order to discuss the pivotal role of schools in improving students’ formal and in-formal digital skills.
This paper presents the main results of an empirical research funded by the Italian Ministry of Education and carried out by INDIRE in 2015 .Starting from a survey based on a sample of 9.508 students, the aim was to out-line and discuss results relating to the youngsters’ “participatory” and “Web 2.0” skills. The research coped with issues such as the daily digital practices of students, their different “digital styles” and their relationship with learning outcomes and learning needs. The results highlight several interesting thinking issues such as: 1) the development of different “digital styles” among students in relation to their school achievement: more “generic” and entertainment-based the style of the students with low marks at school, more “practical” and knowledge-based the style of the students with the highest scores; 2) a positive correlation between participation in advanced online activities in the classroom (i.e. involving digital literacy, online teamwork, creative software use) and a more frequent and conscious use of technology by students outside school. Through the analysis of the data, some interpretative directions will be drawn, in order to discuss the pivotal role of schools in improving students’ formal and in-formal digital skills.
Research Interests:
Abstract The quantity of images created and used has constantly grown in recent years. Numerous images and videos are shared and manipulated every second through social media as private yet public representations of contemporary culture.... more
Abstract
The quantity of images created and used has constantly grown in recent years. Numerous images
and videos are shared and manipulated every second through social media as private yet public
representations of contemporary culture. Despite the interesting role of such images, social and
computer scientists alike are still looking for methods and tools for analysing this visual stream
and for efficiently connecting visual analytics with their physical and contextualized meanings.
Big visual data is a crucial challenge. It demands new research skills to intertwine computational
data – numerous images, tags, places, likes, etc. – with qualitative data, such as the images’
context, users’ intentions, and the invisible audiences. This article analyses two large-scale studies
that merged quantitative computational methods with qualitative ones: Phototrails.net and Selfiecities.
net. Those studies used a multi-method approach to combine macro-analyses (e.g. of an entire
city’s ‘urban visual style’) with micro-analyses (e.g. meanings and specificity of each photo in the
sample). They also devised new information-display solutions, which provide both an innovative
way of representing the results and a specific epistemological approach for interpreting them.
Starting from these case studies, the paper focuses on a semi-automated methodology that
codifies and analyses images from three different perspectives: authors, subjects and commenters.
This method contributes to a significant new understanding of user-generated images as stratified,
multi-perspective – and often conflictual – social representations.
The quantity of images created and used has constantly grown in recent years. Numerous images
and videos are shared and manipulated every second through social media as private yet public
representations of contemporary culture. Despite the interesting role of such images, social and
computer scientists alike are still looking for methods and tools for analysing this visual stream
and for efficiently connecting visual analytics with their physical and contextualized meanings.
Big visual data is a crucial challenge. It demands new research skills to intertwine computational
data – numerous images, tags, places, likes, etc. – with qualitative data, such as the images’
context, users’ intentions, and the invisible audiences. This article analyses two large-scale studies
that merged quantitative computational methods with qualitative ones: Phototrails.net and Selfiecities.
net. Those studies used a multi-method approach to combine macro-analyses (e.g. of an entire
city’s ‘urban visual style’) with micro-analyses (e.g. meanings and specificity of each photo in the
sample). They also devised new information-display solutions, which provide both an innovative
way of representing the results and a specific epistemological approach for interpreting them.
Starting from these case studies, the paper focuses on a semi-automated methodology that
codifies and analyses images from three different perspectives: authors, subjects and commenters.
This method contributes to a significant new understanding of user-generated images as stratified,
multi-perspective – and often conflictual – social representations.
Research Interests:
Il contributo presenta alcuni dati e riflessioni provenienti da una ricerca empirica, Commissionata dal MIUR e realizzata da INDIRE nel 2015, relativa alle competenze digitali degli studenti nelle Regioni PON Obiettivo Convergenza... more
Il contributo presenta alcuni dati e riflessioni provenienti da una ricerca empirica, Commissionata dal MIUR e realizzata da INDIRE nel 2015, relativa alle competenze digitali degli studenti nelle Regioni PON Obiettivo Convergenza 2007-2013. Dai dati emerge come la formazione delle competenze digitali, soprattutto quelle definite " trasversali " e " soft " , richiede un impegno diretto e costante della scuola non solo e non tanto nell'accompagnamento e nel controllo dei ragazzi, ma soprattutto nel loro indirizzamento verso un approccio consapevole, critico e partecipativo ai media digitali. Laddove la scuola coltiva queste attività formative si riscontra infatti una maggiore frequenza di comportamenti digitali " consapevoli " e creativi, da parte dei ragazzi, anche a casa. I dati sul rapporto tra competenze digitali e rendimento scolastico mostrano tuttavia che la sfida è ancora lunga, e spesso queste competenze vengono sviluppate in maniera scollegata rispetto al percorso scolastico: è necessaria quindi ulteriore ricerca e progettazione per favorire una maggiore integrazione delle competenze digitali, soprattutto di tipo trasversale, nel curricolo della scuola e il loro utilizzo al fine della crescita degli individui come studenti e come persone.
Research Interests:
libro a cura di S. Arcagni. Il testo affronta da diversi punti di vista il tema dell'interattività e delle sue pratiche nei contesti mediali contemporanei. All'interno del libro, un mio saggio dal titolo "Interattività social: l'Io e il... more
libro a cura di S. Arcagni. Il testo affronta da diversi punti di vista il tema dell'interattività e delle sue pratiche nei contesti mediali contemporanei.
All'interno del libro, un mio saggio dal titolo "Interattività social: l'Io e il Noi in un click", analizza come l'interattività performata dai social network sites non riguardi più solo il rapporto utente-sistema, ma un più ampio sistema di relazioni in cui il gesto interattivo è sempre e prima di tutto un gesto di relazione con gli altri utenti. Questa relazione, prima ancora che quella con il medium o con il contenuto, diviene sempre più centrale nelle pratiche interattive.
All'interno del libro, un mio saggio dal titolo "Interattività social: l'Io e il Noi in un click", analizza come l'interattività performata dai social network sites non riguardi più solo il rapporto utente-sistema, ma un più ampio sistema di relazioni in cui il gesto interattivo è sempre e prima di tutto un gesto di relazione con gli altri utenti. Questa relazione, prima ancora che quella con il medium o con il contenuto, diviene sempre più centrale nelle pratiche interattive.
Research Interests:
Social television, cerimonie mediali online, comunità di pratica che si formano su Internet attorno a politica, lavoro, educazione, informazione e intrattenimento sono alcuni dei luoghi e delle forme che il volume analizza. La sfida è... more
Social television, cerimonie mediali online, comunità di pratica che si formano su Internet attorno a politica, lavoro, educazione, informazione e intrattenimento sono alcuni dei luoghi e delle forme che il volume analizza.
La sfida è però più radicale e profonda e ha a che fare con gli approcci metodologici che rendono possibile osservare e interpretare la realtà che scorre tra vita sociale e Rete. Dal contributo delle scienze sociali computazionali e degli Internet Studies a quello della sociologia visuale applicata ai Social Network, gli autori mostrano come sia possibile oggi innovare la ricerca sociale e tentare di dischiudere gli effetti sociali del web.
Rivolto a chi voglia capire la trasformazione in atto nel mondo della ricerca e della formazione, il volume è un valido strumento anche per quei professionisti che lavorano nella realtà televisiva e dei media audiovisivi così come nell’ambito dei consumi.
La sfida è però più radicale e profonda e ha a che fare con gli approcci metodologici che rendono possibile osservare e interpretare la realtà che scorre tra vita sociale e Rete. Dal contributo delle scienze sociali computazionali e degli Internet Studies a quello della sociologia visuale applicata ai Social Network, gli autori mostrano come sia possibile oggi innovare la ricerca sociale e tentare di dischiudere gli effetti sociali del web.
Rivolto a chi voglia capire la trasformazione in atto nel mondo della ricerca e della formazione, il volume è un valido strumento anche per quei professionisti che lavorano nella realtà televisiva e dei media audiovisivi così come nell’ambito dei consumi.
Research Interests:
Is it possible to self-produce content in formal learning contexts? Which advantages and disadvantages contain such approach? Starting from an experience of user-generated learning, based on a storytelling activity for producing "learning... more
Is it possible to self-produce content in formal learning contexts? Which advantages and disadvantages contain such approach?
Starting from an experience of user-generated learning, based on a storytelling activity for producing "learning stories" into an academic context, the paper analyses the results of the follow-up research on students.
The results highlight several interesting outcomes: different results and approaches by low and high level students; several emotional and social impacts of peer evaluation, the need to accompany the informal and creative process with meta-reflexive activities, for transforming it from a simple leisure and amateurial activity to a meta-reflexive, learning, activity.
E' praticabile la strada del web 2.0 e dell'autoproduzione di contenuti in contesti formativi? Quali sono i vantaggi e gli svantaggi dell'approccio partecipativo nella didattica? Partendo da un'esperienza di user generated learning, ovvero un laboratorio di storytelling partecipativo dove gli studenti producevano da loro i contenuti formativi del corso, il saggio espone i risultati dell'analisi di follow-up sui partecipanti. I risultati dell'analisi evidenziano i fattori di vantaggio del coinvolgimento degli studenti nella produzione creativa del contenuti didattici, ma anche alcuni elementi critici sui quali è necessaria un'ulteriore riflessione: i diversi risultati e reazioni degli studenti più o meno "bravi" di fronte al modello informale , le implicazioni emotive e sociali della peer evaluation, l'esigenza di strutturare il processo creativo di produzione di contenuti, per affrancarlo dall'idea di semplice svago, dilettantismo, e arricchire l'approccio partecipativo in direzione meta-riflessiva e di media literacy.
Saggio contenuto in: Boccia Artieri (a cura di) Gli effetti sociali del web. Forme della comunicazione e metodologie della ricerca online. Franco Angeli, Milano, 2015.
Starting from an experience of user-generated learning, based on a storytelling activity for producing "learning stories" into an academic context, the paper analyses the results of the follow-up research on students.
The results highlight several interesting outcomes: different results and approaches by low and high level students; several emotional and social impacts of peer evaluation, the need to accompany the informal and creative process with meta-reflexive activities, for transforming it from a simple leisure and amateurial activity to a meta-reflexive, learning, activity.
E' praticabile la strada del web 2.0 e dell'autoproduzione di contenuti in contesti formativi? Quali sono i vantaggi e gli svantaggi dell'approccio partecipativo nella didattica? Partendo da un'esperienza di user generated learning, ovvero un laboratorio di storytelling partecipativo dove gli studenti producevano da loro i contenuti formativi del corso, il saggio espone i risultati dell'analisi di follow-up sui partecipanti. I risultati dell'analisi evidenziano i fattori di vantaggio del coinvolgimento degli studenti nella produzione creativa del contenuti didattici, ma anche alcuni elementi critici sui quali è necessaria un'ulteriore riflessione: i diversi risultati e reazioni degli studenti più o meno "bravi" di fronte al modello informale , le implicazioni emotive e sociali della peer evaluation, l'esigenza di strutturare il processo creativo di produzione di contenuti, per affrancarlo dall'idea di semplice svago, dilettantismo, e arricchire l'approccio partecipativo in direzione meta-riflessiva e di media literacy.
Saggio contenuto in: Boccia Artieri (a cura di) Gli effetti sociali del web. Forme della comunicazione e metodologie della ricerca online. Franco Angeli, Milano, 2015.
Research Interests:
Il saggio ripercorre il dibattito sociologico relativo al concetto di luogo, virtuale e fisico, in relazione ai nuovi spazi social e alle dinamiche relazionali, identitarie e anche di potere che essi hanno innescato. in Ricciardi M. (ed)... more
Il saggio ripercorre il dibattito sociologico relativo al concetto di luogo, virtuale e fisico, in relazione ai nuovi spazi social e alle dinamiche relazionali, identitarie e anche di potere che essi hanno innescato.
in Ricciardi M. (ed) La rete e i Luoghi, Aracne, Rome, pp. 231-244.
in Ricciardi M. (ed) La rete e i Luoghi, Aracne, Rome, pp. 231-244.
Research Interests:
A partire dalle analisi effettuate durante la sperimentazione Cl@assi 2.0 in Piemonte, il saggio analizza alcuni passaggi interessanti nel cambiamento del ruolo del docente, da "gatekeeper" a entrepeneur e mediatore fra cultura formale... more
A partire dalle analisi effettuate durante la sperimentazione Cl@assi 2.0 in Piemonte, il saggio analizza alcuni passaggi interessanti nel cambiamento del ruolo del docente, da "gatekeeper" a entrepeneur e mediatore fra cultura formale e informale.
La professionalità dell’insegnante. Valorizzare il passato, progettare il futuro, Publisher: Aracne, Editors: L. Balduzzi, D. Mantovani, M. T. Tagliaventi, D. Tuorto, I. Vannini, pp.pp. 221-230
La professionalità dell’insegnante. Valorizzare il passato, progettare il futuro, Publisher: Aracne, Editors: L. Balduzzi, D. Mantovani, M. T. Tagliaventi, D. Tuorto, I. Vannini, pp.pp. 221-230
Research Interests:
The paper presents the first results of an empirical study aimed at analysing the model of participatory cultures in local, rural areas. It is based on the first results of the research project “In Media Loci”. The project aimsto identify... more
The paper presents the first results of an empirical study aimed at analysing the model of participatory cultures in local, rural areas. It is based on the first results of the research project “In Media Loci”. The project aimsto identify new solutions for the communication of natural environment and for the empowerment of local
communities, experimenting the web 2.0 approach for connecting digital contents held by institutional actors, broadcasters and individuals. Starting from different theoretical approaches provided by literature ‒ such as those of transmedia storytelling, participatory culture, augmented spaces ‒ the empirical analysis, based on the participatory design method, has seen 24 local actors discuss topics such as: the ability to co-construct open /
closed community around digital contents, the concepts of social sharing, ratings and comments and the imaginary
related to mediated communication into local areas. The hypothesis was that web 2.0 approach could support participative practices into the territories, favouring the relationship among different local stakeholders.
The results highlighted a complex interpretation of the web 2.0, underlining how the inclusion of local
socio-cultural contexts is essential in the development of design strategies capable of understanding and interpreting innovation at a global and local level.
communities, experimenting the web 2.0 approach for connecting digital contents held by institutional actors, broadcasters and individuals. Starting from different theoretical approaches provided by literature ‒ such as those of transmedia storytelling, participatory culture, augmented spaces ‒ the empirical analysis, based on the participatory design method, has seen 24 local actors discuss topics such as: the ability to co-construct open /
closed community around digital contents, the concepts of social sharing, ratings and comments and the imaginary
related to mediated communication into local areas. The hypothesis was that web 2.0 approach could support participative practices into the territories, favouring the relationship among different local stakeholders.
The results highlighted a complex interpretation of the web 2.0, underlining how the inclusion of local
socio-cultural contexts is essential in the development of design strategies capable of understanding and interpreting innovation at a global and local level.
Research Interests:
Research Interests:
The article examines the impact and sustainability of ICT-based innovation in the secondary school. The work is based on an empirical research conducted in Italy, between the years 2009-2012 in 12 middle-schools in Piedmont, which were... more
The article examines the impact and sustainability of ICT-based innovation in the secondary school. The work is based on an empirical research conducted in Italy, between the years 2009-2012 in 12 middle-schools in Piedmont, which were members of the Cl@ssi 2.0 national project. The paper focuses on verifying which variables have favoured, not fortuitous, but long-term sustainability of these innovative practices within
schools. This research has identified four pivotal factors for the sustainability of ICT innovation: light and easy-to-use technologies; well balanced redistribution of work and incentives among all teachers; empowerment arising from digital competences and good relationships with the wider stakeholder system. Teachers play a central role in ICT based innovation at school therefore, more investment is needed in the “human factors” than on technology
schools. This research has identified four pivotal factors for the sustainability of ICT innovation: light and easy-to-use technologies; well balanced redistribution of work and incentives among all teachers; empowerment arising from digital competences and good relationships with the wider stakeholder system. Teachers play a central role in ICT based innovation at school therefore, more investment is needed in the “human factors” than on technology
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By connecting to an emerging, but still embryonic, «critical theory» on web 2.0, this essay explores its subject and user generated content in relation to consumer sociology frameworks, taking it to a wider debate and discussion over... more
By connecting to an emerging, but still embryonic, «critical theory» on web 2.0, this essay explores its subject and user generated content in relation to consumer sociology frameworks, taking it to a wider debate and discussion over sociological categories of «well informed consumption», «critical consumption» and even the «decrease of consumption».
The aim of this essay is to analyze how web 2.0, although proposed in the past few years as a new way for consumers to cut loose from cultural industries, a system in which they have become authors, co-creators, protagonists of media production, may be interpreted in a more integrated manner: as a new channel and a system of regeneration by media industries and, its lever on public attraction and loyalty, and also a new value-added production system created by the media industry itself.
Web 2.0 is therefore associated with other contemporary forms of regeneration and the feeding of collective imagination and consumer industry.
Forms of in-consumption, value dichotomies – such as the «non consumerist/consumption», «active/consumption», «eternal/consumption» – which, far from representing proposals to actively subvert the consumption system and decolonize imagination (Fabris, 2010), act towards the direction of encompassing contemporary contradictions, by absorbing them and neutralizing their subversive power, and reminding us, once again, that it is simply impossible today not to consume.
The aim of this essay is to analyze how web 2.0, although proposed in the past few years as a new way for consumers to cut loose from cultural industries, a system in which they have become authors, co-creators, protagonists of media production, may be interpreted in a more integrated manner: as a new channel and a system of regeneration by media industries and, its lever on public attraction and loyalty, and also a new value-added production system created by the media industry itself.
Web 2.0 is therefore associated with other contemporary forms of regeneration and the feeding of collective imagination and consumer industry.
Forms of in-consumption, value dichotomies – such as the «non consumerist/consumption», «active/consumption», «eternal/consumption» – which, far from representing proposals to actively subvert the consumption system and decolonize imagination (Fabris, 2010), act towards the direction of encompassing contemporary contradictions, by absorbing them and neutralizing their subversive power, and reminding us, once again, that it is simply impossible today not to consume.
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"The paper presents a research carried out during the National Project «Cl@ssi 2.0» in Piedmont (Italy). It focuses on how Italian teachers, traditionally considered as performing a core function in the social system, in its... more
"The paper presents a research carried out during the National Project
«Cl@ssi 2.0» in Piedmont (Italy). It focuses on how Italian teachers,
traditionally considered as performing a core function in the social
system, in its preservation and innovation, are facing and contributing
to the Web 2.0 cultural landscape and which role they have
acquired in this, still confused and magmatic, setting. Using the
pervasive vocabulary of social media applications metaphorically,
we wondered: are teachers starting to be «followed by», or are they
«following» the Web 2.0 culture? Through a multi-method approach
of research, we have investigated the changes in the cultural consumptions
of teachers and their impact on teaching activities. The
results strengthen the findings that the teachers are adapting their
role in relation to the Web 2.0 landscape, acting as «new mediators
of the convergence culture». The «2.0 teacher» in fact, innovatively uses the web for mediating and bridging generations, contents, media and cultural backgrounds."
«Cl@ssi 2.0» in Piedmont (Italy). It focuses on how Italian teachers,
traditionally considered as performing a core function in the social
system, in its preservation and innovation, are facing and contributing
to the Web 2.0 cultural landscape and which role they have
acquired in this, still confused and magmatic, setting. Using the
pervasive vocabulary of social media applications metaphorically,
we wondered: are teachers starting to be «followed by», or are they
«following» the Web 2.0 culture? Through a multi-method approach
of research, we have investigated the changes in the cultural consumptions
of teachers and their impact on teaching activities. The
results strengthen the findings that the teachers are adapting their
role in relation to the Web 2.0 landscape, acting as «new mediators
of the convergence culture». The «2.0 teacher» in fact, innovatively uses the web for mediating and bridging generations, contents, media and cultural backgrounds."
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The essay addresses the role of storytelling in activating participatory and self-reflective learning processes, through the empirical analysis of a specific case study: the experience of Story-lab at Polytechnic of Turin
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Il paper affronta il tema delle nuove dinamiche partecipative, veicolate dal web 2.0, all’interno di contesti didattici formali. Viene proposta l’analisi di StoryLab, un laboratorio di digital storytelling, mirato a integrare pratiche... more
Il paper affronta il tema delle nuove dinamiche partecipative, veicolate dal web 2.0, all’interno di contesti didattici formali. Viene proposta l’analisi di StoryLab, un laboratorio di digital storytelling, mirato a integrare pratiche narrative, storie e mash up di contenuti mediali (fiction, film, libri, news di all’interno di un corso universitario. Il laboratorio, inserito nel progetto PRIN Cooperare, ha utilizzato un insieme di strumenti (forum, sondaggi, wikies, video sharing) e ambienti (Moodle, Second Life, più applicativi specifici per lo storytelling) per attivare nel gruppo di 55 studenti un processo partecipativo di scrittura, condivisione e creazione di una community di interessi intorno alle storie create.
L’obiettivo era quindi verificare il funzionamento degli strumenti partecipativi all’interno di un contesto strutturato di apprendimento, e analizzare il loro contributo sia per l’incremento di abilità, conoscenze, nozioni acquisite, sia, in maniera più ampia, nell’arricchimento delle competenze trasversali e di digital literacy degli studenti.
L’obiettivo era quindi verificare il funzionamento degli strumenti partecipativi all’interno di un contesto strutturato di apprendimento, e analizzare il loro contributo sia per l’incremento di abilità, conoscenze, nozioni acquisite, sia, in maniera più ampia, nell’arricchimento delle competenze trasversali e di digital literacy degli studenti.
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Il paper presenta un’esperienza di ricerca condotta dal nucleo universitario del gruppo di coordinamento piemontese del progetto nazionale Cl@ssi 2.0. Attraverso sessioni di osservazione nelle classi, interviste in profondità e focus... more
Il paper presenta un’esperienza di ricerca condotta dal nucleo universitario del gruppo di coordinamento piemontese del progetto nazionale Cl@ssi 2.0. Attraverso sessioni di osservazione nelle classi, interviste in profondità e focus group condotti con i docenti e con i ragazzi, la ricerca offre un primo output dei risultati derivanti dal primo anno e mezzo di sperimentazione su 12 scuole del Piemonte. I risultati si articolano, in particolare, intorno a due nuclei tematici: l’atteggiamento degli insegnanti nei confronti della cultura digitale e le dimensioni e i prodotti della didattica 2.0.
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Nowadays, storytelling is considered not only as an interesting tool for contents, values, cultural practices re-elaboration, but also as a means for socializing and sharing knowledge. Through stories, "sketches", tales, in fact, a... more
Nowadays, storytelling is considered not only as an interesting tool for contents, values, cultural practices re-elaboration, but also as a means for socializing and sharing knowledge. Through stories, "sketches", tales, in fact, a considerable amount of formal and informal knowledge is shared both in small institutions and enterprises and in big ones (Salmon, 2007).
In this paper, storytelling will be investigated as a laboratory activity for students: an experimental environment -- based on 2.0 web tools that allow students to produce contents and to create simple "narrative scenarios" -- will be analysed. Through the scenarios, formal, impersonal notions can be transformed into stories, personal re-elaborations, and they can be enriched by colours, psychology, as well as experiential depth.
Furthermore, the elaboration of a storytelling-based learning methodology allows us to carry out interesting analyses from the instructional design point of view: from the development of the teacher’s role up to the relation between learning practices and media consumption. In fact, the "fi ctional" dimension created by storytelling can be associated to media education practices and learning contents can be analytically and critically compared with media stories, stereotypes and the whole implicit knowledge deriving from media landscape
In this paper, storytelling will be investigated as a laboratory activity for students: an experimental environment -- based on 2.0 web tools that allow students to produce contents and to create simple "narrative scenarios" -- will be analysed. Through the scenarios, formal, impersonal notions can be transformed into stories, personal re-elaborations, and they can be enriched by colours, psychology, as well as experiential depth.
Furthermore, the elaboration of a storytelling-based learning methodology allows us to carry out interesting analyses from the instructional design point of view: from the development of the teacher’s role up to the relation between learning practices and media consumption. In fact, the "fi ctional" dimension created by storytelling can be associated to media education practices and learning contents can be analytically and critically compared with media stories, stereotypes and the whole implicit knowledge deriving from media landscape
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The essay aims at investigating perspectives and limits of participatory design approach, intended as an interdisciplinary framework which is useful not only for technologic and urban projecting, but also for researching and future... more
The essay aims at investigating perspectives and limits of participatory design approach, intended as an interdisciplinary framework which is useful not only for technologic and urban projecting, but also for researching and future visioning in social sciences.
According to Schuler and Namioka (1993) participatory design can be initially defined as «a new approach towards computer system de- sign in which the people destined to use a system play a critical role in designing it». Starting from this assumption, from the beginning of the seventies designers and researchers developed participatory design approach as a system of techniques and tools for including final users in the analysis processes. Such framework was in fact used in a variety of fields as software design, urban design, architecture, sustainability, planning or even medicine, as a way of figuring out environments that were more responsive and appropriate to their inhabitants’ and users’ cultural, emotional, spiritual and practical needs.
In this context, participatory design framework will be addressed as a projective method that can be usefully applied also in social sciences, due to its double value:
a) its ability to overcome the classic distance between subject and object of investigation, involving, through several techniques, both the “researcher” and the “object” which is “researched” in the in- terpretative process. We can define this feature as the participatory design co–vision property;
b) the possibility to use such framework also as a projecting method: not only as a system of tools that allows researchers and people to think about the present status, but also as a guided procedure that invites them to figure out and project the future, as a whole of expectations, values, attitudes as well as feasibility variables. We will define this aspect as the pre–vision capability of participatory design.
Furthermore, several participatory design techniques will be presented and methodologically compared with the traditional quantitative and qualitative sociologic research tools.
At the end, the main critics and problems of such approach will be briefly outlined, in order to collocate it in the wider scientific and methodological social sciences debate and to understand to what extent it can be really explored as an helpful tool for empowering the analysis, meta–reflexivity and prevision capability in social sciences.
According to Schuler and Namioka (1993) participatory design can be initially defined as «a new approach towards computer system de- sign in which the people destined to use a system play a critical role in designing it». Starting from this assumption, from the beginning of the seventies designers and researchers developed participatory design approach as a system of techniques and tools for including final users in the analysis processes. Such framework was in fact used in a variety of fields as software design, urban design, architecture, sustainability, planning or even medicine, as a way of figuring out environments that were more responsive and appropriate to their inhabitants’ and users’ cultural, emotional, spiritual and practical needs.
In this context, participatory design framework will be addressed as a projective method that can be usefully applied also in social sciences, due to its double value:
a) its ability to overcome the classic distance between subject and object of investigation, involving, through several techniques, both the “researcher” and the “object” which is “researched” in the in- terpretative process. We can define this feature as the participatory design co–vision property;
b) the possibility to use such framework also as a projecting method: not only as a system of tools that allows researchers and people to think about the present status, but also as a guided procedure that invites them to figure out and project the future, as a whole of expectations, values, attitudes as well as feasibility variables. We will define this aspect as the pre–vision capability of participatory design.
Furthermore, several participatory design techniques will be presented and methodologically compared with the traditional quantitative and qualitative sociologic research tools.
At the end, the main critics and problems of such approach will be briefly outlined, in order to collocate it in the wider scientific and methodological social sciences debate and to understand to what extent it can be really explored as an helpful tool for empowering the analysis, meta–reflexivity and prevision capability in social sciences.
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Il saggio analizza due importanti innovazioni avvenute nel cinema negli ultimi anni, e che hanno impattato sopratutto nella distribuzione dei contenuti audiovisivi: da un lato lʼemergere di tecnologie di produzione e proiezione 3D in... more
Il saggio analizza due importanti innovazioni avvenute nel cinema negli ultimi anni, e che hanno impattato sopratutto nella distribuzione dei contenuti audiovisivi: da un lato lʼemergere di tecnologie di produzione e proiezione 3D in grado di fornire unʼesperienza sempre più immersiva del prodotto filmico, e, dallʼaltro, la moltiplicazione degli spazi, degli schermi e dei contesti di fruizione del film, dovuta alla possibilità di veicolare il video su diverse piattaforme e devices, dallo schermo del cinema e quelli, mobili e interattivi, del telefonino.
In particolare, sarà interessante osservare come queste due direttrici di innovazione possano essere interpretate come approcci profondamente diversi allʼesperienza cinematografica, interpreti di istanze del cinema che potremmo definire antitetiche, dal punto di vista estetico e fruitivo.
Il saggio esplora così queste due forme tecnologiche del cinema in relazione ai divergenti modelli di fruizione che esse veicolano e alle possibili implicazioni sui linguaggi e le estetiche del futuro.
In particolare, sarà interessante osservare come queste due direttrici di innovazione possano essere interpretate come approcci profondamente diversi allʼesperienza cinematografica, interpreti di istanze del cinema che potremmo definire antitetiche, dal punto di vista estetico e fruitivo.
Il saggio esplora così queste due forme tecnologiche del cinema in relazione ai divergenti modelli di fruizione che esse veicolano e alle possibili implicazioni sui linguaggi e le estetiche del futuro.
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The growing importance of digital tools in the construction of personal remembrance seems to create the conditions for the rising of an homogeneous and “technologically driven” memory heritage. Despite this, in the paper a strong... more
The growing importance of digital tools in the construction of personal remembrance seems to create the conditions for the rising of an homogeneous and “technologically driven” memory heritage. Despite this, in the paper a strong intertwining between technological and cultural memory factors will be outlined, in particular:
-the use of digital media effectively augments individual capability to record contents, but it is also accompanied by new cultural forms of “ecology of memory”; -cultural rules seem to influence the decision of which digital recording tool (camera phone, video camera) must be used in each social situation;
- the youngsters’ “memory heritage” is not completely digitally composed but it mixes several both physical and digital sources; -new metaphors are emerging in order to adapt digital memory interfaces to human mnemonics and contemporary cultural trends.
-the use of digital media effectively augments individual capability to record contents, but it is also accompanied by new cultural forms of “ecology of memory”; -cultural rules seem to influence the decision of which digital recording tool (camera phone, video camera) must be used in each social situation;
- the youngsters’ “memory heritage” is not completely digitally composed but it mixes several both physical and digital sources; -new metaphors are emerging in order to adapt digital memory interfaces to human mnemonics and contemporary cultural trends.
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My aim in this paper is to present an analysis of the concept of audiovisual interactivity and its evolution in relation to web 2.0 and participatory culture. A brief theoretical framework on the concept of interactivity and its... more
My aim in this paper is to present an analysis of the concept of audiovisual interactivity and its evolution in relation to web 2.0 and participatory culture. A brief theoretical framework on the concept of interactivity and its evolutions in the last decades will be followed by an analysis of the traditional interactivity concept based on a closed used-medium relationship. Finally, I will further articulate my reflection on new forms of interactivity which are based on a more participatory model in which users interact among themselves and create communities within and through interactive media environments. Using Thompson’s theoretical framework (1995) on media interaction, my attempt will be to define how new participative strategies of 2.0 tv are creating not only new forms of contents and languages, but also “mediated-quasi interactions” between media producers and their audience. These environments are thus characterized by an indirect dialogue and a complex competition for media imaginary dominance.
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The paper starts from a qualitative research, carried out through 50 in-depth interviews, on memory and its evolutions in connection with digital tools and networked environments. The aim was to investigate how new generations build their... more
The paper starts from a qualitative research, carried out through 50 in-depth interviews, on memory and its evolutions in connection with digital tools and networked environments.
The aim was to investigate how new generations build their individual memory and more specifically which things, mementos and interfaces of memory they use; which are their practices to create and to socialize memory, how and in which measure they transform it in cultural capital.
The role of interactive media for memory production, storage and communication will be outlined; furthermore, the web and social media will be analysed as cultural interfaces through which people approach their past.
The analysis will explore how digital environments for writing, publishing, showing personal experience are changing the subjective criteria to distinguish past and present, private and public dimensions of memory.
The productive dimension of 2.0 web environments is indeed giving result to a new diffused subjectivity in which, on the one hand people are stimulated to enlarge the virtual audience of their subjective memories, whilst on the other hand, they transform and mediate their subjectivity in order to fit it in a global language and circuit.
The aim was to investigate how new generations build their individual memory and more specifically which things, mementos and interfaces of memory they use; which are their practices to create and to socialize memory, how and in which measure they transform it in cultural capital.
The role of interactive media for memory production, storage and communication will be outlined; furthermore, the web and social media will be analysed as cultural interfaces through which people approach their past.
The analysis will explore how digital environments for writing, publishing, showing personal experience are changing the subjective criteria to distinguish past and present, private and public dimensions of memory.
The productive dimension of 2.0 web environments is indeed giving result to a new diffused subjectivity in which, on the one hand people are stimulated to enlarge the virtual audience of their subjective memories, whilst on the other hand, they transform and mediate their subjectivity in order to fit it in a global language and circuit.
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What are teens doing actually with media? What are they learning through digital practices? How to merge informal learning strategies, developed in their daily digital practices, with formal contexts of learning? The chapter presents some... more
What are teens doing actually with media? What are they learning through digital practices? How to merge informal learning strategies, developed in their daily digital practices, with formal contexts of learning? The chapter presents some of the empirical results of the international research "Transmedia Literacy. Exploiting transmedia skills and informal learning strategies to improve formal education", funded by H2020 Programme, which involved more of 800 teenagers from 8 Countries in the world.
Aim of the contribute is also to present one of the most important outputs of the project: the Teachers' Kit (http://transmedialiteracy.upf.edu/), which proposes more than 100 activities to facilitate the integration of transliteracies in the classroom . It's possible to download in open access the whole book, in English and Spanish, at the address https://repositori.upf.edu/handle/10230/34245?locale-attribute=en
How to cite: Amici S. Taddeo G. “Exploiting transmedia Skills in the classroom: an action” plan (2018), in C. Scolari (ed) Teens, Media and Collaborative cultures. Exploiting teens’ transmedia skills in the classroom, Universitat Pompeu Fabra, Barcelona
Aim of the contribute is also to present one of the most important outputs of the project: the Teachers' Kit (http://transmedialiteracy.upf.edu/), which proposes more than 100 activities to facilitate the integration of transliteracies in the classroom . It's possible to download in open access the whole book, in English and Spanish, at the address https://repositori.upf.edu/handle/10230/34245?locale-attribute=en
How to cite: Amici S. Taddeo G. “Exploiting transmedia Skills in the classroom: an action” plan (2018), in C. Scolari (ed) Teens, Media and Collaborative cultures. Exploiting teens’ transmedia skills in the classroom, Universitat Pompeu Fabra, Barcelona
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Chapter of the book: C. Scolari (ed) Teens, Media and Collaborative cultures. Exploiting teens’ transmedia skills in the classroom, Universitat Pompeu Fabra, Barcelona. The book presents the main results of the research TRANSMEDIA... more
Chapter of the book: C. Scolari (ed) Teens, Media and Collaborative cultures. Exploiting teens’ transmedia skills in the classroom, Universitat Pompeu Fabra, Barcelona.
The book presents the main results of the research TRANSMEDIA LITERACY. Exploiting transmedia skills and informal learning strategies to improve formal education, carried out in 8 Countries in the world and aimed at investigate how teenagers are learning through their informal media practices.
The book is available on open access at the indicated link.TRANSMEDIA LITERACY. Exploiting transmedia skills and informal learning strategies to improve formal education.
More information and documents about the results are available at the web site https://transmedialiteracy.org/.
The teacher's kit, with more of 100 activities for experimenting transmedia skills in classroom, is available (in 4 languages) here: http://transmedialiteracy.upf.edu/
TRANSLITERACY – 645238 / Horizon 2020 – Research and Innovation actions
The book presents the main results of the research TRANSMEDIA LITERACY. Exploiting transmedia skills and informal learning strategies to improve formal education, carried out in 8 Countries in the world and aimed at investigate how teenagers are learning through their informal media practices.
The book is available on open access at the indicated link.TRANSMEDIA LITERACY. Exploiting transmedia skills and informal learning strategies to improve formal education.
More information and documents about the results are available at the web site https://transmedialiteracy.org/.
The teacher's kit, with more of 100 activities for experimenting transmedia skills in classroom, is available (in 4 languages) here: http://transmedialiteracy.upf.edu/
TRANSLITERACY – 645238 / Horizon 2020 – Research and Innovation actions
Research Interests:
Il progetto pilota Traineeship realizzato dalla partnership tra MIUR Federmeccanica e INDIRE è finalizzato alla sperimentazione nazionale dell’alternanza scuola lavoro ed ha preso avvio operativo nel 2016. Gli obiettivi dell’intervento,... more
Il progetto pilota Traineeship realizzato dalla partnership tra
MIUR Federmeccanica e INDIRE è finalizzato alla sperimentazione
nazionale dell’alternanza scuola lavoro ed ha preso avvio
operativo nel 2016.
Gli obiettivi dell’intervento, che ha coinvolto 50 istituti scolastici,
sono:
• generare un processo di innovazione sociale, proponendo,
su scala nazionale, un modello per la messa a
regime dell’Alternanza Scuola Lavoro che tenga conto
delle proposte “sperimentali” che hanno funzionato e
che sono sostenibili ad impatto sistemico;
• mettere al centro dell’esperienza dell’Alternanza l’apprendimento
nei luoghi di lavoro, quale elemento irrinunciabile
del percorso curricolare, riconoscendone la
piena “equivalenza formativa” ai fini dello sviluppo di
competenze previste dal PECUP degli istituti tecnici e
professionali;
• fare della “co-progettazione” scuola-impresa un elemento
imprescindibile per la definizione dei percorsi di
Alternanza Scuola Lavoro;
• trasformare l’organizzazione didattica, anche nelle materie
di base, per promuovere il protagonismo degli studenti.
All'interno del libro si espongono i risultati della sperimentazione, le analisi e le riflessioni sulla sua valenza operativa e i possibili sviluppi. INDIRE presenta i dati relativi al monitoraggio quantitativo realizzato in merito al percorso svolto con le 50 scuole partecipanti.
MIUR Federmeccanica e INDIRE è finalizzato alla sperimentazione
nazionale dell’alternanza scuola lavoro ed ha preso avvio
operativo nel 2016.
Gli obiettivi dell’intervento, che ha coinvolto 50 istituti scolastici,
sono:
• generare un processo di innovazione sociale, proponendo,
su scala nazionale, un modello per la messa a
regime dell’Alternanza Scuola Lavoro che tenga conto
delle proposte “sperimentali” che hanno funzionato e
che sono sostenibili ad impatto sistemico;
• mettere al centro dell’esperienza dell’Alternanza l’apprendimento
nei luoghi di lavoro, quale elemento irrinunciabile
del percorso curricolare, riconoscendone la
piena “equivalenza formativa” ai fini dello sviluppo di
competenze previste dal PECUP degli istituti tecnici e
professionali;
• fare della “co-progettazione” scuola-impresa un elemento
imprescindibile per la definizione dei percorsi di
Alternanza Scuola Lavoro;
• trasformare l’organizzazione didattica, anche nelle materie
di base, per promuovere il protagonismo degli studenti.
All'interno del libro si espongono i risultati della sperimentazione, le analisi e le riflessioni sulla sua valenza operativa e i possibili sviluppi. INDIRE presenta i dati relativi al monitoraggio quantitativo realizzato in merito al percorso svolto con le 50 scuole partecipanti.
Research Interests:
Lo scenario dei consumi mediali assume, negli ultimi anni, ritmi di cambiamento vertiginosi. Ai media tradizionali si affiancano nuovi ambienti di Rete che modificano sensibilmente i processi e i contesti di fruizione. Il libro si propone... more
Lo scenario dei consumi mediali assume, negli ultimi anni, ritmi di cambiamento vertiginosi. Ai media tradizionali si affiancano nuovi ambienti di Rete che modificano sensibilmente i processi e i contesti di fruizione. Il libro si propone di presentare, attraverso i risultati di una ricerca empirica svolta su un campione di giovani studenti universitari, alcune linee interpretative dei cambiamenti in corso.Quali sono i media più utilizzati dai giovani? In che modo e attraverso quali strumenti essi articolano i loro consumi culturali? Come utilizzano la Rete? Quali sono i fattori discriminanti per un approccio attivo o passivo ai media? Le nuove tecnologie sono sostitutive o integrative dei media precedenti? Inserito nel contesto più ampio del progetto PRIN (Progetto di ricerca di rilevante interesse nazionale) TRAME (Tecnologie e Ambienti di Rete per le Memorie del XXI secolo), il contributo intende offrire al lettore un'articolata analisi dei fenomeni in corso, a partire da un campione giovanile che, spesso affrettatamente, è considerato come "innovatore", "onnivoro", "nativo" dei nuovi media e che, invece, è qui testimone di processi molto più complessi e contrastanti di uso e appropriazione delle tecnologie digitali.
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Attraverso una ricca serie di esempi e analisi, questo libro intende raccontare i modi con cui il cinema è andato contaminando linguaggi, pratiche, modelli di fruizione con i media digitali, evidenziando differenze e analogie fra i due... more
Attraverso una ricca serie di esempi e analisi, questo libro intende raccontare i modi con cui il cinema è andato contaminando linguaggi, pratiche, modelli di fruizione con i media digitali, evidenziando differenze e analogie fra i due mondi, ma soprattutto fornendo nuovi spunti interpretativi sul ruolo, sempre più complesso e ambivalente, che gli spettatori hanno nella costruzione di questo nuovo, liminare linguaggio audiovisuale
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The MENTEP (MENtoring Technology-Enhanced Pedagogy) project addresses the need in Europe for teachers able to innovate using ICT in their classroom and for improved data on teachers’ digital competence. Based on this premise, MENTEP... more
The MENTEP (MENtoring Technology-Enhanced Pedagogy) project addresses the need in Europe for teachers able to innovate using ICT in their classroom and for improved data on teachers’ digital competence. Based on this premise, MENTEP investigates the potential of an online self-assessment tool to empower teachers to progress in their Technology-Enhanced Teaching (TET) competence at their own pace.
Project partners will develop a common tool together and test it in field trials in around 10 partner countries.
The new online self-assessment tool - reliable, user-friendly and sustainable – will be based on similar existing tools. Teachers using the tool will be able to access resources and support via national portals. It will be possible to review and adapt the final tool to future needs.
At least 1000 teachers in each participating country will use the tool during the field trials. Anonymized data collected via the online tool will facilitate the monitoring of teachers’ digital competence at individual, country and EU level. This will make it possible to show the impact of the tool on the professional development of teachers.
The project will also investigate the feasibility of a European-wide certification of TET competence
Project partners will develop a common tool together and test it in field trials in around 10 partner countries.
The new online self-assessment tool - reliable, user-friendly and sustainable – will be based on similar existing tools. Teachers using the tool will be able to access resources and support via national portals. It will be possible to review and adapt the final tool to future needs.
At least 1000 teachers in each participating country will use the tool during the field trials. Anonymized data collected via the online tool will facilitate the monitoring of teachers’ digital competence at individual, country and EU level. This will make it possible to show the impact of the tool on the professional development of teachers.
The project will also investigate the feasibility of a European-wide certification of TET competence
Research Interests:
TRANSMEDIA LITERACY is an international project funded by the Horizon 2020 – Research and Innovation actions Programme. It is carried out in 8 Countries (Spain, Italy, Finland, Portugal, UK, Uruguay, Colombia, Australia) from 2016 to... more
TRANSMEDIA LITERACY is an international project funded by the
Horizon 2020 – Research and Innovation actions Programme.
It is carried out in 8 Countries (Spain, Italy, Finland, Portugal, UK, Uruguay, Colombia, Australia) from 2016 to 2018.
The aim is to understand how the young boys and girls are learning skills outside the school. The construction of those cultural competencies and social skills will be at the centre of the research. Once the informal learning strategies and practices applied by young people outside the formal institutions are identified, the team will ‘translate’ them into a series of activities and proposals to be implemented inside school settings. The Transmedia Literacy Project will also produce a Teacher’s Kit that will be designed to facilitate the integration of transliteracies in the classroom.
Horizon 2020 – Research and Innovation actions Programme.
It is carried out in 8 Countries (Spain, Italy, Finland, Portugal, UK, Uruguay, Colombia, Australia) from 2016 to 2018.
The aim is to understand how the young boys and girls are learning skills outside the school. The construction of those cultural competencies and social skills will be at the centre of the research. Once the informal learning strategies and practices applied by young people outside the formal institutions are identified, the team will ‘translate’ them into a series of activities and proposals to be implemented inside school settings. The Transmedia Literacy Project will also produce a Teacher’s Kit that will be designed to facilitate the integration of transliteracies in the classroom.
Research Interests:
IN MEDIA LOCI (“nel mezzo dei luoghi”, oppure “nei media dei luoghi”) ha l’obiettivo di creare una piattaforma multicanale (online e mobile) per la valorizzazione del territorio e la promozione del turismo e delle attività locali,... more
IN MEDIA LOCI (“nel mezzo dei luoghi”, oppure “nei media dei luoghi”) ha l’obiettivo di creare una piattaforma multicanale (online e mobile) per la valorizzazione del territorio e la promozione del turismo e delle attività locali, attraverso la messa a sistema e il riutilizzo dei contenuti mediali esistenti, sia broadcast (RAI Radiotelevisione Italiana è partner del progetto) sia locali (fondi, archivi e singoli documenti disponibili sul territorio).
In media Loci è un Progetto di Ricerca applicata finanziato all’interno del Polo di Innovazione della Creatività digitale e multimedialità (III Annualità)
Durata
agosto 2012- maggio 2014
Parole chiave
Disponibilità: è l’azione in larga misura già realizzata da parte di enti prevalentemente pubblici, determinante per la costituzione di patrimoni e loro digitalizzazione.
Accessibilità e raggiungibilità: l’utente non professionale realizza una prima forma di conoscenza sia fisica sia virtuale (cioè in loco o a distanza). La disponibilità è la condizione preliminare che permette di accedere e raggiungere questi patrimoni e i loro contenitori storici; è possibile l’accesso guidato con interazione semplice ed ergonomica.
Partecipazione e socializzazione: inserendosi nella prospettiva dei locative media, dei social network e delle forme collaborative di conoscenza divulgate dagli U.G.C. (User Generated Content) si enfatizza la conoscenza come atto non solo individuale ma sociale, anello indispensabile per la formazione di comunità e di società. I contenuti vengono rigenerati dagli utenti, arricchendo le informazioni e soprattutto le esperienze che gli utenti stessi, i visitatori di ambienti urbani e non urbani riescono a rappresentare con media e tecnologie domestiche.
In media Loci è un Progetto di Ricerca applicata finanziato all’interno del Polo di Innovazione della Creatività digitale e multimedialità (III Annualità)
Durata
agosto 2012- maggio 2014
Parole chiave
Disponibilità: è l’azione in larga misura già realizzata da parte di enti prevalentemente pubblici, determinante per la costituzione di patrimoni e loro digitalizzazione.
Accessibilità e raggiungibilità: l’utente non professionale realizza una prima forma di conoscenza sia fisica sia virtuale (cioè in loco o a distanza). La disponibilità è la condizione preliminare che permette di accedere e raggiungere questi patrimoni e i loro contenitori storici; è possibile l’accesso guidato con interazione semplice ed ergonomica.
Partecipazione e socializzazione: inserendosi nella prospettiva dei locative media, dei social network e delle forme collaborative di conoscenza divulgate dagli U.G.C. (User Generated Content) si enfatizza la conoscenza come atto non solo individuale ma sociale, anello indispensabile per la formazione di comunità e di società. I contenuti vengono rigenerati dagli utenti, arricchendo le informazioni e soprattutto le esperienze che gli utenti stessi, i visitatori di ambienti urbani e non urbani riescono a rappresentare con media e tecnologie domestiche.
Research Interests:
TITOLO DEL CORSO: SOCIAL NETWORKING. TECHNOLOGIES AND APPLICATIONS. CORSO DI LAUREA SPECIALISTICA IN INGEGNERIA DEL CINEMA E DEI MEZZI DI COMUNICAZIONE. POLITECNICO DI TORINO Informazioni sul corso si trovano alla pagina... more
TITOLO DEL CORSO: SOCIAL NETWORKING. TECHNOLOGIES AND APPLICATIONS.
CORSO DI LAUREA SPECIALISTICA IN INGEGNERIA DEL CINEMA E DEI MEZZI DI COMUNICAZIONE. POLITECNICO DI TORINO
Informazioni sul corso si trovano alla pagina ufficiale:
https://elite.polito.it/teaching/current-courses/328-01qyapd
Il fenomeno dei social network ha rivoluzionato, negli ultimi anni, il panorama della produzione mediale, delle relazioni interpersonali, e anche della comunicazione politica e di impresa.
I Social Network Sites (SNS) come Facebook, Twitter, Instagram e LinkedIn hanno infatti radicalmente modificato le dinamiche di interazione sociale, configurando nuovi scenari in cui il rapporto tra cosiddetto mondo online e offline è più complesso e interdipendente.
Il corso sviluppa un’analisi approfondita del fenomeno dei Social Network e definisce le caratteristiche tecnologiche, strutturali e le pratiche relazionali e comunicative abilitate da queste nuove forme socio-tecnologiche. Durante il corso, gli studenti impareranno i concetti e i meccanismi che stanno dietro alle tecnologie del Social Web, come la progettazione di un social network, la sua realizzazione prototipale e la validazione con degli utenti. In particolare, si affronterà tale argomento da due punti di vista: uno rivolto agli aspetti sociali e di comunicazione dei SNS e uno più orientato verso gli aspetti di progettazione e di sviluppo tecnologico.
In dettaglio, i principali nodi tematici riguardanti la parte di interazione sociale riguardano:
analisi storica e comparativa dei principali social network
modelli di networking, computer mediated communication e community building
strumenti e metodologie di analisi del target e della user experience
progettazione, design dell’interazione e prototipazione secondo l’approccio del Design Thinking
definizione del business model e delle opportunità di sviluppo in relazione alle dinamiche di impresa 4.0 ( in particolare big data analytics, Internet of Things)
validazione e utilizzo di metriche e strumenti di analisi dei feedback e design iterativo
A supporto di tutto ciò, si forniranno gli strumenti tecnici e le conoscenze informatiche necessarie per affrontare con successo la parte di progettazione e prototipazione del Social Network, grazie all'utilizzo di tecnologie e linguaggi Web allo stato dell'arte.
Al termine del corso, gli studenti avranno ideato, progettato, realizzato e validato in gruppi un prototipo di Social Network, esplorandone in prima persona le principali caratteristiche, problematiche e opportunità.
CORSO DI LAUREA SPECIALISTICA IN INGEGNERIA DEL CINEMA E DEI MEZZI DI COMUNICAZIONE. POLITECNICO DI TORINO
Informazioni sul corso si trovano alla pagina ufficiale:
https://elite.polito.it/teaching/current-courses/328-01qyapd
Il fenomeno dei social network ha rivoluzionato, negli ultimi anni, il panorama della produzione mediale, delle relazioni interpersonali, e anche della comunicazione politica e di impresa.
I Social Network Sites (SNS) come Facebook, Twitter, Instagram e LinkedIn hanno infatti radicalmente modificato le dinamiche di interazione sociale, configurando nuovi scenari in cui il rapporto tra cosiddetto mondo online e offline è più complesso e interdipendente.
Il corso sviluppa un’analisi approfondita del fenomeno dei Social Network e definisce le caratteristiche tecnologiche, strutturali e le pratiche relazionali e comunicative abilitate da queste nuove forme socio-tecnologiche. Durante il corso, gli studenti impareranno i concetti e i meccanismi che stanno dietro alle tecnologie del Social Web, come la progettazione di un social network, la sua realizzazione prototipale e la validazione con degli utenti. In particolare, si affronterà tale argomento da due punti di vista: uno rivolto agli aspetti sociali e di comunicazione dei SNS e uno più orientato verso gli aspetti di progettazione e di sviluppo tecnologico.
In dettaglio, i principali nodi tematici riguardanti la parte di interazione sociale riguardano:
analisi storica e comparativa dei principali social network
modelli di networking, computer mediated communication e community building
strumenti e metodologie di analisi del target e della user experience
progettazione, design dell’interazione e prototipazione secondo l’approccio del Design Thinking
definizione del business model e delle opportunità di sviluppo in relazione alle dinamiche di impresa 4.0 ( in particolare big data analytics, Internet of Things)
validazione e utilizzo di metriche e strumenti di analisi dei feedback e design iterativo
A supporto di tutto ciò, si forniranno gli strumenti tecnici e le conoscenze informatiche necessarie per affrontare con successo la parte di progettazione e prototipazione del Social Network, grazie all'utilizzo di tecnologie e linguaggi Web allo stato dell'arte.
Al termine del corso, gli studenti avranno ideato, progettato, realizzato e validato in gruppi un prototipo di Social Network, esplorandone in prima persona le principali caratteristiche, problematiche e opportunità.
Is it just fun?
Teens' participatory practices as emotional playground
PRESENTATION AT THE 13 th Conference of the European Sociological Association
(Un)Making Europe: Capitalism, Solidarities, Subjectivities
Teens' participatory practices as emotional playground
PRESENTATION AT THE 13 th Conference of the European Sociological Association
(Un)Making Europe: Capitalism, Solidarities, Subjectivities
Research Interests:
Why youngsters are so fascinated by the so called Instagrammers, Youtubers and other new social media “stars” they meet and follow online? What are they looking for, and what they find in these protagonists of the web 2.0? Is such type of... more
Why youngsters are so fascinated by the so called Instagrammers, Youtubers and other new social media “stars” they meet and follow online?
What are they looking for, and what they find in these protagonists of the web 2.0? Is such type of consumption pure entertainment or has it a role in the social and emotional development of youngsters? Are there differences by gender, social background, school path in living such emotions?
Several researches have investigated about teens through their new media practices (Davies, Coleman and Livingstone, 2014; boyd 2014; Turkle 2013; Ito 2010).
The paper will attempt to answer to such types of questions by presenting some first empirical results of the research "Transmedia literacy, Exploiting transmedia skills and informal learning strategies to improve formal education"
The research is funded by the European Commission into the H2020 Programme and it is involving 8 Countries in a ethnographic and qualitative exploration on the youth participatory cultures (teens 12-18 years old), and their connection with educational purposes.
Through the analysis of the Italian findings, we could analyze how following an Instagrammer, composing a “meme” which connects images and reflections about life or love, or also laughing with a Youtuber, are all ways for youngsters to explore the self, shape and affirm the own identity, talk about themselves in a mediated and remediated way (Bolter, Grusin 1998).
The methodological approach will also include the sociology of emotions perspective (Thoits, 1989, Turner, Stets 2005;2008), in order to deepen our analysis.
We therefore discuss how such mediated emotions can be part of an educational path.
What are they looking for, and what they find in these protagonists of the web 2.0? Is such type of consumption pure entertainment or has it a role in the social and emotional development of youngsters? Are there differences by gender, social background, school path in living such emotions?
Several researches have investigated about teens through their new media practices (Davies, Coleman and Livingstone, 2014; boyd 2014; Turkle 2013; Ito 2010).
The paper will attempt to answer to such types of questions by presenting some first empirical results of the research "Transmedia literacy, Exploiting transmedia skills and informal learning strategies to improve formal education"
The research is funded by the European Commission into the H2020 Programme and it is involving 8 Countries in a ethnographic and qualitative exploration on the youth participatory cultures (teens 12-18 years old), and their connection with educational purposes.
Through the analysis of the Italian findings, we could analyze how following an Instagrammer, composing a “meme” which connects images and reflections about life or love, or also laughing with a Youtuber, are all ways for youngsters to explore the self, shape and affirm the own identity, talk about themselves in a mediated and remediated way (Bolter, Grusin 1998).
The methodological approach will also include the sociology of emotions perspective (Thoits, 1989, Turner, Stets 2005;2008), in order to deepen our analysis.
We therefore discuss how such mediated emotions can be part of an educational path.
Research Interests:
Cosa vuol dire essere partecipativi in rete? Basta un uso consapevole, critico, di quello che esiste, o per i ragazzi è necessario spingersi oltre? Secondo la mia opinione si! E' necessario oltrepassare una visione ripiegata su se stessa... more
Cosa vuol dire essere partecipativi in rete? Basta un uso consapevole, critico, di quello che esiste, o per i ragazzi è necessario spingersi oltre? Secondo la mia opinione si! E' necessario oltrepassare una visione ripiegata su se stessa e difensiva della rete, e spingere i ragazzi non solo a conoscere e adattarsi alle interfacce web, ma a inventarne di nuove.
Contributo presentato al Festival dell'Educazione di Torino (edizione 2016), e relativo alla ricerca internazionale Transliteracy, finanziata all'interno del programma Horizon 2020, in corso dal 2016-2018.
Contributo presentato al Festival dell'Educazione di Torino (edizione 2016), e relativo alla ricerca internazionale Transliteracy, finanziata all'interno del programma Horizon 2020, in corso dal 2016-2018.
Research Interests:
Packaging della memora in Facebook, cultura dell'effimero e della "non memorabilità" della vita in Snapchat, big data memory in Selfiecity. Come le interfacce modellano il nostro modo di ricordare? alcune riflessioni condivise al convegno... more
Packaging della memora in Facebook, cultura dell'effimero e della "non memorabilità" della vita in Snapchat, big data memory in Selfiecity. Come le interfacce modellano il nostro modo di ricordare? alcune riflessioni condivise al convegno "Contemporaneamente", http://contemporaneamente.piccolopificiosociologico.it/ Università di Firenze, 21-23 Novembre 2016.
Research Interests:
— The Social Web is quickly becoming a way of life: millions of people, everywhere, use social network sites to stay connected with their friends, discover new people and activities, and share user-created contents. Moreover, today the... more
— The Social Web is quickly becoming a way of life: millions of people, everywhere, use social network sites to stay connected with their friends, discover new people and activities, and share user-created contents. Moreover, today the Social Web phenomenon experiments an astoundingly rapid growth that is not likely to slow down in the near future. At the same time, the borderline between social networks and social media is more and more blurred. This complex and evolving scenario requires a new generation of computer scientists and engineers that understand how to properly design software for supporting and fostering social interactions. This paper describes a university-level experience started four academic years ago with a Social Web course. The course uses a multidisciplinary and active learning approach by requesting the students to design and prototype a Social Web application, and the teachers provide an active support and follow-up along the semester. The course main objective is to provide the students with the fundamentals for understanding both the social and the technical challenges of Social Web applications, balancing the general principles with the specific requirements of personalized contemporary social environments. The paper presents the adopted teaching strategies and analyzes the attained learning outcomes, both from the qualitative and quantitative point of views.
Research Interests:
How user generated content can be used at school? which are the main pedagogical, cultural and technological aspects to take into account when implementing digital resources as integration or even substitute of the book? Some reflections... more
How user generated content can be used at school? which are the main pedagogical, cultural and technological aspects to take into account when implementing digital resources as integration or even substitute of the book? Some reflections from empirical experiences at Italian level.
Research Interests:
Una storia non è un semplice accumulo di fatti, è trasformazione. L'intervento, presentato al Forum Innovazione Digitale Ocova di Ivrea, esamina principali meccaniche ed estetiche dello storytelling, in particolare applicato alla... more
Una storia non è un semplice accumulo di fatti, è trasformazione.
L'intervento, presentato al Forum Innovazione Digitale Ocova di Ivrea, esamina principali meccaniche ed estetiche dello storytelling, in particolare applicato alla comunicazione di impresa.
L'intervento, presentato al Forum Innovazione Digitale Ocova di Ivrea, esamina principali meccaniche ed estetiche dello storytelling, in particolare applicato alla comunicazione di impresa.
Research Interests:
Presentazione di diversi esempi di interattività audiovisiva, ciascuno legato a dinamiche di fruizione, partecipazione ed estetiche diverse. Intervento nel corso di Interactive Storytelling 2014-2015, Prof. Giulio Lughi, Università di... more
Presentazione di diversi esempi di interattività audiovisiva, ciascuno legato a dinamiche di fruizione, partecipazione ed estetiche diverse.
Intervento nel corso di Interactive Storytelling 2014-2015, Prof. Giulio Lughi, Università di Torino.
Intervento nel corso di Interactive Storytelling 2014-2015, Prof. Giulio Lughi, Università di Torino.
Research Interests:
L’intervento si focalizza su una delle leve principali dell’engagement online: la produzione e condivisione di immagini. La quantità di immagini prodotte online cresce di anno in anno, e, secondo i dati di Pew Internet and American Life... more
L’intervento si focalizza su una delle leve principali dell’engagement online: la produzione e condivisione di immagini.
La quantità di immagini prodotte online cresce di anno in anno, e, secondo i dati di Pew Internet and American Life Project (2013), costituisce un settore dominante della produzione di contenuti e, in generale, della nostra vita digitale.
Studiare e comprendere il significato di queste immagini, e quello che possono dirci degli utenti, diviene quindi un obiettivo strategico del marketing, del design, e della progettazione di innovazione.
L’intervento presenta alcune ricerche specifiche relative all’analisi visuale delle immagini user generated: progetti come Phototrails.net, o Selfiecities.net, utilizzano tecniche di cosiddetta “data etnography” per analizzare e interpretare corpus di migliaia di immagini, provenienti dai principali social network e da diverse parti del mondo.
Attraverso una panoramica dei metodi e degli strumenti utilizzati in tali progetti, l’intervento intende porre in evidenza un emergente paradigma di ricerca, che utilizza il visuale in senso forte, non solo come supporto di engagement e comunicazione, ma come vero e proprio strumento epistemologico.
La quantità di immagini prodotte online cresce di anno in anno, e, secondo i dati di Pew Internet and American Life Project (2013), costituisce un settore dominante della produzione di contenuti e, in generale, della nostra vita digitale.
Studiare e comprendere il significato di queste immagini, e quello che possono dirci degli utenti, diviene quindi un obiettivo strategico del marketing, del design, e della progettazione di innovazione.
L’intervento presenta alcune ricerche specifiche relative all’analisi visuale delle immagini user generated: progetti come Phototrails.net, o Selfiecities.net, utilizzano tecniche di cosiddetta “data etnography” per analizzare e interpretare corpus di migliaia di immagini, provenienti dai principali social network e da diverse parti del mondo.
Attraverso una panoramica dei metodi e degli strumenti utilizzati in tali progetti, l’intervento intende porre in evidenza un emergente paradigma di ricerca, che utilizza il visuale in senso forte, non solo come supporto di engagement e comunicazione, ma come vero e proprio strumento epistemologico.
Research Interests: New Media, Web 2.0, Digital Media, Digital Ethnography, ethnography, comparative visual media, humanitarianism, human rights, biopolitics, Marxist critique, postcolonial studies, documentary studies, critical theory and cultural studies, posthumanism, animal studies, discourses of the child, and 2 moreMethodology of the social sciences and Selfies
It is based on the results of the research project “In Media Loci. Community, media, and interactions" a UE funded project aimed to experiment, in the area of Monferrato (Piedmont), location based solutions for the valorization of the... more
It is based on the results of the research project “In Media Loci. Community, media, and interactions" a UE funded project aimed to experiment, in the area of Monferrato (Piedmont), location based solutions for the valorization of the natural heritage and the social empowerment of local communities.
The project delivered two location-based digital environments, a website and a mobile app, which were experimented with real users through several phases of participatory design, focus groups, in depth interviews and a final testing.
Both the web site and the mobile app had been designed in order to allow the interaction among several actors: local “content producers”-as local governments, cultural institutions, small civic associations, hospitality operators- on one hand, and on the other one, “content users” as tourists, but also the same inhabitans of the area which want to discover more aspects of their territory and enjoy it in a new form.
The web and mobile platforms provide therefore several location-based solutions both for uploading contents and for remixing them: they also propose a sort of “format machine” which allow users to easily create different “mash-up” formats as brochures, playlists, location based paths, blogs.
Aim of the formats was to foster the connection among contents, resources and points of view of the territory and definitely to encourage the networking among local actors.
The project delivered two location-based digital environments, a website and a mobile app, which were experimented with real users through several phases of participatory design, focus groups, in depth interviews and a final testing.
Both the web site and the mobile app had been designed in order to allow the interaction among several actors: local “content producers”-as local governments, cultural institutions, small civic associations, hospitality operators- on one hand, and on the other one, “content users” as tourists, but also the same inhabitans of the area which want to discover more aspects of their territory and enjoy it in a new form.
The web and mobile platforms provide therefore several location-based solutions both for uploading contents and for remixing them: they also propose a sort of “format machine” which allow users to easily create different “mash-up” formats as brochures, playlists, location based paths, blogs.
Aim of the formats was to foster the connection among contents, resources and points of view of the territory and definitely to encourage the networking among local actors.
Research Interests:
Presentazione di una ricerca empirica, condotta da me e Simona Tirocchi (Università di Torino) riguardo l'uso della comunicazione mediata in famiglia (da Skype alla chat a Facebook). Come cambia l'uso dei media nel corso della vita... more
Presentazione di una ricerca empirica, condotta da me e Simona Tirocchi (Università di Torino) riguardo l'uso della comunicazione mediata in famiglia (da Skype alla chat a Facebook). Come cambia l'uso dei media nel corso della vita familiare? Ci sono media specifici per tipologie specifiche di comunicazione familiare (litigi, spionaggi, negoziazioni)?
Il paper ipotizza un utilizzo "evolutivo" dei media, che segue e co-modella le fasi di evoluzione degli adolescenti e del loro muoversi all'interno della relazione familiare.
I risultati completi sono pubblicati in Greco G. (a cura di), Pubbliche Intimità. L'affettivo quotidiano nei siti di Social Network, MEDIACULTURA, FrancoAngeli, Milano 2014
Il paper ipotizza un utilizzo "evolutivo" dei media, che segue e co-modella le fasi di evoluzione degli adolescenti e del loro muoversi all'interno della relazione familiare.
I risultati completi sono pubblicati in Greco G. (a cura di), Pubbliche Intimità. L'affettivo quotidiano nei siti di Social Network, MEDIACULTURA, FrancoAngeli, Milano 2014