Accademia UNIDEE operates within the realm of information technology, and therefore provides its students with a complex series of technological means for the distribution and fruition of multimedia educational contents. Working in network with other research and teaching institutes, we strive to manage the distribution and fruition of our educational contents on the most advanced technological platforms. These technological instruments represent our distance learning (DL) offer, which allows for a shared management of the learning space by students and lecturers alike, in particular in cases of off-site students and medical emergencies (e.g. the current Covid situation). They also constitute a promising option in view of a lifelong learning process.
Education is the only instrument able to guide individuals in the process of gaining awareness and perceiving innovation, by providing methodologies and creating culture. Education can give people a “form”, it is in fact a praxis capable of modifying behaviours for the better or the worse. Given its power, it can sometimes produce undesirable effects, and it is therefore necessary to follow closely each phase of the educational project.
Being a product distributed within the Accademia, the educational material is communicated to the students in a clear and precise way, so that they can consciously infer their consent and availability in regard to the educational objective. The aim is therefore to activate four phases leading to conscious learning, i.e. Attention, Interest, Desire, Action.
The synchronous and asynchronous distance learning function makes sense only if combined with a synchronous live education. In a simplified representation of the value chain, the synchronous and asynchronous distance learning function must always be linked to a live education and in synchrony with the academic life and schedule.
Capable of providing the right answers applying timings, languages, means and architectures suitable to the needs, but also to the opportunities and cultural proposal of the Accademia. The term is intended in the wider and more positive sense of its meaning, as an instrument able to seize the possibilities offered by technology and by the practices that time and the academic processes will build.
In structuring the distance learning project, it’s important to make sure that most of the information provided is relevant to the actions that the educational objective sets out to activate.
Can we say that our educational methodology has been effective if the participants answer all the questions in the final test correctly? You need to investigate four aspects in order to conduct a proper evaluation of the effectiveness of the intervention: reaction, learning, behaviour at the Academy (both on line – netiquette – and in person on campus) and impact of the cycle of studies in terms of results. To verify the effectiveness of distance learning, it’s necessary to accurately define the educational objectives in the course of the planning phase. The level of effectiveness is measured in terms of the size of the gap between the desired behaviours and those put into practice after the educational activity. The smaller the gap, the higher the effectiveness.
The artistic practice favours the use of unconventional languages and situations to activate different levels of involvement and learning. This view also includes the “Mosaic” educational method (typical of cultural studies, literary criticisms and anthropologies) i.e. criss-crossing the same contents of knowledge in a non-linear way: keeping going back to the same point of the “conceptual landscape” following different routes.
It’s capable of constantly renewing the educational agreement between people and the Accademia, which also aims at redefining the traditional roles of teacher and learner, each of whose experiences and knowledges merge into a virtuous circle that expands the academic heritage anybody can draw from and contribute to. The consumer of education becomes the prosumer, i.e. the recipient of education, who collaborates to the final definition of the educational reach.
How many books have been written and how many have been printed? How much time is spent gathering material for yet another research and for the research itself? The production of didactic material consumes resources and energies that cannot go wasted. On the contrary, this material must be valued and capitalised on so as to transform it into shared and shareable academic heritage. Planning education means conceiving an academic educational structure that invests resources into a sustainable and lasting project, which will allow to maximise knowledge and reduce the time and costs of every future programme: a true and accomplished ecology of education.
The key word is continuity: people learn in a continuum, through formal and informal initiatives. It’s only providing the Accademia with instruments perfectly conforming to the demands and expectations of the recipients in terms of timings and methods that learning becomes social action. The way a liquid assumes the shape of its container, education can shape the academic objectives only when it allows its contents to freely flow inside cultural and artistic projects.