Preconference Book of Abstract

under the patronage

University of Florence, 7th-8th June 2021

Beyond the Pandemic Towards the INTALL Project Results International Online Conference

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Re-thinking Adult Education Research

BOOK OF ABSTRACTS Research in Times of Pandemic PRE-CONFERENCE MONDAY, 7TH JUNE 2021 Chair Vanna Boffo, University of Florence

SESSION 1

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Innovation and future competences in Adult Education Research

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[ RE-THINKING TEACHING: FROM EMERGENCY TO GLOCALIZED TRAINING Tommaso Farina, Grazia Romanazzi University of Macerata Abstract

The pandemic urges a re-think of teachers’ skills through innovative projects, in a setting combining digital technologies and languages. Nevertheless, political-economic disinvestment in lifelong education (Galli della Loggia, 2019) together with cultural legacies deny the potential of ICT (Eco, 2001) and platforms for distance learning (www.miur.gov.it).

This paper sets out an approach that integrates glocal perspectives in the teaching field as a strategy for a positive cultural exchange and to tackle the needs of a constantly changing education demographic (Bauman, 1998).

Keywords: teaching, re-training, glocalization References Bauman Z. (1998). On Glocalization: or Globalization for Some, Localization for Some Others. Thesis Eleven 54, 37-49.

Eco U. (2001). Apocalittici e integrati. Comunicazioni di massa e teorie della cultura di massa. Milan: Bompiani.

Galli della Loggia E. (2019). L’aula vuota. Come l’Italia ha distrutto la scuola. Venezia: Marsilio.

Sitography https://www.miur.gov.it/

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RESEARCH-TRAINING PATHS DURING AND BEYOND THE PANDEMIC. FROM

META-REFLECTION TOWARDS INNOVATIVE PRACTICES Valeria Cotza University of Milan-Bicocca Abstract My research focuses on contextual variables for the development of complex educational interventions to prevent school dropout, within the framework of Social Justice in Teacher Education (Cochran-Smith, 2004). A Student-Voice design (Grion, Cook-Sather, 2013) was carried out in June-July 2020 to collect conceptualizations on distance teaching and the learning of support teachers and educators still in training: semi-structured interviews triggered in-depth self-reflection, giving working students the opportunity to experience Service Research (Asquini, 2018). The data were analysed according to socio-constructivist Grounded Theory (Charmaz, 2014) and the findings pinpoint critical issues that emerged during the pandemic.

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The resulting proposal is an ecological theory of educational fragility, paving the way to a new sustainability in post-pandemic education. This perspective provides the basis for a new research-training project that the team has been conducting since January 2021 in the “Antonia Vita” school for teenagers at risk of dropping out (Monza). The aim is to develop innovative processes and practitioners’ competences and new knowledge-construction and (self-)assessment tools in support of teaching practices.

Keywords: Social Justice in Teacher Education, distance teaching and learning, Student Voice, popular school, research and training.

References Asquini A. (ed.) (2018). La ricerca-formazione. Temi, esperienze e prospettive. Milan: Franco Angeli.

Charmaz K. (2014). Constructing Grounded Theory. London: SAGE Publications, 2nd ed.

Cochran-Smith M. (ed.) (2004). Walking the Road: Race, Diversity, and Social Justice in Teacher Education. New York: Teachers College Press.

Grion V., Cook-Sather A. (eds) (2013). Student Voice: prospettive internazionali e pratiche emergenti in Italia. Milan: Guerini.

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ENTREPRENEURIAL EDUCATION: SUPPORTING INNOVATIVE SKILLS FOR THE

FUTURE OF YOUNG ADULTS Letizia Gamberi University of Florence Abstract The research project revolves around the constructs of entrepreneurship and entrepreneurial education (Moberg et al., 2012). Talking about entrepreneurship means dealing with one of the priorities of the European political agenda. In fact, since 2006 the European Commission has begun to focus on development of sense of initiative and entrepreneurship, including this skill among the key competences for lifelong learning and emphasizing the relationship between entrepreneurship and employability and the emerging need for entrepreneurial competences (Bacigalupo et al., 2016). These skills are increasingly required for effective integration in the labour market and to generate value (whether economic, cultural or social) within organizational contexts, to deal with challenges and the current social and economic transformations (Lackéus, 2020).

The project aims to investigate entrepreneurial education trends in higher education from a pedagogical perspective (Jones, Iredale, 2010). This is done in order to analyse which entrepreneurial competences are most developed in the context of formal university education and through which programmes and methods they are acquired.

Keywords: sense of initiative and entrepreneurship, entrepreneurial education, higher education, lifelong learning, skills 4

References Bacigalupo M., Kampylis P., Punie Y., Van den Brande G. (2016). EntreComp: The Entrepreneurship Competence Framework. Publications Office of the European Union: Luxembourg.

European Commission (2006). European Competencies for Lifelong Learning. Publications Office of the European Union. Luxembourg.

Federighi P. (ed.) (2018). Educazione in età adulta: ricerche, politiche, luoghi e professioni.

Florence: Firenze University Press.

Jones B., Iredale, N. (2010). Enterprise Education as Pedagogy. Education + Training, 52.

Lackéus M. (2015). Entrepreneurship in Education – What, Why, When, How. OECD Publishing: Paris.

Lackéus M. Lundqvist M., Williams Middleton K., Inden, J. (2020). The entrepreneurial employee in the public and private sector – what, why, how (M. Bacigalupo Ed.).

Publications Office of the European Union, Luxembourg.

Moreland N. (2006). Entrepreneurship and Higher Education: An Employability Perspective.

The Higher Education Academy: York.

Nussbaum M. (2012). Non per profitto. Il Mulino: Bologna.

Terzaroli C. (2019). Entrepreneurship as a Special Pathway for Employability. New Directions for Adult and Continuing Education. 2019 (163), 121-131.

World Economic Forum. (2020). The Future of Jobs Report 2020. World Economic Forum.

Geneva, Switzerland.

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ENHANCING CRITICAL THINKING THROUGH TEACHER PROFESSIONAL

DEVELOPMENT ACTION RESEARCH Mauro Giacomazzi University of Milan-Bicocca Abstract INTRODUCTION - In several sub-Saharan African countries, governments have declared critical thinking skills to be a major educational priority to promote economic, political and cultural independence from the legacies of colonialism (Grosser, 2006; Ijaiya et al., 2010; Lombard, Grosser, 2004; Lombard, Grosser, 2008).

METHODS - The aim of this research was to generate transformative learning (Mezirow, 1991) in teacher-researchers on how to activate critical thinking from within the specificity of the subject domains. A professional development action research study was carried out in Uganda with 16 secondary school teachers of Maths, English and History in the year 2020.

RESULTS AND CONCLUSIONS - The results show how teachers acquire knowledge of critical thinking skills and dispositions, and acquire competence in developing coherent lesson plans with teaching strategies that foster higher-order thinking skills. The teachers also show a greater ability to reflect on the outputs of their and their colleagues’ work.

Keywords: teacher professional development, action research, critical thinking

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References Grosser M.M. (2006). Critical Thinking. International Journal of Learning, 12(9), 359–366. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=249538 68&site=eds-live Ijaiya N.Y.S., Alabi A.T., Fasasi Y.A. (2010). Teacher Education in Africa and Critical Thinking Skills: Needs and Strategies. The Social Sciences, 5(4), 380–385. https://doi.org/10.3923/sscience.2010.380.385 Lombard B.J.J., Grosser M.M. (2004). Critical Thinking Abilities among Prospective Educators: Ideals versus Realities. South African Journal of Education, 24(3), 212– 216.

Lombard K., Grosser M.M. (2008). Critical Thinking: Are the Ideals of OBE Failing Us or Are We Failing the Ideals of OBE? South African Journal of Education, 28(4), 561–579. https://doi.org/10.15700/saje.v28n4a207 Mezirow J. (1991). Transformative Dimensions of Adult Learning. ERIC.

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SESSION 2

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Professionalization in Adult Education

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EDUCATIONAL PROFESSIONALS' TRAINING TO PREVENT ANTISOCIAL

BEHAVIOUR IN YOUTH. THE DIVE IN EUROPEAN PROJECT Valentina Guerrini, Maria Grazia Proli University of Florence Abstract The contribution focuses on the importance of continuing education for education professionals in Europe, with reference to those who work with young people, to prevent and combat antisocial and extremist behaviour. Hence, the DIVE IN Project "Preventing Violent Radicalization among Young Individuals in Europe by Innovative Training Approaches" aims at the construction and implementation of a blended learning course for education professionals. The participants who are trained in the first phase become the trainers of their colleagues in the second phase. This allows institutions to create training courses tailored to their needs. At the end of the training, the course can be improved according to the feedback from participants collected through the administration of satisfaction and self-evaluation questionnaires.

Keywords: continuous training, radicalization, blended-learning, DIVE IN References Becker M. (2019). When extremists become violent: Examining the association between social control, social learning and engagement in violent extremism. Studies in Conflict and Terrorism. doi.org/10.1080/1057610X.2019.1626093 Biagioli R. (2019). Metodi narrativi per la professionalizzazione degli educatori. Lifelong Lifewide Learning, vol. 15 no. 34, 23-34.

Mezirow J. (1991). Transformative dimensions in adult learning. San Francisco: JosseyBass/Wiley & Sons.

Pasta S. (2018). Razzismi 2.0 Analisi socio-educativa dell’odio online. Brescia: Morcelliana.

Schön D.A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.

UNESCO (2017). Youth and violent extremism on social media: Mapping the research.

Paris: United Nations Educational, Scientific and Cultural Org.

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DEFINING THE PROFESSIONAL IDENTITY OF THE SERVICE COORDINATOR: A

BRIDGE BETWEEN EDUCATION AND SOCIAL INNOVATION Debora Daddi University of Florence Abstract Within the non-profit organizations currently present in Italy, social enterprises represent a mere 4.4%, but the number of workers employed in the sector accounts for 53% (ISTAT, 2020). This result hides the existence of a variety of professionals who design, coordinate, 8

guide, manage and evaluate these social services (Federighi, 2020). In this regard, it is fundamentally important to undertake a reflection on the professional figure of the service coordinator in order to understand the relationship between the Social Economy and the Adult and Higher Education processes of these professionals, especially in relation to the fields of international research in the area of the Quality of Education (ANVUR, 2013; EHEA, 2015; Tuning Project, 2009), the European Qualification Framework (CEDEFOP, 2019) and the current European Skills Agenda (European Commission, 2021). In light of this framework, the research activity aims to intercept the coordinators in the real places where they operate in order to investigate the knowledge and professional skills achieved both thanks to their training path and in the work environment, their current training needs and the potential value of social innovation that these professionals can offer to the third sector.

Keywords: professionalization, higher education, skills, third sector, social innovation.

References ANVUR (2013). Autovalutazione, valutazione e accreditamento del sistema universitario italiano.

Roma: Anvur.

Text available at http://www.anvur.org/attachments/article/26/documento_finale_28_01_13.pdf.

Bologna Working Group on Qualifications Framework (2005). A Framework for Qualifications of the European Higher Education Area, Copenhagen.

Boffo V., Federighi P., Torlone F. (2015). Educational Jobs: Youth and Employability in the Social Economy. Investigations in Italy, Malta, Portugal, Romania, Spain, United Kingdom. Florence: Firenze University Press.

CEDEFOP (2019). European Qualifications Framework (EQF). Text available at https://www.cedefop.europa.eu/en/events-and-projects/projects/europeanqualifications-framework-eqf.

European Commission, Employment, Social Affairs, Inclusion (2021). European Skills Agenda.

Text available at https://ec.europa.eu/social/main.jsp?catId=1223&langId=en.

European Higher Education Area (2015). ESG 2015. Standards and Guidelines for Quality Assurance in the European Higher Education Area. Brussels, Belgium.

Federighi P. (2020). Professionalizzazione e competenze per le famiglie professionali.

Educazione per il futuro: Epale e le sfide dell’apprendimento in età adulta, Seminario Nazionale Epale 4-6 Novembre 2020.

Text available at https://epale.ec.europa.eu/sites/default/files/epale_federighi2_0.pdf ISTAT Istituto nazionale di statistica (2020). Censimenti permanenti l’Italia giorno dopo giorno.

Istituzioni no profit.

Anno 2018.

Text available at https://www.istat.it/it/files//2020/10/REPORT_ISTITUZIONI_NONPROFIT_2018.pdf Tuning Project (2009). Tuning Educational Structures in Europe. Reference Points for the Design and Delivery of Degree Programmes in Education. Bilbao: Universidad de Deusto.

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THE EUROPEAN HIGHER EDUCATION AREA AND THE BOLOGNA PROCESS:

REPERCUSSIONS IN THE ITALIAN CONTEXT Dino Mancarella University of Florence Abstract Since the Bologna Conference of 1999 (European Council, 1999), the European university system has been the protagonist of a radical restructuring driven by the intention to harmonize the architecture of higher education systems in Europe. The macro level of this research will deal with the various stages of the Bologna Process; the meso level will address the repercussions that the European Council resolutions have had on Italian policies related to Higher Education (ANVUR, 2018; PdR, 2010); and the micro level will consider the case study of the LM 57/85 course at the University of Florence. The research is developed through the analysis of the context with an analysis of the discursive dictation (Jørgensen, Phillips, 2002); the method used is the Mixed Method (Morgan, 2014; Edmonds, Kennedy, 2017). The strategy is that of the case study (Gerring, 2007). The tools are as follows: interview, closed-ended questionnaire, open-ended questionnaire, qualitative and quantitative.

Keywords: Bologna Process; Higher Education; LM57/85; European University System References ANVUR. (2018). Self-Assessment Report.

Bassey M. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press.

Edmonds W., Kennedy, T. (2017). An applied guide to research designs (Second ed.).

SAGE Publications, Inc https://www.doi.org/10.4135/9781071802779 European Council. (1999). The European Higher Education Area.

Gerring J. (2007). Case Study Research. Principles and Practice. Cambridge University Press.

Johnson R.B., Onwuegbuzie A.J., Turner L.A. (2007). Toward a Definition of Mixed Methods Research.

Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224.

Jørgensen M., Phillips, L.J. (2002). Discourse analysis as theory and method. SAGE Publications Ltd https://www.doi.org/10.4135/9781849208871.

Legge 30 Dicembre 2010, n. 240 - Norme in materia di organizzazione delle università, di personale accademico e reclutamento, nonché delega al Governo per incentivare la qualità e l’efficienza del sistema universitario.

Morgan D. (2014). Integrating qualitative and quantitative methods. SAGE Publications, Inc. https://www.doi.org/10.4135/9781544304533.

Mortari L. (2007/2015). Cultura della ricerca e pedagogia. Prospettive epistemologiche.

Roma: Carocci.

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[ A TOOL FOR THE PREVENTION AND MANAGEMENT OF CONFLICTS GENERATED

BY RELIGIOUS DIVERSITY IN THE WORKPLACE Placido Antonio Sangiorgio University of Siena Abstract The prevention and management of conflicts generated by religious diversity in the workplace in Italy has not been the subject of a specific monograph.

My research concerns how managers: - regulate religious holidays and the weekly day of rest; - times, spaces and methods of prayer; - food from company canteens (food selection, fasting times and periods); - religious dress and employer interests.

It should be the task of management to encourage religious expression, which is central to the identity of workers.

The research will follow the most up-to-date bibliography and the investigation tools used by the social sciences to present a questionnaire capable of detecting how company managers focus on religious diversity in the workplace and how this facilitates sustainability and inclusion and wellbeing in modern smart cities in Europe.

References Alewell D., Rastetter D., (2020). On the (ir)relevance of religion for human resource management and diversity management: A German perspective. German Journal of Human Resource Management. Zeitschrift fur Personalforschung, 2020, Vol. 34(1) 9– 31, 9-31.

Creswell J.W. (2012-IV). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River. NJ: Pearson Education.

Honorè L. (2019). Why religion at work is still a problem in France: https://www.linkedin.com/pulse/why-religion-work-still-problem-france-lionel honor%C3%A9 Institut Montaigne (2019).

Baromètre du fait religieux en entreprise : https://www.institutmontaigne.org/ressources/pdfs/publications/religion-au-travailcroire-au-dialogue-barometre-du-fait-religieux-en-entreprise-2019-barometre.pdf Institut Montaigne (2021). Religion au travail: croire au dialogue. Baromètre du Fait Religieux en Entreprise 2020-2021.

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INFORMAL

LEARNING

AND

THE

DEVELOPMENT

OF

ARTISAN

PROFESSIONALISM: THE CASE OF “MASTRI BIRRAI” Andrey Felipe Sgorla University of Siena Abstract The aim of this study is to identify and explore the informal learning experiences that enable professional brewers to learn and develop practices, build new professionalism and be acknowledged in their field of work. The analysis will mainly be based on in-depth semistructured interviews with the owners of microbreweries and ethnographic observation in the production spaces and brewers’ meetings. It will use the stories told as a tool to interpret how people structure, elaborate, share and give meaning to their experiences. The brewing is experienced as a hobby in which skills and know-how are developed informally. The informal learning takes place through the integration of work with everyday routines. The notion of craftsmanship is established by many artisan brewers as a means of expression and professional identity that combines stories of instrumental skills and subjective passion developed in a community of practice.

References Atkinson P., Coffey A., Delamont S., Lofland J., Lofland L. (2001). Handbook of Ethnography. Thousand Oaks, CA. Sage.

Chapman N.G., Slade lellock J., Lippard C. (2017). Untapped: Exploring the Cultural Dimensions of Craft Beer. Morgantown. WV: Western Virginia University Press.

Chloe F.M. (2019). Glorified Janitors:’ Creativity, Cachet, and Everyday Experiences of Work in Portland Oregon’s Craft Brewing Sector. Geoforum, Vo. 106, 78-86.

Cortazzi M. (2001). Narrative Analysis in Ethnography”. In: Atkinson P., Coffey A., Delamont S., Lofland J., Lofland L. (eds). Handbook of Ethnography. Thousand Oaks, CA. Sage.

Eraut M. (2004). Informal Learning in the Workplace. Studies in Continuing Education, 26:2, 247-273.

Hughes C. (2012). Gender, Craft Labour and the Creative Sector. International Journal of Cultural Policy, 18(4), 439– 454.

Lahire B. (2005). Patrimônios individuais de disposições. Para uma sociologia à escala individual. Sociologia. Problemas e Problemáticas, n. 49.

Lave J., Wenger E. (1991). Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.

Ocejo R.E. (2017). Masters of Craft: Old Jobs in the New Urban Economy. Princeton, NJ: Princeton University Press.

Marsick V., Watkins K. (1990). Informal and Incidental Learning in the Workplace. Routledge and Kegan Paul. New York, NY. Marsick V., Watkins K. (1997). Lessons from Informal and Incidental Learning. In: Burgoyne J., Reynolds M. (Eds) Management Learning: Integrating Perspectives in Theory and Practice. Sage. Thousand Oaks, CA, 295-311.

Munro K., O’Kane C. (2021). The Artisan Economy and the New Spirit of Capitalism. Critical Sociology.

Paxson H. (2012). The Life of Cheese: Crafting Food and Value in America. Berkeley, CA: University of California Press.

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Svensson L., Elltrom P. Anda Aberg C. (2004). Integrating Formal and Informal Learning at Work. Journal of Workplace Learning. Vol. 16 No. 8, 479-491.

Thurnell-Read, T. (2014). Craft, Tangibility and Affect at Work in the Microbrewery. Emotion, Space, and Society, 13, 46-54.

Wenger E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

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SESSION 3

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Sustainability, Inclusion and Wellbeing: Topics for Adult Society and Smart Cities

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[ OPEN INNOVATION AS A COMPETENCE FOR SOCIAL COOPERATIVES Anna Riva University of Milan-Bicocca Abstract Can Open Innovation [OI] (Chesbrough, 2003) be a competence (Le Boterf, 2009) for social cooperatives to enhance their awareness of belonging to a complex ecosystem? Social innovation refers to the emergence of new ideas that satisfy social needs and create new relationships and collaborations (Murray, 2016). OI is a useful development which pushes companies to innovate in a context where the inside and outside have very thin boundaries.

Innovation is a product of highly complex social, political and economic processes that include both people and organizations and the contexts and general conditions in which they operate, which is why it is essential to find facilitators of these processes (Fazzi, 2017).

The aim of the research is therefore to use the E.V.A. Method (Experience, Validation, Learning – Reggio, Righetti, 2013) to identify and document the competence profiles emerging from my fieldwork and build a social profile for OI experts.

Keywords: Open Innovation, social innovation, competences References Borzaga C., Fazzi L., Galera G. (2016a). Social Enterprise as a Bottom-up Dynamic: Part 1.

The Reaction of Civil Society to Unmet Social Needs in Italy, Sweden and Japan.

International Review of Sociology, Vol. 26 Issue 1, pp 1-18, 2016.

Borzaga C., Fazzi L., Galera G. (2016b). Social Enterprise as a Bottom-up Dynamic. Part 2: The Reaction of Civil Society to Unmet Social Needs in England, Scotland, Ireland, France and Romania. International Review of Sociology, Vol. 26 Issue 2, 201-204.

Cepollaro G. (2008). Le competenze non sono cose. Lavoro, apprendimento, gestione dei collaboratori. Guerini Next.

Chesbrough H. (2003a). Open Innovation: The New Imperative for Creating and Profiting from Technology. Boston, Harvard Business School Press.

Chesbrough H. (2003b). The Era of Open Innovation. Mit Sloan Management Review.

Spring.

Chesbrough H. (2006). Open Innovation: Researching a New Paradigm. Oxford University Press.

Chesbrough H. (2019). Open Innovation Results: Going Beyond the Hype and Getting Down to Business. OUP Oxford.

Chesbrough H., Di Minin A. (2008). Open: Modelli di business per l'innovazione. Enea.

Chesbrough H., Di Minin A. (2011). Open services innovation: competere in una nuova era.

Springer.

Dabrowska J., Podmetina D. (2014). Identification of Competences for Open Innovation.

XXV ISPIM Conference – Innovation for Sustainable Economy and Society. Dublin, 8-11 June 2014.

Di Minin A., Frattini F., (2016). L’impresa è un’opera aperta. open innovation in Italia dal 2003 ad oggi. Economia e Società regionale, XXXIV No 3, 19-37.

Fazzi L. (2013). Terzo settore e nuovo welfare in Italia. Franco Angeli.

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Fazzi L. (2014a). Il compito di innovazione dell'impresa sociale. Animazione sociale. Vol XLIV No 284, 13-25.

Fazzi L. (2014b). Imprenditori sociali innovatori. Casi di studio nel terzo settore. Franco Angeli.

Fazzi L. (2017a). La riforma del terzo settore e impresa sociale. Animazione sociale. Vol 47 No 312, 25-38, 2017.

Fazzi L. (2017b). The Transformations of Welfare: From Solidarity to Individualism and Back. In Social Regeneration and Local Development: Cooperation, Social Economy and Public Participation.

Fazzi L. (2019). Costruire l'innovazione nelle imprese sociali e nel terzo settore. Franco Angeli.

FONDAZIONE GIACOMO BRODOLINI (2016). I luoghi dell’innovazione aperta. Modelli di sviluppo territoriale e inclusione sociale.

ISFOL (2013). Validazione Delle Competenze, da Esperienza: Approcci e Pratiche in Italia e in Europa. Libri Sociali del Fondo Sociale Europeo.

Le Boterf G. (2009). Competenze e formazione per affrontare la complessità dello sviluppo territoriale: intervista a Guy Le Boterf. Rivista per la Formazione. Issue 81. Franco Angeli, 68-73.

Mortari L. (2007). Cultura della ricerca pedagogica. Prospettive epistemologiche. Carocci.

Murray R., Caulier Grice J., Mulgan G. (2016). Il Libro Bianco sulla Innovazione Sociale, In Social Innovator Series: come progettare, sviluppare e far crescere l’innovazione sociale. The Young Foundation- NESTA- Societing.

Podmetina D., Hafkesbrink J., Teplov R., Dabrowska J., Petraite M. (2015). “What Skills and Competences are Required to Implement Open Innovation?”. XXVI ISPIM Conference – Shaping the Frontiers of Innovation Management, Budapest, 14-17 June.

Podmetina D., Soderquist K.E., Dabrowska J., Hafkesbrink J., Lopez-Vega H. (2017).

“Industrial Needs for Open Innovation Education”. In Mention A.L., Nagel A., Hafkesbrink J., Dabrowska J. (Eds). Innovation Education Reloaded: Nurturing Skills for the Future. The Open Innovation Handbook, LUT. Podmetina D., Soderquist K.E., Petraite M., Teplov R. (2018). Developing a Competency Model for Open Innovation: From the Individual to the Organizational Level.

Management Decision. Vol 56 No 16, 1306-1335.

Reggio P., Righetti E. (2013). L’esperienza Valida: Teorie e Pratiche per Riconoscere e Valutare Le Competenze. Carocci.

Venturi P. Zandonai F., Ascoli U., Fazzi L. (2018). Dove si incamminerà il Terzo settore.

Animazione sociale. Vol 48 No 316, pp. 23-36.

Verganti R. (2009). Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating What Things Mean.

Verganti R. (2016). Overcrowded: Designing Meaningful Products in a World Awash with Ideas, HOEPLI.

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[ A QUEST FOR KNOWLEDGE, A QUEST FOR TIME. THE TEMPORALITY OF ADULT EDUCATORS’ ROLE AND ENGAGEMENT IN LEARNING COMMUNITIES Carmel Berendi Eötvös Lorand University Abstract The essay discusses the temporality of the role of adult educators by investigating timerelated aspects of engagement in learning communities in the European and Hungarian contexts. The paper places attention on temporal factors (Schmidt- Lauff, 2017) in adult educators’ lives while highlighting the impact of their role in the community.

The research was carried out in three phases: policy analysis at the mega/macro level (Guimarães, Lima, 2013) provides the overall framework within which to place the praxis.

The second chapter investigates learning communities and showcases the learning festivals in the UNESCO learning city of Pécs. Finally, qualitative interviews reach out to adult educators with questions on time, engagement, skills and cooperation with HEIs to foster communities.

The findings reflect many challenges relating to participation/non-participation in nonformal learning that are rooted in temporal constraints. Finally, the paper stresses the importance and advocates the empowerment of adult educators as agents of change who can take responsible action to foster local communities (Németh, 2019).

Keywords: adult sustainability

educator,

engagement,

nonformal,

learning

community,

time,

References Guimarães P., Licínio L.C. (2013). European Strategies in Lifelong Learning. A Critical Introduction. Lisbon.

Knowles M.S. (2019). The Making of an Adult Educator. An Autobiographical Journey – An Update, edited by John A. Henschke- Marcie Boucouvalas.

Németh B. (2019). Learning Cities. Participatory Focused Community Development in Adult and Lifelong Education. SISYPHUS, Journal of Education, 7, 02.

Schmidt-Lauff, S. (2019). Learning Towards the Future–Rethinking Temporal Contingencies. Indian Journal of Adult Education, 80, 3-4.

[ COMMERCIAL PLURALISM. MULTICULTURAL DEVELOPMENT PROSPECTS Martina Capaccioli University of Siena Abstract The debate on the phenomenon of the multiculturalization of commerce has produced a literature that confirms the growing trend mainly caused by the increase in individuals from foreign countries who have become relevant actors in the urban business scenario 17

(Ambrosini, 2011; Blanchard, 2011; Mantovan 2015). How is commercial pluralism taking shape with respect to relations between Italian traders and those from other countries, customers and the Confcommercio trade union? This is the question that has prompted research interests with the aim of detecting how multiculturalization processes are accelerated by informal relationships and how Confcommercio is realigning as a result. The research adopted a qualitative methodological approach referring to the main forms of contemporary multiculturalism (Appiah, 2007; Cantle, 2012; Kymlicka, 2016; Mantovani, 2008; Meer, Modood, 2012), contact theory (Levy Paluck, Green, Green, 2018; Zhou S. et al., 2018) and studies on informal (Marsick, Watkins, 1990) and transformative (Mezirow, 2003) learning. The method involved a socio-material analysis of the places of commerce in a high-density multicultural neighbourhood of a town in central Italy, followed by a period of participant observation in commercial establishments and the administration of semistructured clinical interviews.

Keywords: multiculturalization, ethnic trade, contact theory References Appiah K. A. (2007). Cosmopolitismo. L’etica in un mondo di estranei. Bari: Editori Laterza.

Ambrosini M. (2011). Tra sopravvivenza marginale e innovazione dell’offerta imprenditoriale: il caso delle attività indipendenti degli immigrati. Sociologia del lavoro, 122, 94-107.

Amin A. (2002). Ethnicity and the Multicultural City: Living with Diversity. Environment and Planning, 34, 959-980.

Argyris C., Schön D.A. (1998). Apprendimento organizzativo. Teoria, metodo e pratiche.

Milano: Guerini e Associati.

Cantle T. (2012). Interculturalism: For the Era of Globalisation, Cohesion and Diversity.

Political Insight, 4, 38-41.

Colombo E. (2020). Sociologia delle relazioni interculturali. Rome: Carocci.

Creswell J.W. (2012). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson.

Fabbri L., Melacarne C. (2019). How to Train Professionals for Managing the Contradictions of a Multiethnic Society. FREEDOM FROM FEAR, 15, 22-30.

Fabbri L., Romano A. (2017). Metodi per l’apprendimento trasformativo. Casi, modelli, teorie. Rome: Carocci Editore.

Fioretti C. (2013). L’abaco degli spazi urbani dell’immigrazione. Crios, 2, 47-57.

Gherardi S., Nicolini D. (2004). Apprendimento e conoscenza nelle organizzazioni. Rome: Carocci.

Kymlicka W. (2016). Defending Diversity in an Era of Populism: Multiculturalism and Interculturalism Compared. In Meer N., Modood T., Zapata-Barrero R. (Eds.).

Interculturalism and Multiculturalism: Debating the Dividing Lines, Edinburgh: Edinburgh University Press, 158-177.

Levy Paluck E., Green S., Green D. (2018). The Contact Hypothesis Re-evaluated, in Behavioural Public Policy, 3, 2, 129-158.

Mantovan C. (2015). Spazi contesi. Convivenza, conflitti e governance nei quartieri limitrofi alle stazioni ferroviarie di Padova e Mestre. Studi sulla questione criminale, 2-3, 4364.

Mantovani G. (2008). Intercultura e mediazione. Teorie ed esperienze. Rome: Carocci.

Marsick V. J., Watkins K. (1990). Informal and Incidental Learning in the Workplace. New York: Routledge.

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Meer N., Modood T. (2012). How does Interculturalism Contrast with Multiculturalism?

Journal of Intercultural Studies, 33, 2, 175-196.

Mezirow J. (2003). Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milan: Raffaello Cortina Editore.

Pastore F., Ponzo I. (2012). Concordia Discors. Convivenza e conflitto nei quartieri di immigrazione. Rome: Carocci.

Silverman D. (2002). Come fare ricerca qualitativa. Rome: Carocci Editore.

Zhou S., Page-Gould E., Aron A., Moyer A., Hewstone M. (2018). The Extended Contact Hypothesis: A Meta-analysis on 20 Years of Research. Personality and Social Psychology Review, 23, 2, 132-160.

[ BEYOND THE CRISIS: PRACTICES OF RESILIENCE AND TRANSFORMATION IN A SYSTEM OF SERVICES FOR DISABILITY IN LOMBARDY Antonella Cuppari University of Milan-Bicocca Abstract Globally, the SARS-CoV-2 pandemic has opened up an era of great uncertainty (Morin, 2020). The shift from resilience to transformation has become a necessity in social work, especially in cases where the usual patterns of action prove inadequate to deal with the problems generated by the crisis. The paper refers to ongoing research involving social workers and coordinators of disability services in the Lecco area in Lombardy.

Through an ethnographic and autoethnographic approach, the professional practices put in place during the health emergency have become the starting point for a process of systemic reflexivity (Rigamonti, Formenti, 2020), aimed at encouraging the emergence of paradoxes and dilemmas (Mezirow, 1991). The pedagogical devices of research-training (Bove, 2009; Formenti, 2017) were conceived here as intermediate spaces in which the experience of discomfort could become a resource to guide a process to transform these services.

Keywords: social work, crisis, systemic reflexivity, resilience, transformative learning References Bove C. (2009). Ricerca educativa e formazione. Contaminazioni metodologiche. Franco Angeli.

Formenti L. (2017). Formazione e trasformazione. Un modello complesso. Raffaello Cortina Editore.

Mezirow J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Morin E. (2020). Changeons de voie. Les leçon du coronavirus. Editions Denoël.

Rigamonti A., Formenti L. (2020). Polifonie incorporate. Formare alla riflessività sistemica nella comunità per minorenni. Rivista Italiana di Educazione Familiare, 2, 113-132. https://doi.org/10.13128/rief-9450

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SESSION 4

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Learning and Teaching in Higher Education in Post-Covid Times: A Digital Transformation

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EDUCATED FOR THE DIGITAL TRANSFORMATION?! STUDENTS' ACQUISITION

OF COMPETENCES FOR DIGITAL LEARNING AND TEACHING DURING AND AFTER THE PANDEMIC Jörg Schwarz, Marie Rathmann, Therese Rosemann, Jan Schiller Helmut-Schmidt-University Hamburg Abstract The poster presents an ongoing collaborative research project that aims to develop a model for teaching future professionals digital transformative competences in higher education.

The Hamburg sub-project focuses on the everyday use of digital technologies and the opportunity structures for acquiring digital literacy. Special attention is paid to self and work organization, for which digital technologies not only pose new challenges, but also offer new solutions for studying/learning.

These issues are investigated in a multi-method empirical study that will accompany a student cohort (~200 students) over a period of three years. The first results presented here consist of an examination of the experiences of students (as well as teachers) during the pandemic transition to a fully digitalized study environment. They shed light on the question of which holistic competences are particularly important not only in the pandemic situation, but also in the upcoming digitalized future of learning and teaching.

References Frohwieser D., Gaaw S., Hartmann S., Jablonka M., Lenz K., Möller J., Winter J. (2020).

Lehre in der Corona-Pandemie – Überblicksauswertung der zweiten Befragungswelle. Dresden: TU. Persike M., Friedrich J.D. (2016). Lernen mit digitalen Medien aus Studierenden perspektive. Berlin: Hochschulforum Digitalisierung.

Schmid U., Goertz L., Radomski S., Thom S., Behrens J., Bertelsmann Stiftung. (2017).

Monitor Digitale Bildung: Die Hochschulen im digitalen Zeitalter. https://doi.org/10.11586/2017014.

Schiefner-Rohs M., Hofhues S., Aßmann S., Brahm T. (2020). Studieren im digitalen Zeitalter. Methodologische Fragen und ein empirischer Zugriff. In I. van Ackeren H., Bremer F., Kessl H.C., Koller N., Pfaff C., Rotter U., Salaschek (Eds.), Bewegungen.

Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft. (pp.

337–348).

Opladen, Berlin, Toronto: Barbara Budrich. https://doi.org/10.2307/j.ctv10h9fjc.27.

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SEEING THE OPPORTUNITIES WITHIN THE DIFFICULTIES: AN ALTERNATIVE

INTERNSHIP PROPOSAL DURING THE PANDEMIC Daniele Albano University of Salerno Abstract The pandemic has upset the teaching-learning modality, in particular for practical activities such as internships in the university environment. Here a description is given of the internship proposal for the students of the first year of LM-68 at the University of Salerno.

The focus of the proposal was to exploit the tools available to the students, specifically the smartphone and the sensors inside it, in order to achieve the educational objectives which would normally have required the use of the laboratory. From the results of the survey carried out, it emerged that most of the students appreciated the course and found it easier to benefit from the digital modality of teaching. This experience shows that the digital transformation of teaching-learning, catalysed by the pandemic, represents an opportunity to re-evaluate the resources we have, especially in the telecommunications field, to enhance the training programme and make it more adaptable and usable for a greater number of users.

Keywords: opportunities, digital transformation, teaching, learning.

References Vieyra R., Vieyra C., Pendrill A.M., Xu B. (2020). Gamified Physics Challenges for Teachers and the Public. Physics Education, 55(4), 1-7.

Vieyra R., Vieyra C., Marti A., Monteiro M., Jeanjacquot P. (2015). Turn your Smartphone into a Science Laboratory. The Science Teacher, 82(9), 32-40.

Vieyra R., Edwards T., Rowe E., Asbell-Clarke J. (2015). Playing with Science. The Science Teacher, 82(5), 51-59. Related work on mobile gaming.

Wenning C., Vieyra R. (March/April 2015, September 2020) Using Technology Effectively in Teaching High School Physics, 1st and 2nd Ed. AAPT/AIP Press.

[ SMART WORKING AND LEARNING PATTERNS: THE CASE OF ACI INFORMATICA S.P.A. Claudia Banchetti, Marina Slavutzky, Stefano Zordan University of Siena Abstract INTRODUCTION – This paper belongs to the area of organizational pedagogy (Rossi, 2007). It presents empirical research which traces the learning needs emerging in a 500employee, highly technological company after the large-scale adoption of remote working.

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METHODOLOGY - The research employed a qualitative and collaborative approach based on 6 semi-structured interviews and 2 focus groups. The data were analysed using thematic analysis (Braun, Clarke, 2006).

RESULTS - The training needs that emerged were both technical and managerial, relating to the creation of informal learning opportunities in the era of remote working.

CONCLUSION - The paper illustrates some paths towards the implementation of training initiatives that account for the emerging remote working trends.

Keywords: training, remote working, soft skills References Braun V., Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research.

Psychology, 3, 77-101.

Fabbri L., Bianchi F. (2018). Fare ricerca collaborativa vita quotidiana, cura. Rome: Carocci.

Melacarne C. (2020). La consulenza pedagogica nella prospettiva del professionalismo.

Quaderni di economia del lavoro, 112, pp. 69-81, DOI:10.3280/QUA2020-112006.

Rossi B. (2008). Pedagogia delle organizzazioni. Milan: Guerini & Associati.

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TEMPORAL ASPECTS OF DIGITAL TEACHING AND LEARNING: DIDACTICAL

IMPLICATIONS FROM A CONTINUING HIGHER EDUCATION RESEARCH PROJECT Jan Schiller Helmut-Schmidt-University Hamburg Abstract Continuing higher education has experienced widespread digitalization for the last 15 years.

With blended learning emerging as a leading concept, it relies heavily on digital modes of teaching and learning. Scientific evaluation results from the dissertation project “Building for an Uncertain Future” (currently undergoing grading), looking at non-traditional students in continuing higher education in IT security, show numerous didactical success factors at the syllabus and course level. With a special focus on temporal aspects like duration, sequence, scheduling and timeframes, the poster highlights key elements that can be transferred into future, digitally transformed higher education teaching, combining them with current, pandemic-accelerated developments like open education resources and increased media availability (Huang et al., 2020; UNESCO, 2019).

Keywords: higher education, blended learning, temporality, evaluation References Huang R., Liu D., Tlili A., Knyazewa S., Chang T.W., Zhang X., Burgos D., Jemni M., Zhang M., Zhuang R., Holotescu C. (2020). Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in Line with UNESCO OER Recommendation. Smart Learning Institute of Beijing Normal University.

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https://iite.unesco.org/wp-content/uploads/2020/05/Guidance-on-Open-EducationalPractices-during-School-Closures-English-Version-V1_0.pdf UNESCO (2019). Recommendation on Open Educational Resources (OER). https://unesdoc.unesco.org/ark:/48223/pf0000373755/PDF/373755eng.pdf.multi.pa ge=3.

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PSYCHOLOGICAL EFFECTS OF COVID-19 ON UNIVERSITY STUDENTS DURING

THE THIRD WAVE OF THE PANDEMIC OUTBREAK IN ITALY Deborah R. Vivo, Gaspare Dalia University of Salerno Abstract This study aims to understand the psychological impact of quarantine on university students during the third wave of the COVID-19 outbreak in Italy, from 12 March 2021. During week five of the lockdown (week commencing 7 April 2021), online psychological tests were administered to a sample of 67 university students, 90.5% female, with a mean age of 22.5 (SD = 1.80). The students completed online psychological tests to measure stress, affect, anxiety and well-being. Our findings indicate that the participants’ scores on the selected measures were in the clinical range for stress, anxiety and global distress. Moreover, positive affect was slightly below average, whereas negative affect was substantially above average. These findings were compared with pre-pandemic studies and a statistically significant difference was found in the variables considered. Consistent with recent literature on the implications of COVID-19 for university students, these findings indicate that it is vital to monitor mental health during and in the aftermath of a pandemic.

References Araújo F.J. de O., de Lima L.S.A., Cidade P.I.M., Nobre, C.B., Neto M.L.R. (2020, June 1).

Impact Of Sars-Cov-2 And Its Reverberation. Global Higher Education And Mental Health.

Psychiatry Research, Vol. 288. https://doi.org/10.1016/j.psychres.2020.112977 Dias Lopes L.F., Chaves B.M., Fabrício A., Porto A., Machado de Almeida D., Obregon S. L., Flores Costa V. M. (2020). Analysis of Well-Being and Anxiety among University Students. International Journal of Environmental Research and Public Health, 17(11). https://doi.org/10.3390/ijerph17113874 Fu W., Yan S., Zong Q., Anderson-Luxford D., Song X., Lv Z., Lv, C. (2021). Mental health of college students during the COVID-19 epidemic in China.Journal of Affective Disorders, 280, 7–10. https://doi.org/10.1016/j.jad.2020.11.032

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