Project

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The Role of Communication in Rethinking Education in the Knowledge society (RED INK)

English title The Role of Communication in Rethinking Education in the Knowledge society (RED INK)
Applicant Cantoni Lorenzo
Number 118705
Funding scheme ProDoc
Research institution Istituto Media e Giornalismo Facoltà di Scienze della comunicazione Università della Svizzera italiana
Institution of higher education Università della Svizzera italiana - USI
Main discipline Communication sciences
Start/End 01.04.2008 - 30.09.2011
Approved amount 302'167.00
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Keywords (14)

communication; eLearning; instructional design; argumentation; innovation acceptance; team communication; education; digital technologies; design; knowledge society; learning; digital natives; generation Y; e-thnography

Lay Summary (English)

Lead
Lay summary
This research addresses one key question in order to better undestand the so-called knowledge society, that is: is it true that digital natives think in a different/new way because of ICTs have permeated their everydaylife?By this time, in literature it's possible to find eminent voices claiming that "digital natives" (Prensky, 2001), aka "generation Y" (Howe & Strauss 1991) and "new millennium learners" (Pedrò, 2006) not only think in a different way, but also learn differently, if compaired with their older collegues, as at university, as at work.If, in a macro-social perspective, this generational divide is a manifest evidence (e.g.: using a search engine like learning tool, a practice impossible to imagine just 15 years ago), to understand it from an anthropological-pedagogical point of view is a quite-unexplored research path.In order to understand how this cultural dynamics impacted on e-elarning issues (particularly, observing the dropout phenomenon) a new research path has been created, named "e-ethnography". The main point is to observe the individual learners' attitudes matching with the learning culture in wich they are situated, considering the knowledge society cultural background. The methodological framework is built to compaire quantitave data (a questionnaire; to describe statistically the population observed) with quite-ethnographic methods (namely semi-structured interviews, focus groups and projective activities, like LEGO ™ sessions, playing role cards, etc).A really important distinction has to be made between the use and the appropriation of new ICTs, according with European Community (Rivoltella, 2006).The study is carried on observing in parallel universities and workplaces. The first step has took place in Ticino with the two sub-projects: - "learners' voices @ USI": an online questionnaire given to students has been combined with semistructured interviews; the main goal was to understand how ICTs impact the learning experience of students, considering that they have a lot of tecnological and pedagogical possibilities and if the e-learning provided by our university is exploited and how. - "Gen Y @ work": selected industries of eterprises network have been involved to observe how people born after 1980 use ICTs at work and if and how their "technological potential" (due to the condition of being digital natives) impacts the way in which they learn, so the way in which they work. They answered an online survey (built to know the balance between ICTs at work and in private life), then they partecipated to a LEGO ™ session conceived ad hoc to make them esplicitate their selfperception of ICT users.
Direct link to Lay Summary Last update: 21.02.2013

Responsible applicant and co-applicants

Employees

Publications

Publication
“Digital Natives” and learning with the ICTs. The “GenY@ work” research in Ticino, Switzerland
Rapetti Emanuele, Cantoni Lorenzo (2011), “Digital Natives” and learning with the ICTs. The “GenY@ work” research in Ticino, Switzerland, in Journal of e-Learning and Knowledge Society-English Version, 6(1), 39-49.
Argumentation and design deliberation: a mutual relationship
Rapanta Chrysi, Argumentation and design deliberation: a mutual relationship, OSSA Conference CD-ROM Proceedings, Windsor, Canada.
Argumentation sequences in team design communication
Rapanta Chrysi, Argumentation sequences in team design communication, in Praxis, 18, 107-124.
ch. 3 and 6
Rapetti Emanuele, ch. 3 and 6, in OECD publishing (ed.).
Communication Patterns in Design Teams
Botturi Luca, Rapanta Chrysi, Schmeil Andreas, Communication Patterns in Design Teams, Communicating (by) Design Conference Proceedings, University Saint-Lucas, Brussels, Belgium.
Design and communication patterns observed in an eLearning design team: A case-study
Rapanta Chrysi, Schadewitz Nicole, Holden Georgy, Design and communication patterns observed in an eLearning design team: A case-study, ED-MEDIA Conference Proceedings, EdiLib , Toronto, Canada.
Design rationale of team design: a proposal of methodology
Rapanta Chrysi, Cantoni Lorenzo, Design rationale of team design: a proposal of methodology, Colloque Epique Proceedings, Société d'Ergonomie Francaise, Nice, France.
eLearning in a bank setting: the case of BPS (Suisse)
De Ascaniis S., Tardini Stefano, Rapetti Emanuele, eLearning in a bank setting: the case of BPS (Suisse), Rethinking education in the knowledge society, Ascona, Switzerland.
Exploring the added value of digital technologies and eLearning in higher education from learners’ perspective. A research informed by a systematized literature review
Rapetti Emanuele, Cantoni Lorenzo, Exploring the added value of digital technologies and eLearning in higher education from learners’ perspective. A research informed by a systematized literature review, Barcelona, Spain, Edu-Learn 2010 Conference Proceedings, Barcelona, Spain Barcelona, Spain.
Generation Y and “glocal” working
Cantoni L. Rapetti E. Tardini S., Generation Y and “glocal” working, in B. Bertagni M. La Rosa & F. Salvetti (ed.), FrancoAngeli, Milano, 252-272.
Getting over the “generation Y” perspective: observing ICTs in learners’ experiences around the world
Rapetti Emanuele, Marshall Stewart, Getting over the “generation Y” perspective: observing ICTs in learners’ experiences around the world, in QWERTY Journal of technology, culture, and education, 5(2 - Specia), 58-85.
Is mobile learning a resource in higher education? Data-evidence from an empirical research in Ticino (Switzerland)
Rapetti Emanuele, Vannini Sara, Picco Anna, Is mobile learning a resource in higher education? Data-evidence from an empirical research in Ticino (Switzerland), in Je-LKs, Journal of e-Learning and Knowledge Society, 7(2), 47-57.
Learners' Voices @ USI-SUPSI
Tardini Stefano, Rapetti Emanuele, Ciannamea Samanta, Meschitti Viviana, Learners' Voices @ USI-SUPSI, in --, 1-19.
Moments of collaboration in a context of eLearning design
Rapanta Chrysi, Moments of collaboration in a context of eLearning design, RED Conference CD-ROM Proceedings, Lugano, Switzerland.
New cultural spaces for learning: the learners’ voices
Rapetti Emanuele, Cantoni Lorenzo, Misic Snjezana, New cultural spaces for learning: the learners’ voices, Giessen, Germany, Online Webasculture conference proceedings, Giessen, Germany Giessen, Germany.
Realizing the technological potential of young employees with LEGO ™ bricks
Rapetti Emanuele, Butti Marina, Misic Snjezana, Botturi Luca, Cantoni Lorenzo, Realizing the technological potential of young employees with LEGO ™ bricks, Chicago, IL-USA(1), EPIC2009 conference proceedings , Chicago, IL-USA Chicago, IL-USA(1).
The activity theory as a framework to describe and analyze the design communication
Rapanta Chrysi, The activity theory as a framework to describe and analyze the design communication, in Design Principles & Practices: An International Journal, 3(3), 406-415.
The epistemological level as a barrier to learning: the role of argumentation
Rapanta Chrysi, Carmona-Fernandez Marcelo, The epistemological level as a barrier to learning: the role of argumentation, ICERI Conference CD-ROM Proceedings, Madrid, Spain.
The knowledge society between “smart devices” and “digital learners”. A pedagogical-anthropological reflection about the implications of dominant rhetoric in eLearning field
Rapetti Emanuele, The knowledge society between “smart devices” and “digital learners”. A pedagogical-anthropological reflection about the implications of dominant rhetoric in eLearning field, Rethinking education in the knowledge society, Ascona (CH).
The Voice of Learners to Understand ICTs Usages in Learning Experiences: a Quanti-qualitative Research Project in Ticino (Switzerland)
Rapetti Emanuele, Ciannamea S., Cantoni Lorenzo, Tardini Stefano, The Voice of Learners to Understand ICTs Usages in Learning Experiences: a Quanti-qualitative Research Project in Ticino (Switzerland), Toronto, Ed-Media 2010 Conference Proceedings, Toronto, Canada Toronto.
Understanding collaboration in team design, task-oriented interactions
Rapanta Chrysi, Understanding collaboration in team design, task-oriented interactions, in International Reports on Socio-Informatics, 7(1), 70-77.
Understanding team design communication through the designers’ eye: a descriptive-analytic approach
Rapanta Chrysi, Botturi Luca, Schmeil Andreas, Understanding team design communication through the designers’ eye: a descriptive-analytic approach, Design Research Society Conference CD-ROM Proceedings, Montreal, Canada.

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
Ontario Society for the Study of Argumentation (OSSA) Conference 18.05.2011 Windsor, Canada
Rethinking Education Conference 07.03.2011 Ascona, Switzerland
Second International Conference in Logic, Argumentation, and Critical thinking 07.10.2010 Santiago, Chile
Design Research Society Conference 07.07.2010 Montreal, Canada
EDU-Learn 2010 05.07.2010 Barcelona
ED-MEDIA 2010 28.06.2010 Toronto, Canada
COOP Conference 18.05.2010 Aix-en-provence, France
5ième Colloque de Psychologie Ergonomique 28.09.2009 Nice, France
SIeL 16.09.2009 Salerno
EPIC2009 30.08.2009 Chicago
Web As Culture 16.07.2009 Giessen
Communicating (by) design Conference 15.04.2009 Brussels, Belgium
SKGM pre-conference 25.03.2009 Zurich, Switzerland
Third International Conference on Design principles and practices 15.02.2009 Berlin, Germany
ICERI 17.11.2008 Madrid, Spain
3rd International SCIL Congress 22.05.2008 St. Gallen, Switzerland


Knowledge transfer events

Active participation

Title Type of contribution Date Place Persons involved
Collaboration in a team of e-learning design 17.11.2010 Universitat Oberta, Barcelona, Spain
Co-construction processes in team design 14.07.2010 University of Windsor, Canada
Co-construction processes in team design 23.06.2010 The Open University, UK


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