The processes of learning and teaching have always influenced the history of knowledge, establishing a fundamental and never-to-be-underestimated relationship. The industrial revolution, which gave rise to frontal teaching, has led to the dominant idea of subordinating knowledge to the processes of learning. At the same time, contemporaneity presents us with great transformations in values, ideals, and learning needs that impose a diversification aimed at inclusivity. Within this scenario, where the progress of the digital world is contrasted with the static nature of the educational system, new responsibilities are determined for the figure of the designer who must be able to assume new perspectives in the design process of educational spaces, whether digital or not. Contemporaneity, which introduced us to the digital era, thus represents an immense opportunity to outline new balances in the hierarchies of knowledge where individuals and organizations choose to incorporate aspirations for improvement into the same technologies and human experience in pedagogical environments. The journey begins with observation and the reconstruction of analogies. The design of digital spaces is indeed comparable to industrial product design or architectural design where inevitable physical and environmental constraints shape the future output. Similarly, the second pillar, derived from observation and personal needs, highlights the role of digital in individual development, identities, and cultural productions in spaces dedicated to it. The blending of these needs leads to the evolution of the designer’s figure from a mere designer to an essential contributor to the future digital infrastructure, opposing the view of the Internet as guilty of destroying human relationships and a tool for flattening cultural characteristics. The research questions that have guided this journey have arisen from deep personal issues that have led the author to reflect on challenging topics without ever falling into stereotypes and preconceptions: How can service design improve education systems outside of schools? What tools can create a relational bridge between services and educational systems? From these reflections, T*les was born: a phygital event system designed to spread an interactive and engaging narrative of awareness towards an educational system capable of taking action and building, piece by piece, the stories that ultimately tell us who we are as individuals. The blended nature of the project allows stakeholders to live in everyday spaces and times, becoming both users and promoters of a divulgative and informative ecosystem that offers a concrete vision of the digital world starting from reality.
I processi di apprendimento e insegnamento influenzano da sempre la storia della conoscenza costituendo un rapporto fondamentale e mai da sottovalutare. La rivoluzione industriale, di cui l’insegnamento frontale è figlio, ha dato vita all’idea dominante di subordinazione della conoscenza ai processi di apprendimento. Allo stesso tempo la contemporaneità ci propone le grandi trasformazioni dei valori, degli ideali e delle necessità di apprendimento che impongono una diversificazione volta all’inclusività. All’interno di questo scenario, che vede il progredire del mondo digitale contrapposto alla staticità del sistema educativo, vengono determinate nuove responsabilità per la figura del designer che deve essere in grado di assumere nuovi punti di vista nel processo di progettazione degli spazi educativi, siano essi digitali o meno. La contemporaneità, che ci ha introdotto all’era digitale, rappresenta dunque un’immensa opportunità per delineare nuovi equilibri nelle gerarchie della conoscenza laddove gli individui e le organizzazioni scelgono di incorporare le aspirazioni di miglioramento nelle stesse tecnologie e nell’esperienza umana degli ambienti pedagogici. Il percorso pone le sue basi, in primo luogo, sull’osservazione e sulla ricostruzione di analogie. La progettazione degli spazi digitali risulta infatti assimilabile alla progettazione del prodotto industriale o a quella architettonica laddove inevitabili vincoli fisici e ambientali danno forma al contorno del futuro output. Analogamente il secondo pilastro, scaturito dall’osservazione e da necessità personali, rimarca il ruolo del digitale nello sviluppo dell’individuo, nelle sue identità e nelle produzioni culturali negli spazi ad esso adibiti. La commistione di queste esigenze dà luogo all’evoluzione della figura del designer da progettista a “contributore” essenziale dell’infrastruttura digitale del futuro contrapponendosi alla visione di Internet come colpevole della distruzione delle relazioni umane e strumento per l’appiattimento delle caratteristiche culturali. Le domande di ricerca che hanno guidato questo percorso sono scaturite da profonde questioni personali che hanno guidato l’autore ad interrogarsi su argomenti impegnativi senza mai scadere in stereotipi e preconcetti: Come il design dei servizi può migliorare il sistema educativo negli spazi esterni alla scuola? Quali strumenti possono creare un ponte relazionale tra servizi e sistema educativo? Da queste riflessioni è nato T*les, un sistema-evento phygital progettato per diffondere in modo interattivo e coinvolgente una narrazione di consapevolezza nei confronti di un sistema educativo che sia capace di mettersi in gioco e costruire, tassello per tassello, le storie che in fin dei conti raccontano chi siamo come individui. Il carattere blended del progetto permette agli stakeholder di vivere negli spazi e nei tempi della quotidianità, diventando contemporaneamente fruitori e promotori di un ecosistema divulgativo e informativo che offre una visione concreta del mondo digitale partendo da quello reale.
T*LES : education becomes an epic quest
Medaglia, Giuseppe
2023/2024
Abstract
The processes of learning and teaching have always influenced the history of knowledge, establishing a fundamental and never-to-be-underestimated relationship. The industrial revolution, which gave rise to frontal teaching, has led to the dominant idea of subordinating knowledge to the processes of learning. At the same time, contemporaneity presents us with great transformations in values, ideals, and learning needs that impose a diversification aimed at inclusivity. Within this scenario, where the progress of the digital world is contrasted with the static nature of the educational system, new responsibilities are determined for the figure of the designer who must be able to assume new perspectives in the design process of educational spaces, whether digital or not. Contemporaneity, which introduced us to the digital era, thus represents an immense opportunity to outline new balances in the hierarchies of knowledge where individuals and organizations choose to incorporate aspirations for improvement into the same technologies and human experience in pedagogical environments. The journey begins with observation and the reconstruction of analogies. The design of digital spaces is indeed comparable to industrial product design or architectural design where inevitable physical and environmental constraints shape the future output. Similarly, the second pillar, derived from observation and personal needs, highlights the role of digital in individual development, identities, and cultural productions in spaces dedicated to it. The blending of these needs leads to the evolution of the designer’s figure from a mere designer to an essential contributor to the future digital infrastructure, opposing the view of the Internet as guilty of destroying human relationships and a tool for flattening cultural characteristics. The research questions that have guided this journey have arisen from deep personal issues that have led the author to reflect on challenging topics without ever falling into stereotypes and preconceptions: How can service design improve education systems outside of schools? What tools can create a relational bridge between services and educational systems? From these reflections, T*les was born: a phygital event system designed to spread an interactive and engaging narrative of awareness towards an educational system capable of taking action and building, piece by piece, the stories that ultimately tell us who we are as individuals. The blended nature of the project allows stakeholders to live in everyday spaces and times, becoming both users and promoters of a divulgative and informative ecosystem that offers a concrete vision of the digital world starting from reality.File | Dimensione | Formato | |
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https://hdl.handle.net/10589/223907