The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment
Abstract
:1. Introduction
Socio-Contextual Analysis and Integrative Background
2. Methods
2.1. Flipped Inclusion: Theoretical–Methodological Architecture and Learning Contexts
2.2. Experimental Research and Applied Methods
- (1)
- the teaching–transformative–design model of flipped inclusion promotes pro-social skills and inclusive-plural profiles with
- (2)
- contexts transformed into an inclusive, ecological–systemic perspective.
- (1)
- cognitive and metacognitive, social and prosocial processes;
- (2)
- inclusive learning styles (knowledge and skills), cognitive style and attribution style (communicative and socio-relational);
- (3)
- promotion of inclusive, ecological and systemic prosocial contexts. The design architecture is organized in modular and recursive medium empowerment paths [59], which pursue the cross-media logic of crossing between different approaches, transposed didactically. Frame analysis [60] is applied as a top down approach; while the systemic ecological inclusive perspective [61] is transposed and organized in bottom up mode, with intergroup peer-empowerment-cooperative paths, to educate on the observation of inter-agency between contextual factors, from micro to macro-structural [34], which trace the complexities of the network and the management of the inputs and dynamics that are expressed in the technological habitat. A modular and recursive systematic application of an EIPE (stands for Explore-Idea-Project-Experimet) matrix-process is foreseen, which declined in top down design logic, through a didactic transposition of the frame analysis [60] and in bottom up, taking into account Gee’s learning principles [25]. In particular, the following phases:
- (1)
- The Leader verifies the objectives and adherence to the task; he/she is responsible for the good performance of the research, study and comparison actions; encourages participation; guide supervises the team work by reviewing the instructions and reminding the group of the purpose of the assigned task.
- (2)
- The Facilitator moderates in group interactions; facilitates dialogue by allowing everyone to speak; summarizes the group’s most significant conclusions or responses; corrects errors in other members’ explanations or plans.
- (3)
- The Processor takes charge of the final composition of the work carried out thanks to the contribution of all; he expresses himself about the “form” to be given to the job; he connects the concepts studied at that moment with those studied previously; he asks for reasons and consistency with the format of the work.
- (4)
- The Controller checks the voice volume; check the shifts and time available; judges ideas, not people; summarizes the ideas and reasoning of the members in a single statement shared by all [32].
- (1)
- Key (identification of the contextual stimulus);
- (2)
- Frame (selection of primary frame);
- (3)
- Framing (analysis of problems selected by focus–problem–context);
- (4)
- Framework (identification of methodological resolutions of elements of focus–problem–context [32] (p. 168).
- (1)
- The ergonomic phase of the Formulation of goals (requirement analysis) corresponds to the Exploration phase (problem finding). Conceptual nodes (Key) are collected, analyzed, interpreted and problematized, which reflects misunderstood experiences, recessive feelings, unpublished and unexpected thoughts, typical of the “private space of the self” [77] (p.1), which emerge from the requests made by the teacher (prompting), through the identification of social problems connected to the complex [78] and disoriented cross-media society.
- (2)
- In making use of the intrinsic motivational momentum, deriving from the process of active involvement of the learners, starting from Exploration phase, Flipped Inclusion positively predisposes the subjects to learning, with a view to an authentic anthropocentric enhancement of resources, potential and differences. The ergonomic pedagogical-inductive methodology used in this phase is Inquiry Learning [68], a process of discovery, investigation of problems, critical co-discussion and decisive research in a constructivist perspective [79]. By stimulating the acquisition of knowledge through investigation, participatory action [80] and the formulation of questions in a phenomenological perspective, the trajectory of a disseminated and embodied community of pluralities unfolds, free from the oppression of unrecognized needs.
- (3)
- The Ideation phase of Flipped Inclusion traces the Design concept of the ISO norm [76] and is based on the conceptual circumscription of the macro-areas of problems previously identified and inspected. It consists of the generation and selection of the most innovative ideas, in view of the didactic elaboration of interpretative frameworks of the conceptual framework of the social problem explored. This is the phase of the problem setting and analysis, in which “the keyword (Key) becomes a concept, with sequential chaining and reinforcements” [53] (p. 139). Through the ergonomic Discovery Learning methodology [65], the student discovers the conceptual relationships of a given domain of knowledge and “enhances the retention of information by virtue of their autonomous organization and transformation” [81] (p. 176). The result of inductive procedures, the discovery as a surprise stimulates an intuitive meaningfulness capable of mobilizing the cognitive–cultural heritage of the learners involved, detaching the individual from an empirical vision of knowledge to promote the construction of inclusive prosocial profiles capable of refuting the incurrence of doctrines tout court.
- (4)
- The detailed design of the International Organization for Standardization 6385: 2010 is reaffirmed in the Project phase of Flipped Inclusion “which represents the set of the key word that has become the concept (Frame), to which is added the challenge problem on which the intention is to carry out the search for resolution (Framing) “[53] (p. 139). Through the specific specification of the interrelationships of the meanings investigated, the aim is to plan the actions necessary for the creative resolution of the problems analyzed (problem solving and creative thinking). In order to pursue inclusive equity, with a view to enhancing the potential of contemporary anthrophos, ergonomic–anthropocentric learning by mastery or mastery is adopted [57], through a preparatory, individualized and diversified path of objectives ordered by increasing complexity. In an ongoing activity of modulation and ethical redefinition of means and ends [82], the Flipped Inclusion model aims to redefine any homologating, socially connoted attitudes.
- (5)
- The implementation and validation ISO-2010 is present in the decision taking of the Experiment phase of Flipped Inclusion, a step that allows the shared, re-defined and progressive resolution of explored, circumscribed and problematized conceptual nodes (Framework). Using the methodology of experiential learning, the systematic reflection of the experienced experience unfolds in a recursive cyclicity, in which knowledge is configured as the product of a previous experience of which it is the result [68].
- (1)
- Explore/ D, usData information, data collection.
- (2)
- Idea—I, us Information, with a process of aggregation and contextualization of data, transformed into information.
- (3)
- Project—K, us Knowledge, transformation of information into organized knowledge.
- (4)
- Experiment—W, us Wisdom is the phase of metacognitive wisdom and personal, experiential reworking.
- the exploration phase corresponds to the process and product and individual level;
- the idea phase is at the micro-group work level;
- the phase of planning at the level of work in the meso group is organized by roles (leaders, facilitators, controllers, processors;
- the phase of experimenting is at the process level and produced in macro group.
- personalized evaluation to measure objectives achieved, with respect to the starting levels;
- authentic alternative evaluation to evaluate processes with self-evaluation methods to learn self-efficacy and a pro-social co-evaluation;
- socialized assessment, managed by groups;
- mixed external evaluation, functional to self-esteem, focused on individual and comparative progress.
- discussion, to examine and define the skills to be learned and the recognition of new behaviors;
- objectivity, observation of prosocial behaviors, to induce imitation;
- reinforcement, understood as any event that increases the probability of emitting behavior;
- reflection on experience.
2.3. Materials
- Scheduling, to publish and define deadlines, appointments, fixed-term objectives;
- Conferencing, to define discussion topics and manage folders for the storage of materials and messages;
- Document sharing and Link sharing, to share documents on the net and individual and group links.
- Personal messaging, to send and receive individual, micro, meso, exo and macro-group messages.
3. Results
3.1. Research Contexts and Sample
3.2. Data on the Impact of the Model
- (1)
- inclusive learning (knowledge and skills), cognitive and attribution styles (communicative and socio-relational);
- (2)
- promotion of inclusive, ecological and systemic prosocial contexts.
- -
- in medium-high knowledge and skills in problem solving for 56% of the sample and in high communication skills in interaction for 52%;
- -
- in medium-high cognitive and metacognitive skills, for voice awareness of their choices and capacity for critical analysis and process reformulation (42%)
3.3. Meta-Evaluation
4. Conclusions
4.1. New Research Perspectives: Accessibility Tools and E-Learning Platforms for a New Experiment in Flipped Inclusion
- Perceptibility: of web content and user interface, viewable from any sensory replacement device. “Provide textual alternatives for any non-text content, so that it can be transformed into other usable forms according to user needs” [110].
- Usability: the user interface components must be easily usable (functionality via keyboard, adjustment of execution times, adjustment of the target).
- Understanding: information, services and user interface operations (readability, identification–suggestions–prevention of errors)
- Robustness: content optimization for the interpretability of each software and assistive technology; compatibility with a wide variety of user programs [111].
- The channels in Teams [133] are configured as places of conversation for the users, ergonomic organized sections divided by area, domain and object of interest. The standard channels [134], open to all members, are used by the teacher in the preparatory and executive phase:
- (1)
- To inform learners about the purposes and structure of the ergonomic micro- meso- exo- and macro-contextualized inclusive designs. It invests in the introduction of preliminary micro-warming lessons [45] in which the conceptual coordinates of the course are defined, for the conversion of an individually perceived discomfort into a problematic node to be analyzed. The teacher makes use of the ergonomic advance organizers [135], functional to the activation of reticular anchored knowledge structures, to design their lesson in a self-determined way [136]. It is a question of providing a “visual representation of knowledge, that is, a way of structuring information, or of organizing the important aspects of a concept or topic in a scheme that uses definitions” [137] (p. 6). The anticipation is stimulated with elicitation activities through brainstorming sessions [138], creative planning and problem solving techniques, capable of promoting Engagement [139], a positive psychological state of connection, involvement, active and attentive, functional participation and cognitive investment [140]. The aim is the anthropocentric enhancement of the individual, capable of bringing formal and informal knowledge to the discussion and acquiring the most hidden meanings by discovery [65], through the punctual assignment of circumscribed and self-consistent artifacts (individual project work).
- (2)
- For the feedback, a circuit process takes the form of input while awaiting output [141]. Investments are made in cognitive training feedback, in feedback phenomena relating to specific disciplinary contents, which are functional for on-going variational-corrective procedures, and in emotional insights [142] for positive, emotional-motivational reinforcement. In Flipped Inclusion the teacher, in Microsoft Teams, provides frequent and precise ergonomic correction, processes and self-evaluation feedback [143,144], through stimulus questions or shared self-reflection. Investments are made in individualized-immediate communication interventions, to make constructive adaptations to progress, supporting the learning process. Regular administration of Feedback in educational-training contexts of distance learning [145] constitutes the priority motivation lever for the qualitative improvement of performance and human potential, in a review of circular-anthropocentric progress, for the activation of a dynamic system of mutual influence. In Flipped Inclusion, the feedback action, an accelerator of cultural change, supports relational systems by regulating behavior and verification and control of communicative understanding; it promotes the acquisition of greater self-awareness, active listening and harmonious, ergonomic productive, organizational well-being.
- (3)
- For the presentation of interventions and anthropocentric enhancement of the elaborated artifacts. The individual project works, accompanied by Word files, are co-discussed in the standard channels in Microsoft Teams [146] through the use of Digital Storytelling, narrative-explanatory videos made in Adobe Spark Video. The ergonomic software application developed by Adobe Systems combines animated graphics, personalized typography, music and audio recording. The tool is configured to be intuitive, free, accessible to any desktop browser, available for Windows and macOS operating systems; it is Cloud Computing or Web Based, as it does not require software installation but can be supplied, upon request, from the internet. It can be used by mobile devices, such as smartphones and tablets, through the web. For the production of artifacts, which can also be used offline, Adobe Spark Video allows the use of diversified website templates, one-tap animations, movement effects and transitions, expressive fonts for style, shape and color; the suite allows you to create impact visuals in multiple languages for ergonomic–inclusive accessibility. The processed digital content will be shared on the website www.flippedinclusion.it, in the informal socio–cultural contexts of Facebook, Twitter and Youtube.
- (4)
- For debriefing, as a retrospective co-discussed reflection of anecdotes, thoughts, cognitions, emotional states [147]. In Flipped Inclusion, the ergonomic reverse analysis process is applied, the reconstruction of the critical–problematic nodal aspects, for the launch of new and unexplored problem settings. Formally used at the end of the significant experience, in contrast to the warming up, the semi-structured process of debriefing is configured as a group processing method to capitalize on experienced experiences through description, analysis and transference phases. Investments are made in the ergonomic reflexive review of the team members’ practices and artifactual products, “aimed at raising awareness of relational and communicative dynamics [...]; in a series of procedures that allow instilling narrative customs “[148] (p. 151), functional to decision making processes [66]. For hermeneutic circularity, the debriefing opens new scenarios, new interpretations: the reflection on the resolution given to a problem generates a further problematic question, with emotional implications, to be submitted to structured analysis.
- 2.
- The ergonomic Microsoft Teams used for the application of the Flipped Inclusion model, in e-learning mode, allows Chat room instant messaging functions, with a dual or group size. Through the Teams collaboration app, micro-communities of users can:
- (1)
- Start and assign a name to a group chat [150], which in Flipped Inclusion follows the identity identification, the name assumed by the individual micro- meso- exo- and macro-group to which they belong. Chats, as spaces of virtuality enlivened by authentic interaction, are marked with the name of the managing communities, to facilitate the process of mutual recognition. The asynchronic relational exchange—through the media alphabet, computer code, for the interaction dialogue of converging and divergent operational roles, of differentiation and communion—favors recognition, the sense of cohesion and self-definition, the containment of anxiety-inducing phenomena, de-identification and moral disengagement. The group–identity dimension favors the perception of individual relevance; the self-determination of the singularity within the co-inhabited community educates the sharing of a set of representations, norms and values [151].
- (2)
- Highlight the most used chats [152], using the “lock” button located at the top of the Teams app. In this way, the group conversation will remain fixed at the top of the personal messaging list. The priority iconic-identity visualization of the chat acts as a facilitating medium to stimulate the attention–memory processes of anchoring to the task to be elaborated. In this way, the chat object will be memorized-remembered and used quickly for future needs, since it is learned from the concrete to the abstract and the visual symbols precede the verbal ones [153].
- (3)
- Share files [154], co-view and co-edit Word documents, co-create diagrams and graphs with Visio, upload Adobe Spark multimedia videos through the ergonomic SharePoint Online software in the cloud, functional for the shared management of cognitive content. The use of SharePoint, the online Content Management System (CMS) platform, in Teams, provides a web hosting service, supports the productivity and efficiency of micro- meso- exo- and macro team-working [155]; it facilitates the coordination and divided organization of tasks, the acquisition of anthropocentric [43] soft skills, a cluster of transversal skills relating to the personal qualities of the relational Being [83] for the educational-integral formation of the Social Person [156]. Once completed, the artifacts shared and co-processed in chat are individually archived in the ergonomic OneDrive for Business, a private-encrypted personal repository, a guarantor of security and privacy.
- (4)
- Select the amount of chat history to include [102]. The e-learning application of the Flipped Inclusion in Teams model invests in the complete chronological saving of chats, an effective ergonomic tool for recursive retention, a graphic display of the historical reconstruction of the educational and metacognitive process experienced. This chrono-dialogic documentation is configured as a “meaning attribution device” [157] (p. 67), an instrument for the evolutionary detection of the didactic phenomenon, co-acted in a condition of temporal simultaneity [158]. The chronology-chat, as a qualitative approach to knowledge, allows the temporal reporting of the communicative-media sociality process for the “conversion of narration into training” [159] (p. 121), mediated by meta-reflective and self- analysis evaluation of the shared practice.
- 3.
- Meetings [162]. The application of Flipped Inclusion in Microsoft Teams allows:
- (1)
- For members of standard and private channels, the launch of operational meetings and immediate live meetings, for timely micro- meso- exo- and macro-group communications, and the synchronization of scheduled meetings, established as agreed in advance. The ability in Teams to activate ergonomic subtitles in real time facilitates accessibility to the process of co-construction of the artifacts, multimedia content and reciprocity of intent co-discussed in the meeting. The simultaneous, self-generated caption on the platform, for the textual visualization of the verbal (semantic), non-verbal (emotionality) and para-verbal (paralinguistic system) component, is a guarantee of didactic-inclusive perceptibility. The accessible design of Microsoft Teams allows the activation of intra-interlingual subtitles (in 60 different languages) for the removal, in team building meetings, of the linguistic–architectural barriers [28]. The synchrony of visual–audio–textual digital elements improves the levels of sustained attention, for greater understanding [163] of the co-discussed content, in the anthropocentric enhancement of the Person [83] (regardless of the presence of special educational needs, of sensory disabilities or neurodevelopmental disorders) [164].
- (2)
- To preserve the productive and inclusive accessibility of the meeting, the ergonomics of the Teams platform, thanks to the interactive problem solving [67], signals the members of the micro- meso- exo- and macro-groups of the hypothetical deactivation of the microphone and/or video, when they are about to co-participate in the community dialogue. In addition, by invitation from an e-mail address and the generation of the “Join Microsoft Teams Meeting” link, in Teams the audio and/or video-conferencing meetings can be extended to include the participation of external users in the organization of private and standard channels. The management of the predefined meeting criteria [165], for the privacy of distance learning, allowed the personalization of the control of the functionalities available for the participants, through the adoption of security restrictions in the acceptance–admission of the participants from the virtual lobby-hall.
- (3)
- Sharing content [166]. In Microsoft Teams the micro- meso- exo- and macro-groups have the possibility of sharing their screen in meetings (desktop/windows/power point/blackboard) [167] and system audio; grant and/or take control of the shared screen to allow instant modification of the files. Screen sharing, a cognitive–visual interface [168], facilitates remote communication, management and sharing of ergonomic organizational knowledge [169], relating to the collaborative interaction of an operational-interdependent social network of relationally productive individuals. By applying the Flipped Inclusion model, the immediate sharing and correction of cognitive content aims to favor the interactive role of members in Teams, the remote (online) socialization of cognitive processes; through alternative forms of communication, thought becomes collective [170] and connective [171], as a result of the “synergy of skills, resources and projects, of the dynamic constitution and conservation of common memories, of the activation of flexible and transversal ways of cooperation” [172] (p. 50). Flipped Inclusion in Teams invests, also through the possibility of control, sharing and modification of the screened works, in the ergonomic enhancement of human relationships, in the interconnection of cooperative feelings of collective intellectuals [173]. The aim is to promote the group social nature, capable of mobilizing skills [174], amplifying intelligence and personal memory, “an intelligence distributed everywhere, continuously coordinated in real time” [39] (p. 34), for the creation of prototypes and collective-reticular mentalities, since “nobody knows everything, everyone knows something: the totality of knowledge resides in humanity” [39] (p. 34).
- (4)
- Cloud registration [174]. The application in Microsoft Teams of the Flipped Inclusion model makes it possible to acquire the entire ecological–systemic [34], interactive located [175] process carried out (from the needs analysis to the assessment), through transformative ergonomic educational cloud recordings. By systematically observing the video recordings stored in Teams, we invest in the phenomenological analysis [176] of the didactic practices [177] embodied, to activate processes of collective intersubjective confrontation, with a view to building inclusive–reflective identity profiles. The video recording [178] of the activities, in allowing the deferred objectification of the lived experience, through self-observation and psychological distancing, contributes to the systematic recovery of variables previously not considered [179] and their collection for subsequent cross-self-comparison [180]. In documenting group dynamics, interaction processes [181], gaze direction, facial mimics, body posture and movements, plural [182] and personal actions, one invests in evidence-based video-self-modeling techniques, [183] in self-learning by imitation of positive conduct, and adequate self-control strategies. The analysis of group dynamics, carried out through self-observation of video recordings, aims to introduce and automate gradual behavioral changes, to activate vicariant learning [184], processes of recognition, reflection and self-awareness. The choral examination of the high amount of segmented details observed allows us to broaden perspectives of personal meaning, in view of new cognitive, global, prosocial re-compositions [185].
- (5)
- Initiate calls [102]. The ergonomic Microsoft Teams supports general telephone network (PSTN) conferences by allowing members of the micro- meso- eso- macro-groups to access meetings from an external telephone number. In case of Wireless Fidelity (Wi-Fi) connection problems, the audio-conference service acts as a safeguard to ensure “the didactic performance in remote modes, using available IT or technological tools, IT equipment and telephone connections and telematics, to contain any spread of the infection “[89]. In this regard, the use of the Flipped Inclusion mobile app for Android (Figure 18), which can be downloaded free of charge from the Google Play Store digital distribution service, is also a valid vicarious ergonomic–anthropocentric support tool [49], to any interruptions of access in Teams. A versatile, simple, intuitive teaching assistant [28], it is functional for the graphic, active representation of the conceptual contents of the theoretical Flipped Inclusion system, expressed in synthetic form. It is an educational–digital resource useful for the schematic, organization and syntactic-lexical reformulation of the course, functional for supporting, integrating and reinforcing the user’s learning from their device.
- 4
- Quiz [102]. For docimological evaluation, Flipped Inclusion, in its remote application in Microsoft Teams, the ergonomic–anthropocentric Microsoft Forms Office 365 App for the personalized creation of surveys, tests and online quizzes with automatic marking is being launched [102]. Usable in a web browser, for the ongoing use of participants’ satisfaction and for the collection of in-quiz feedback (automatic-individualized feedback provided for immediate upgrade), it is configured as a valid upside-down learning tool [45], with the possibility of structuring logic-trees of questions with threaded branching [154] on a likert or ranking scale. Using the Microsoft Forms in Teams application, users fill in the individual synoptic project evaluation (monitoring) and self-assessment (processing), micro- meso- exo- and macro-group forms, corresponding to rubric (1) knowledge and skills (2) communication skills (3) cognitive and metacognitive skills (4) social and pro-social skills (Figure 5, Figure 6, Figure 7 and Figure 8). In this regard, we invest in a transdisciplinary, non-judgmental, authentic formative evaluation [155], an integrated part of the same educational action [156], in a meta-competitive approach [157] with different degrees of structuring, in a qualitative–quantitative balance [158] of digital methodologies and tools, for the multiplicity of procedural, contextual, individual, participatory–collaborative aspects, to be monitored, certified and checked [159].
4.2. Conclusive Meta-Reflections
Author Contributions
Funding
Conflicts of Interest
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De Giuseppe, T.; Ianniello, A.; Corona, F. The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment. Information 2020, 11, 398. https://doi.org/10.3390/info11080398
De Giuseppe T, Ianniello A, Corona F. The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment. Information. 2020; 11(8):398. https://doi.org/10.3390/info11080398
Chicago/Turabian StyleDe Giuseppe, Tonia, Annalisa Ianniello, and Felice Corona. 2020. "The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment" Information 11, no. 8: 398. https://doi.org/10.3390/info11080398
APA StyleDe Giuseppe, T., Ianniello, A., & Corona, F. (2020). The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment. Information, 11(8), 398. https://doi.org/10.3390/info11080398