La Flipped inclusion, tra impianto teoretico e didattica sperimentale di aula aumentata per una didattica inclusiva
Felice Corona, Tonia De Giuseppe
The research route with scientific roots activism pedagogic Montessori / Dewey, originates from a reflection on the new socio-anthropic-cultural scenarios in close correlation with socio-constructivist-connettiviste of learning perspectives. Through a focus of interest on emerging training and the educational needs of the avant-garde, it highlights the need for a paradigm inevitable transition from the logic of the traditional methodological-didactic models to a teaching methodology, which requires inversion / cyclical rotation educational action, in compliance of the times of the person. The per-course, taking place at the University of Salerno, unfolds in the context of inclusive design, macro (MAPCI) and meso (Mepci), from which production cooperatives, micro designs contextualized inclusive (MIPCI), consequential result the planning of cooperative action, developed second paradigmatic phases of Exploration, Planning, Design and Experiencing. The research, aimed at students, teachers and educating communities in the lifelong learning perspective is understood as sharing and experimental comparison of teaching and educational inclusive models.
Keywords
Identity, mobility, non-linear trajectories, flipped, inclusion.
