Abstract
The emergency due to SARS-CoV-2 pandemic has required substantial and situational changes in the living environments, relational, educational, health and media networks. Managing complexity in emergency contexts, therefore characterized by conditions of high individual, relational and institutional vulnerability, imposes an urgent mandate on educational agencies to rethink, adapt, reorganize and innovate their teaching methods. The interaction with the digital ecosystem has accelerated the need to draw from creative decision making and problem-solving strategies, tinkering, attention to the design of the learning room due to distancing, and to reconsider transversal skills, necessary to promote development of new cognitive-learning strategies. The contribution provides the results of an educational program based on design thinking and embodied approach to stimulate problem-solving and creative thinking in xxx university students. The methodology starts from the recent evidence-based applications offered by Embodied Cognition & Design Thinking, Emotional Design in Digital Media for E-Learning and the Personal Learning Environment (personalization of learning) and directly involves the user in co-design, testing and design experiment embodied in distance learning contexts.
Author Information
Luigi Piceci, Niccolò Cusano University, Italy
Anna Maria Mariano, Niccolò Cusano University, Italy
Laura Cancellara, Independent Scholar, Italy
Paper Information
Conference: BCE2021
Stream: Teaching Experiences
This paper is part of the BCE2021 Conference Proceedings (View)
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