Contained in:
Book Chapter

La formazione continua negli ecosistemi d’apprendimento e il ruolo delle Academy

  • Massimiliano Costa

Industrial systems, characterized by robotic devices and the artificial intelligence evolution, have transformed the sense of work by modifying the sense making and skills development processes. The continuous training, provided by Corporate Academy assumes a strategic role for innovation as it combines the corporate professions consolidation with external innovation opportunities. Strategic for corporate Academy success as learning hubs is the eutagogical training models development in learning ecosystem. It allows the worker to direct and generate multi-contextual learning capable of increasing their inclusion, involvement and personal fulfillment.

  • Keywords:
  • work pedagogy,
  • learning,
  • eutagogy,
  • accademy,
+ Show More

Massimiliano Costa

Ca' Foscari University of Venice, Italy - ORCID: 0000-0001-8821-8263

  1. Alessandrini, Giuditta. 2016. Atlante della Pedagogia del lavoro. Milano: FrancoAngeli.
  2. Arntz, Melanie, Terry, Gregory, and Ulrich Zierahn.2016. “The risk of automation for jobs in OECD countries: A comparative analysis.” OECD Social, Employment, and Migration Working Papers 189: 0-1.
  3. Blaschke, Lisa Marie, Kenyon, Chris, and Stewart Hase. 2014. Experiences in self-determined learning. United States: Amahon.com. <https://edtechbooks.org/-Kzdo>.
  4. Bocchicchio, Francesco. 2019. “Autodirezione nell’apprendere e iniziativa personale del soggetto.” Formazione Lavoro Persona 11, 26: 9-20.
  5. Bruner, Jerome. 1997. La cultura dell’educazione, 17. Milano: Feltrinelli.
  6. Corbo, Adele Erika. 2017. “Le Academy aziendali all’epoca di Industria 4.0.” Bollettino Adapt, 23 marzo 2017. <https://www.bollettinoadapt.it/le-Academy-aziendali-allepoca-di-industria-4-0/> (2022-06-04).
  7. Costa, M. 2019. Formatività e lavoro nella società delle macchine intelligenti. Il talento tra robot, I.A. ed ecosistemi digitali del lavoro. Milano: FrancoAngeli.
  8. Engeström, Floridi, Luciano. 2017 La quarta rivoluzione. Come l’infosfera sta trasformando il mondo. Milano: Raffaello Cortina Editore
  9. Gardner, Anne, Hase, Stewart, Gardner, Glenn, Dunn, Sandra, and Jenny Carryer. 2007. “From competence to capability: A study of nurse practitioners in clinical practice.” Journal of clinical nursing 17: 250-8. DOI: 10.1111/j.1365-2702.2006.01880.x
  10. Garnett, Fred. 2021. “Yeah, Sure! Developing My Own Learning Agency (A Craft of Learning?).” In Unleashing the Power of Learner Agency, edited by Stewart Hase, and Lisa Marie Blaschke, 51-6. London: EdTech Books. <https://edtechbooks.org/up/ysd>.
  11. Hase, Stewart, and Lisa Marie Blaschke. 2021. “Heutagogy and Work.” In Unleashing the Power of Learner Agency, edited by Stewart Hase, and Lisa Marie Blaschke, 23-9. London: EdTech Books. <https://edtechbooks.org/up/ysd>.
  12. Hase, Stewart, Kenyon, Chris. 2007. “Heutagogy: A child of complexity theory.” Complicity: An International Journal of Complexity and Education 4, 1: 111-19. DOI: 10.29173/cmplct8766. <https://edtechbooks.org/-LYY>.
  13. Lane, Marguerita, and Anne Saint-Martin. 2021. “The impact of Artificial Intelligence on the labour market: What do we know so far?” OECD Social, Employment and Migration Working Papers 256. DOI: 10.1787/7c895724-en
  14. Liyanage, Chandreatilak De Silva et alii. 2009. “Knowledge communication and translation - Knowledge transfer model.” Journal of Knowledge Management 13, 3: 118-31.
  15. Margiotta, Umberto. 2015. Teorie della formazione. Roma: Carocci.
  16. Minghetti, Marco. 2013. Intelligenza collaborativa. Verso la social organization. Milano: Egea.
  17. Mori, Luca. 2018. “Le nuove dimensioni del lavoro 4.0 e le sfide per la formazione organizzativa. Un’analisi filosofica.” In Il lavoro 4.0. La Quarta Rivoluzione industriale e le trasformazioni delle attività lavorative, a cura di Alberto Cipriani, Alessio Gramolati, e Giovanni Mari, 339-56. Firenze: Firenze University Press.
  18. Morin, Edgar. 2001. I sette saperi necessari all’educazione del futuro. Milano: Cortina.
  19. Natoli, Salvatore. 2010. Il buon uso del mondo. Milano: Mondadori.
  20. Nedelkoska, Lijubica, and Glenda Quintini. 2018. “Automation Skill use and training.” OECD Social, Employment and Migration Working Papers 202. DOI: 10.1787/2e2f4eea-en
  21. O’Brien, Emma, and James Reale. 2021. “Supporting Learner Agency Using the Pedagogy of Choice.” In Unleashing the Power of Learner Agency, edited by Stewart Hase, and Lisa Marie Blaschke, 87-94. London: EdTech Books. <https://edtechbooks.org/up/ysd>.
  22. OECD. 2019. OECD Skills Outlook 2019: Thriving in a Digital World. Paris: OECD Publishing. DOI: 10.1787/df80bc12-en
  23. Pellerey, Michele. 2020. “Educazione e lavoro: una rilettura in prospettiva pedagogica.” Rassegna CNOS 3: 45-56.
  24. Sansone, Nadia, Cesareni, Donatella, e Maria Beatrice Ligorio. 2016. “Il Trialogical Learning Approach per rinnovare la didattica.” TD Tecnologie Didattiche 24, 2: 82-91.
  25. Savickas, Mark L., and Erik. J. Porfeli. 2012. “Career adapt anilities scale: construction, reliability, and measurement equivalence across 13 countries.” Journal of Vocational Behavior 80: 661-73.
  26. Soriani Bellavista, Massimo, e Anna Faggin, a cura di. 2016. Management della formazione. Dal servizio formazione alle Academy/Corporate. Milano: FrancoAngeli.
  27. Wenger, Ètienne Charles. 2006. Comunità di pratica. Apprendimento, significato e identità, 59-60, 88. Milano: Cortina.
  28. Zago, Giuseppe. 2018. “Il lavoro fra pensiero e formazione, dalla bottega alla fabbrica.” In G. Alessandrini, Atlante della Pedagogia del lavoro, 185-216. Milano: FrancoAngeli.
  29. Cerni, Enrico. 2018. Le academy aziendali. Cultura, competenza e formazione in azienda. Milano: FrancoAngeli.
  30. Fideler Elizabeth, edited by. 2022. Handbook on Aging and Work. Lanham: Rowman & Littlefield.
  31. Hase, Stewart, and Lisa Blaschke. 2021. “The Pedagogy of Learner Agency.” In Unleashing the Power of Learner Agency, edited by Stewart Hase, and Lisa Marie Blaschke, 51-6. London: EdTech Books. <https://edtechbooks.org/up/peda>.
  32. Hecht Marijke Crowley Kevin. 2019. “Unpacking the Learning Ecosystems Framework: Lessons from the Adaptive Management of Biological Ecosystems.” Journal of the Learning Sciences 29, 2: 264-84. DOI: 10.1080/10508406.2019.1693381
  33. Malavasi, Pierluigi. 2019. Educare Robot? Pedagogia dell’intelligenza artificiale. Brescia: Vita e Pensiero.
  34. Mari, G. M. 2019. Libertà nel lavoro Bologna: il Mulino
  35. Vickerstaff Sarah, and Mariska Van der Horst. 2022. “Embodied ageism: I don’t know if you do get to an age where you’re too old to learn.” Journal of Aging Studies 62: 1-8. DOI: 10.1016/j.jaging.2022.101054.
PDF
  • Publication Year: 2024
  • Pages: 1173-1180
  • Content License: CC BY 4.0
  • © 2024 Author(s)

XML
  • Publication Year: 2024
  • Content License: CC BY 4.0
  • © 2024 Author(s)

Chapter Information

Chapter Title

La formazione continua negli ecosistemi d’apprendimento e il ruolo delle Academy

Authors

Massimiliano Costa

Language

Italian

DOI

10.36253/979-12-215-0319-7.137

Peer Reviewed

Publication Year

2024

Copyright Information

© 2024 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Idee di lavoro e di ozio per la nostra civiltà

Editors

Giovanni Mari, Francesco Ammannati, Stefano Brogi, Tiziana Faitini, Arianna Fermani, Francesco Seghezzi, Annalisa Tonarelli

Peer Reviewed

Number of Pages

1894

Publication Year

2024

Copyright Information

© 2024 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0319-7

ISBN Print

979-12-215-0245-9

eISBN (pdf)

979-12-215-0319-7

eISBN (epub)

979-12-215-0320-3

Series Title

Studi e saggi

Series ISSN

2704-6478

Series E-ISSN

2704-5919

18

Fulltext
downloads

26

Views

Export Citation

1,307

Open Access Books

in the Catalogue

1,949

Book Chapters

3,290,448

Fulltext
downloads

4,134

Authors

from 860 Research Institutions

of 63 Nations

63

scientific boards

from 339 Research Institutions

of 43 Nations

1,150

Referees

from 345 Research Institutions

of 37 Nations