Organizing an educational community of Digital DIY

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The problem is…

Teaching can no longer be understood solely within the scholastic system, but it is fundamental to speak of an ecology of the educational system, understood as the set of components that intervene and impact education and the relationship between them.

The proposed solution might apply when

The “educating community” include in it not only the school, the educators but also the family, the local area of reference, therefore the neighbourhood or, better, the city. Thanks to the spread of digital technologies, the distances in the area are shortened and the possibility of action of education by formal and informal experience has extended. Today the educating community goes well beyond the borders of the city: e-twinning, access to the Internet, the use of devices extends out of all proportion the possibility of contact, recognition and learning.

The solution proposed is…

- Inside school, teachers become designers of strategies, seen as resources to identify materials, information and opportunities outside the scholastic context. Building up this community becomes indeed a new skill/objective for the teacher. - Outside school, the city becomes the fabric of relations in which the FabLabs, makerspaces, etc… and the makers and experts of technology become teachers, bringing students closer to the real world through the development of significant and concrete projects and activities.

The expected outcome is…

Diffuse educational training taking place inside and outside school, online and offline.

Other information


Making creates a supportive community of trainers and learners that can leverage the interests and skills of each member of the group towards shared goals. This concept is based on the practice of taking an active part in building up an educational ecosystem, in which sharing, collaboration, co- planning and, more in general, the activities that unite the community, are qualifying factors.

Significant influencing factors


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