Author Archives: Giorgio Bertini

About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++

Undergraduate Students’ Critical Online Reasoning

To successfully learn using open Internet resources, students must be able to critically search, evaluate and select online information, and verify sources. Defined as critical online reasoning (COR), this construct is operationalized on two levels in our study: (1) the … Continue reading

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Successful failure: what Foucault can teach us about privacy self-management

The “privacy paradox” refers to the discrepancy between the concern individuals express for their privacy and the apparently low value they actually assign to it when they readily trade personal information for low-value goods online. In this paper, I argue … Continue reading

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The Wealth of Humans: Work, Power, and Status in the Twenty-first Century

None of us has ever lived through a genuine industrial revolution. Until now. Digital technology is transforming every corner of the economy, fundamentally altering the way things are done, who does them, and what they earn for their efforts. InThe … Continue reading

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Social media use and disturbed sleep

Are you spending more and more time consuming social media through your computer, mobile phone, video games, and social media apps? If so, you’re not alone. Data from Pew Research Center has shown that use of social media among adults … Continue reading

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The “online brain”: how the Internet may be changing our cognition

The impact of the Internet across multiple aspects of modern society is clear. However, the influence that it may have on our brain structure and functioning remains a central topic of investigation. Here we draw on recent psychological, psychiatric and … Continue reading

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Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is … Continue reading

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What would learning in an open world look like? A vision for the future

The pace of current technological advancement is phenomenal. In the last few years we have seen the emergence of ever more sophisticated gaming technologies, rich, immersive virtual worlds and new social networking services that enable learners and teachers to connect … Continue reading

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Open, Social and Participatory Media

The emergence of open, social and participatory media in recent years is changing thelandscape of technology practices. They are changing the ways in which users interact,communicate and participate with technologies. These technologies includesocial networking sites such as Facebook, LinkedIn, and … Continue reading

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Personal inquiry: innovations in participatory design and models for inquiry learning

This paper describes a participatory design approach to the development ofinquiry-based learning supported through a technology toolkit. The work is part ofan interdisciplinary project – Personal Inquiry (PI). The paper focuses on theapproach we adopted, concentrating in particular on the … Continue reading

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E-Learning for Geographers: Online Materials, Resources, and Repositories

Electronic learning (e-learning), which occurs when a computer is used as the means of accessing learning resources and activities, provides today’s university student with an unprecedented array of learning materials. Most universities in the developed world now provide their students … Continue reading

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