DESIGNED INSTRUCTIONAL SYSTEM IN A TIME OF VULNERABILITY AND CRISIS: AN EMBODIED APPROACH TO DESIGNING MEANINGFUL EXPERIENCES WITH MEDIA LEARNING EDUCATION

The emergency scenario due to the SARS-CoV-2 outbreak has urgently required substantial changes in our living environments, socio-educational networks and media. Managing this complexity in contexts of individual, socio-relational and institutional vulnerability, demands the urgent mandate to reorganise and innovate the way education is delivered. Interaction with the digital ecosystem has accelerated the need to draw on strategies of decision making, creative problem solving and tinkering. Reconsidering transversal competences, which are necessary to promote the development of new cognitive/metacognitive and learning strategies in students, aligns with the programmatic guideline Goal 4 of the UN 2030 Agenda, aiming for quality, equitable and inclusive education. The focus of the research is on the methodology of Design Thinking in Media Education contexts and on the integration of situational expertise of a “Human-Centred” psycho-pedagogical approach. More specifically, following the experimental Design-Based Research (DBR) lines, the aim will be that to implement a strategy-intervention starting from the “Design Thinking Embodied Approach” construct and the Mindfulness protocols. The Embodied Design Experiment directly involves the student in the co-design, testing and experimentation phases, in order to verify personal strategies of problem solving, decision making, self-efficacy, mindful awareness and creativity, in correlation with learning and digital awareness.