摘要：The use of information age technology favors pervasive communication exchanges and complex phenomenologies, which affect the production of knowledge and the permanent transformation of personalities and contexts, not always with a view to prosocial empowerment of differences. From the analysis of the liquid socio–psycho–educational frames explored in the research activated at the University of Salerno, the permanent need for a widespread media education emerges, to be rooted in a lifelong learning vision to achieve systemic inclusiveness. This is the basis of the epistemology of the existential design model Flipped Inclusion, promoted and tested at the University of Salerno, whose complex idiomatic phrase constitutes the integrated and complex synthesis of the multi-perspective and multimodal approach pursued by the model. In the exploratory–descriptive–transformative research underway since 2014, through blended learning, complex blended learning and with formal, non-formal and informal contexts, the design–organizational, algorithmic–computational architecture of flipped inclusion is experimented upon. The trend of data since 2014 confirms the educational value of the model, due to the positive impact relating to inclusiveness on personal styles and social contexts, hence the intention to continue research on larger samples.
关键词：learning; education; transformation; inclusion; system; management; organization; social capital; Microsoft Teams; ergonomy learning ; education ; transformation ; inclusion ; system ; management ; organization ; social capital ; Microsoft Teams ; ergonomy
