TITLE

Characteristics of "Hyperschool"; in: CALVANI A., Iperscuola. Tecnologia e futuro dell'educazione, Padova, Muzzio, 1994.

Author

Antonio CALVANI

Key words

  • Learning Circles
  • Orientation and tutoring centres
  • Epistemic awareness (metacognition)
  • "Materiated" viruality
  • Real exploration
  • Network

    Quoted authors

    Gardner, Dewey, Vygotsky, Bush, Nelson, Naisbitt, Weiser, Benedikt, Illich, Cinquini, Toffler, Cambi, Massa, Cesareo, De Bartolomeis, Claparède, Riel, Spiro, Feltovic, Bearman, Beer, Keegan, Dumont.

    ABSTRACT

    The word "Hyperschool" indicates an hypothetical "scenary" for the future school, that is going to become a network, as a physical set of independent centres and an epistemic joining of various learnings. Teacher function changes from knowledge transmitter to tutor. The writing-desk and the school itself become hypermedial. The room will be a place full of small thecnological instruments, and informatics will be everywhere but almost invisible. One of the dangers of a multicentric system is a high fragmentation of knowledge: therefore it's important to estabilish some dominant poles. Peculiarities of "Hyperschool" structure are: Application (gymn centres and motor activity workshops); Orientation; Motivation (activities about arts, jobs and museum exploration to stimulate new experiences); Study; Administration; Orality (Rethoric and Philosophy, to develop communicative abilities); Real exploration; Epistemic awareness. The two main poles are Learning Circles and Orientation Centres; the latter might suggest alternative ways and different experiences when learning is getting sectorial. The student is no more a simple knowledge receiver: he makes his knowledge by himself, by an individualized and collaborative learning, through the exploration and the reversibility of game - study - work. Some important things to remember about "Hyperschool" are the personal desk, the educational environments and the assessment. Parks and museums become education / amusement / exploration places. Direct human relations keep three main functions: they are a model for learner's psychological identification, permit epistemic awareness and promote telling ability acquisition.