DiCampus is born, a project between universities and companies for digital culture

DiCampus, is a project promoted and born from the collaboration between #OfCultHer e Campus Orienta - The Student Hall to support, implement and further qualify the relationship between the world of schools, universities and businesses to achieve continuity in the training process and, above all, integration of training with the reference social and productive fabric, also in light of the transformations of "Digital culture", society and the national and international labor market.

"Starting from the sharing of experiences, guaranteeing all female students and all students the key skills to face the changes and challenges of their present, to project themselves better into the future, to become active and aware citizens, capable of sharing values common and to positively confront each other ". These are the objectives of the post-diploma orientation project, inherent in the sector of "Digital culture", understood as a broad awareness of what digital innovation represents and how it can be an opportunity in all economic sectors in which you operate.

For DiCultHer, orientation in its various dimensions (dissemination of information, training, facilitation of choices and support for inclusion in study and work environments) is placed as a backbone within the initiatives that the Association itself has taken over the last few years, and wants to facilitate - or at least try - an organic approach in the educational and training processes and in the choices of our students. In this context, the collaboration with Campus Orienta - The Student Hall, a reality that has been dealing with post-diploma orientation for over 30 years, is in perfect continuity and integration.

In the ministerial action on guidance launched since the 90s, the separation between schools and universities, and between these and other local institutions and the world of work, constitutes one of the priority assets addressed both through theoretical reflection and with experimentation of operational solutions, which start from afar with the document "Guidance in schools and universities". Approved by the Interministerial Commission pursuant to art. 4 of the law n. 168/89 (established by the Ministry of University and Research), as well as in the "Regulation on access to university education and related guidance activities" of 21 July 1997, published in the Official Gazette on 29 July 1997 and the related deeds of address issued by the MURT / MPI since August 1997.

What appears relevant in these ministerial initiatives are, on the one hand, the theoretical indications, on the other, the coherence of the desired actions. The same defiorientation contained in the document "Guidance in schools and universities", appears significant and still valid and of reference for the DiCampus project: “Guidance consists of a set of activities that aim to train and / or strengthen young people's skills that allow them not only to effectively choose their future, but also to actively participate in the chosen study and work environments. These skills concern, in fact, the knowledge of oneself and of the social and economic reality, planning, work organization, coordination of activities, management of complex situations, production and management of innovation, different forms of communication. and interpersonal relationships, self-updating, etc. ... the indicated abilities are relevant in a historical period in which the vital worlds are weakened, favor an increasingly mature participation in educational processes and, subsequently, constitute necessary components of citizenship and of professionalism ".

Digital Culture for studies and work

Further underlining how the introduction of digital technologies has initiated a phase that many analysts consider epochal for social and productive development at a glocal level for the safeguarding of the specificities and characteristics of the territories, in global comparison, appears at this time an outdated operation because we have been fully immersed in it for at least ten years. On the other hand, what seems relevant is the no longer deferrable fact of recognizing the value of "Digital Culture" as a conscious knowledge of digital, of the technologies connected to it and of the communication tools and techniques made available by digital itself to acquire media skills useful for achieving the cultural, educational and social growth objectives of our children to offer them the tools for their life choices, but also opportunities in all economic sectors in which you find yourself operating. "Digital Culture" different from basic digital and literacy skills (basic, citizenship, elementary use of computers and the internet), they are necessary prerequisites - that is, centered on technical aspects and operational skills, it is advisable to focus on the new paradigms of which only recently we are becoming aware that they suggest that all workers and all students must have a Digital Culture understood as a broad awareness of what digital innovation represents and how it can be an opportunity in all economic sectors in which one operates .

The experiences gained in the DiCultHer field in recent years appear significant on the evolution of study and work models with a significant assumption of awareness on the need to facilitate the transition towards a structuring of training processes articulated in long life learning of Digital Culture, such as implementation of an integrated set of cultural and training approaches, processes, methods, and techniques aimed at building a system of conscious digital skills, enabled for the management, co-creation, safeguarding, conservation, sustainability, stability, transfer, accessibility, reuse of contemporary and future digital cultural entities, through the conscious acquisition of the inherent digital identity of the foundation and essential resource of XNUMXst century work and, at the same time, of the historical memory of the contemporary digital age.

All female students, students and teachers who will participate in cultural orientation events here, will receive the #Dicultherdigitalbadge certifying the #microcredentials deriving from participation in DiCampus.

The #DigitalBadge aims to certify active participation in DiCampus activities in order to recognize the skills acquired.

HOW?

Through the participation of the schools of the network in the Student Salons during which they will have reserved spaces available to exhibit and give visibility to their projects. The modality will be that of "Student explaining to student".

WHERE IS IT?

In the various locations of the Student Salons.

WHAT?

Preliminarily, starting from the themes and activities proposed annually by DiCultHer, as well as from the experiences gained by teachers and students in developing the various initiatives proposed by #DiCultHer.

INFO:

Salonedellostudente@class.it; diculther@diculther.eu

(Editorial board BlogInnovazione.Item: ByCultHer)