Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies.

Industries are currently experiencing several kinds of disruptive changes, including digital transformation and environmental and health emergencies. Despite intense discussion about disruptive changes in companies, the impact of such changes on workplace learning is still underexplored. In this study, we investigated the impact of disruptive changes on informal learning practices according to the perspectives of employers, employees and adult educators.

Tutor's Role in WhatsApp Learning Groups: A Quali-Quantitative Methodological Approach.

In recent years, digital tools, such as WhatsApp, have been increasingly deployed to support group interaction and collaboration in higher education contexts. To understand contemporary, digitally-mediated collaborative dynamics - including the role played by tutors and the situated nature of group development - robust and innovative methodologies are needed. In this paper, we illustrate how integrating qualitative methods with quantitative tools used in qualitative ways makes it possible to trace how tutors adapt their style to support group development, which in turn triggers student development in a circular and responsive process.

Correlates of Silence: Enhanced Microstructural Changes in the Uncinate Fasciculus.

Silence is an important aspect of various meditation practices, but little work has focused specifically on the underlying neurophysiology of silence-related meditative practice, and on how it relates to the self-reported experiences of practitioners. To expand current knowledge regarding the neurophenomenology of silence in meditation, we directly investigated first-person reports of silence-related experiences during the practice of Quadrato Motor Training (QMT) and their association with changes in fractional anisotropy (FA). Participants recorded their cognitive, emotional, and physical experiences upon beginning QMT and again after 6 weeks of QMT practice.

When the Place Matters: Moving the Classroom Into a Museum to Re-design a Public Space.

In this case-report we describe an experience where alternative places - rather than the classroom - are exploited to implement learning processes. We maintain that this experience is a good example of materiality because it focuses on a project where students had the opportunity to re-design a public space. To this aim, various objects and tools are used to support discussions and exchanges with new stakeholders.