WHEN THE ELEVATOR IS NOT THERE

Does school have as its goal the preservation of existing social relationships or inclusion and access to knowledge to “work out” full citizenship?

School, with all its flaws, is one of the last occasions for social aggregation: the obligation to attend until the age of 16 does not allow families to exercise the choice not to have their children study.  Sending a child to school has a cost for families, but is an investment that is made, sometimes with great sacrifice, to give children more opportunities than those that the parents have had: having a qualification is necessary to access quality and well-paid jobs, and consequently a better social position. Unfortunately, in most cases this does not happen and school is put on trial, an apparatus modeled to meet the needs of the agricultural and industrial society that no longer exists, Norberto Bottani wrote in 2013.

But has this social elevator ever really worked? Or rather, does school have as its goal the preservation of existing social relationships, limiting itself to being a tool for assimilation of norms for the purposes of controlling the population?

In his book “La Maestra e la Camorrista” (The teacher and the Camorrist), Federico Fubini tells us another version of the story: starting from a research study conducted by the Bank of Italy that shows how in six centuries, the distribution of income in Florence has not changed, and they come to the conclusion that “when the social elevator freezes in a semi-permanent ice age – eople stop believing in it.”  And people stop believing in others, they lose trust, because the game ialways adds to zero: every advancement is always at the expense of another. Fubini tells us that he interviewed dozens of teenagers from the south and north of Italy, asking how much they were willing to “trust others” and came to the conclusion that “success nourishes trust and the ability to trust nourishes success” and that “The lack of trust in what surrounds us turns into a subtle poison that helps paralyze the social elevator in Italy. ” He then continues his account on how he tried to undermine this distrust by making students of the Mondragone in Caserta school meet people who, having started from diffivult situations, have had excellent results.

“I learned about school being the last barrier to degradation at the conference organized by the European Parents Association whose theme was inclusion: I had the opportunity to meet Eugenia Carfora, the Principal of the Morano School at Caivano, a town located 10 km from Naples. She told of her failures and her successes in being able to give a clean and equipped school to her students, and how every day is like living in the trenches, struggling even with mothers who come to physical threats: her story is told in this video. There was also Sara Ferraioli of Maestri di Strada (Street Teachers), who explained how their work lies in creating relationships, with the kids, with the teachers and with the “social parents”, volunteers who play the role of parents without being such.

Inclusion also entails access to digital technologies, provided that they are not used superficially, but stimulate critical thinking and passion for discovery and learning. GIn the discussion on the digital divide with parents across Europe it seems that the issues are common: little infrastructure and little use in the classroom, and if someone believes that the Government should not promote the use of smartphones in the classroom, others consider it now the equivalent of the pen and the notebook.

Inclusive growth requires the advancement of science and technology to be directed by a purpose, to avoid the risk of widening injustice, social fragmentation and depletion of resources: this aim is individual and collective well-being. The OECD agenda  indicates, as the goal of education, providing knowledge, skills, attitudes and values to make people able to contribute and to enjoy an inclusive and sustainable future. To achieve this goal, three new “transformative skills” have been identified, defined as the creation of new value, reconciliation of tensions and dilemmas, and assumption of responsibility.   Translating the “transformative skills” into the curriculum requires the participation of the entire educational ecosystem: students, teachers, principals, parents, decision makers, researchers, trade unions, social and commercial actors are involved in a co-creation process to define the guidelines of new educational systems.

New educational systems that allow us to face the uncertainty and unpredictability of the future, but where hope and trust in others seem even more indispensable.

Slow Tech and ICT – A Responsible, Sustainable and Ethical Approach (book review)

This is my review  of “Slow Tech and ICT – A Responsible, Sustainable and Ethical Approach”  by N. Patrignani and D. Whitehouse

for Media and Learning Newsletter May 2018

“Dear Readers, Information and Communication
Technology (ICT) is disrupting people’s lives.”  This is the way the authors introduce the book: no space for any misinterpretation, the message is strong and clear. But they are not luddites or techno-skeptics: they propose a deep reflection on the design and the use of human centred ICT.
The authors propose an approach to ICT that is responsible, sustainable and ethical or in other words, good, clean and fair. They recognize inspirational thinkers, such as Carlo Petrini, founder of the Slow Food Movement that counters the rise of fast food and fast life and focuses on the relationship between food and environment, Alexander Langer with his reflection on a new the concept of well-being, based on a lifestyle that is slower, deeper and sweeter and the need for ecological change that can take place only if it becomes socially desirable and René von Schomberg who as an EU policymaker, works for responsible innovation that is socially desirable, inclusive and environmentally sustainable.

ICT is good if it puts human beings in the centre starting from their needs and using an interdisciplinary approach whereby humanist and technologist work together. It is clean if the impact on the environment is taken into account, namely the scarcity of rare-earth metal, the energy consumptions of cloud mega centres and the recycling of e-waste. Finally, it is fair if human rights and the health and the safety of workers are respected throughout the value chain.
Also for education, good ICT is important: the web provides huge opportunities to improve access to knowledge, but it’s important that teachers help students to cultivate a deeper way of writing and speaking and to become able to interact with complex structures, in terms of language and thinking. Human beings need time to think, meditate and argue: to be in an ‘always-on input mode’ can lead to them becoming passive targets of messages and easily manipulated.

This book is published by Palgrave Macmillan with ISBN: 978-3-319-68943-2

Hybrid Politics Media and Participation (book review)

This is my review  of “Hybrid Politics Media and Participation”  by Laura Iannelli

for Media and Learning Newsletter  November 2017

Iannelli’s research for media relations, political participation, and democracy favours a systemic approach that goes beyond the rhetoric of “technological revolution” and seeks to focus on media hybridization and continuity over forms of political participation and power imbalance, involving new and old technologies.
The book is structured in three chapters: in the first, the main theoretical references to the relationship between power and political participation are referred to in the media sphere. In the following two chapters, the “hybrid media approach” is described, showing how non-elites can have more opportunities in the process of mediating politics, especially during elections and scandals. In the third chapter, case studies show how jamming practices between political discourse and pop culture are growing in interest for parties and the media industry. The cases include an analysis of what happened in Italy between 2009 and 2011, with the Five Star Movement, strongly based on the direct participation through the Internet and the rise to power of Matteo Renzi, the youngest prime minister in the history of the Italian Republic, which
translated the “generational change” into communication, using live streaming for its Q & A on Facebook and Twitter.
Iannelli warns us about the risk of oversimplification and the celebratory
narrative of digital media as a means of increasing political participation.
Although Brexit and Trump have shown us that social media are not so
transparent, we cannot ignore the growing number of countries where
social channels are readily under control in times of tension.

Published by SAGE, the ISBN number of this book is 9781473915787.

MEGACODERS

We are in the fullest of the European Code Week 2017 and Italy has exceeded the 8,000 events and we at Dschola wanted to contribute with a mega event MEGACODERS!

The idea of ​​Stefano Mercurio was to gather 300 children in one place to make a mega coder dojo. A madness, however, has just found allies in Fablab 4 kids and Toolbox, and a supporter in Google.

In mid-September we launched an open call for schools and tutors, and the response was superior to expectations: in just 4 days we passed the available places and we had to close the registrations. Many teachers were disappointed but -really – we could not do more-

Also the tutor’s response has not been awaited: associations, informal groups, enthusiasts and high schools will contribute with their skills and equipment to support younger children and young people in learning to code.

The event is free for everyone and will take place on October 19 at Toolbox – Fablab 4 kids

The participants will be divided into teams of 10 participants to give the participants the opportunity to be active
Each team will be followed by one or more tutors who will provide their knowledge on a theme of their choice
Each tutor will provide the consumable material and any kits for the team – If the classes have devices (tablets or other) they can bring them

the FAcebook event https://www.facebook.com/events/1937358313186460/

Summer is the time for STEM

This article was written for the Media and Learning Newsletter- July 2017

Minecraft, Robotics, Digital Fabrication, Videogames, Scratch, Digital Storytelling, Graphic and Web Design: summer camps provide an opportunity to express creativity, acquire skills and develop new digital awareness.
Science, Technology, Engineering, Mathematics as well as Art and Reading: STEM or STEAM or STREAM are synonymous with technological innovation.

Parents want for their children an education that guarantees them the best future, and given the fact that not all schools are well equipped for STEM, summer camps provide a great opportunity to combine fun and learning.

All around the world, there are plenty of different types of solutions with
mother tongue and English courses, with meals and overnight stays
included, near the sea or in the mountains.

Costs vary a lot, but for parents who have planned ahead, there are lots of different choices. After the holidays, many of these schools will continue to offer courses all year round both during school hours or in an after-school setting.

In Italy, the most successful experience is H-campus, which this summer offers 128 different laboratories in Italian and English. In Reggio Emilia,
ragazzedigitali offers code-specific courses for girls while MondoDigitale
has organised a week in Sicily to build collaborative robots and reflect on the
fight against the mafia. TribuDigitali in Puglia offers a weekly coding and storytelling course organised on a camp site. To-Science is an itinerant lab on science, nature and technology and in Florence it’s possible to work on 3D modeling and robotics. Brick4kids offers courses around the world to Lego lovers and in Turin has chosen to set them in a small airport where the kids can talk to the pilots and visit the control tower.


There are plenty of opportunities in other parts of Europe. In Portugal, for
example, the Estudios de Fatima Center organises the Summer Code Camp with projects based on the use of Raspberry, while Digitalswitzerland with its next generation program offers coding, robotic and entrepreneurial courses. Digipen offers art, animation and sound design courses from Bilbao to Singapore. Students taking part in ConMasFuturo in Madrid learn to build amphibious vehicles with Arduino, videogames with Unity and also how to design a smart home with IoT.

Learning STEM during a summer course is undoubtedly useful but probably not enough. The pupils who start to go to school today will have a 100-year-long life expectancy and the prospect of retiring at 80. They will have at least two to three different careers in their lives: they must be prepared to face this kind of challenge, since it is very difficult to predict today how work will
change in 10 or 20 years.

The most interesting courses should immerse the kids in the lives of people around them and allow them to design ways to make life better for everyone, developing the passion to look for the unexpected and to find ways to overcome the impossible.

Are the summer digital camps an opportunity to reinvent school or
learning? What is your experience? What do you expect from STEM courses
as parents, teachers or students?

 

SocialBots and Their Friends (book review)

This is my review for Media & Learning – May 2017 of the book “SocialBots and Their Friends – Digital Media and the Automation of Sociality”
Edited by Robert W. Gehl & Maria Bakrdjieva

“Bots are the new apps” said the CEO of Microsoft, Satya Nadella, in 2016. His vision about the way humans will interact with machine was “conversation as a platform”, in which Artificial Intelligence (AI) allow computers to be able to interact with people, using the most natural human interface, language.
Many users of the Internet are aware of bots: automated programs that work behind the scenes to come up with search suggestions, check the weather, filter emails, or clean up Wikipedia entries. More recently, a new software robot has been making its presence felt in social media sites such as Facebook and Twitter – the socialbot. This volume is one of the first academic collections to critically consider the socialbot.
Socialbots are programs that act on the basis of a fake identity within social media, where they try to influence opinion-making processes. The question as to how effective they are in manipulating opinions and whether and how law-makers should react to them has been a subject of quite some dispute among the authorities. Many aspects are discussed in the contributions contained in the book including mandatory registration for socialbots as well as an intensified engagement within media education in order to counter the potential manipulation of opinion. Furthermore many other scenarios are possible; what about having the assistance of one or more handsome socialbots as virtual influential Facebook friends who boost our social value by liking our picture or making cute comments on our status? ‘Socialbots and Their Friends: Digital Media and the Automation of Sociality’ is one of the first academic collections to critically consider the socialbot and tackle these pressing questions.
This book is published by Routledge, ISBN 978-1-1386-3940-9

The Class: Living and Learning in the Digital Age (book review)

This is a review of the book “The Class” By Sonia Livingstone and Julian Sefton-Green for Media & Learning – March 2017

The Class explores how school and learning, home and family, and peer groups impact and shape children’s use of digital media. The two authors followed a class of London teenagers for a year to find out more about how they are, or in some cases are not, connecting online. What is the meaning of learning? What are the objectives of the school and education? What is the relationship between these three aspects of knowledge management? What matters about digital technologies and young people? What is the role of the school in the daily lives of teenagers today? This book “The Class: Living and Learning in the Digital Age” answers these questions through an ethnographic analysis lasting a full year, following a whole class of students aged between 12 and 13 in a public secondary school in the suburbs of London, inside and outside the school. The book starts from the authors’ theoretical perspectives on learning along with the questionsthey put forward, it describes the methodology used and finally provides a description of what living and learning means for these students. It describes the connections, and in particular the disconnections that exist between the three worlds in which young people live: school, family and friends. Daily life in late modernity means we have to constantly reconcile our somewhat ambivalent approaches to socio-technical changes that can be both a threat and a promise. In this society, we are increasingly allowed to make decisions which do not provide any more certainty but which push individualism in a constant drive towards enhancing our prestige and sense of success. Parents are more anxious, spend more time at work and less time with the family, the kids are happy at home even if they are more worried than ever about their future. The school still represents a specific context of agreements, rules and expectations, but which does not necessarily define what it means to be educated. Access to education is provided and valued for its economic benefits to the individual and the economy. The school promotes individual competition and the growth of good citizens, who are both capable of self-control and self-regulation. Students have to find their own motivations in this increasingly individualised risk society. Looking at the students inside and outside the classroom, interviewing families, visiting their homes, watching them when they spend time with their friends, the research team highlights how separate these different worlds are and how intentional this separation is. Teachers fear that kids bring to class tensions that exist in the family, and families do not seem interested in understanding what students do in the classroom or with their computer. Life shared with friends is an area of freedom, a space for self beyond the control of family and school: this social space is out of the control of adults. Families have learned to live together separately and the walls of the houses are no longer the border with the outside world. Families are constantly under pressure to find a compromise between internal warmth and respect and the need for growth and openness to the external world of their young people. The authors’ conclusions are described through the case of an annual school competition which summarises the tensions and pressures of a whole year. One positive note on what they observed; the increased uncertainty regarding privacy in communications has made young people value face-toface interactions even more than before. The book is freely accessible here.

Using Social media in the Classroom: a best practice guide (book review)

This is my book review

Using Social media in the Classroom: a best practice guide Written by Megan Poore, Australian National
University

for Media and Learning September 2016

This book is addressed to teachers that are looking for a well-structured guide to the introduction of social media tools in their day-by-day activity. It is not a manual as such because of the author, Megan Poore, who is an Australian
researcher with a background in training pre-service teachers, means to provide general principles on how to use these tools with clear objectives in mind, focused on the students’ skills and needs. Beginners
are guided in their discovery of the virtues of social media through four chapters namely Getting Started: The Essentials, The “Big Four”, Enriching Your Practice, and Social Contexts. Practitioners, as well as beginners, are likely to find this book useful. This second edition published
in 2016, uses much of the same content as the 2012 edition and also
includes two new chapters about educational games and mobile learning.
This guide is accompanied by a very helpful companion website which
provides many useful links.
This book was published by Sage in 2016 (ISBN: 9781473912786)

How to learn with Moocs and choose the right ones

There is a thread that starts from the sharing of educational reources (oer), passes through the open online courses (OpenCourseWare) and get up to the MOOC. MOOC means Massive Online Open Courses, often offered by large and prestigious universities for free.

The first experiments of  open online course and with large numbers of students  go back into 2008 (# cck08) and were focused on the interaction amongs online students. One of the interesting aspects was the exploration of models for online education based on multiple paths, not defined one. The potential of the video in the network, thanks to the  costs reduction for the production and the ease  you can access and share them, gave birth to the Khan Academy and the flipped classroom and the proliferation of recorded video-lectures available online,

The model of the MOOC is not Telematic University: they propose  the same university organization, with inscriptions to annual  courses, exams, credits. With MOOC the student has the opportunity to access an buffet à la cart, all-you-can-learn, in which courses are available for free, there are no prerequisites to enter, do not pay anything, and the contents have good quality, sometimes also excellent. A barrier to access to courses, which  however request a minimum of digital skills, a PC and a broadband connection, can be linguistic, because most of the offer is in English. Another barrier is that you got a method to learn: if you are not able to self-organize, often do not get to the end of the course. But especially in the face of a very broad offer, how to choose which courses to follow? The offer is really huge and little systematized, and nobody teaches his students how to take advantages of this opportunity, which can be integrative of its offer.

In this post I want to focus on this issue, how to choose a Mooc or – better-  is it possible for a student to build itself a coherent course of study?

It was  very interesting to participate in the first #Moochour – a Twitter chat that took place on April 14 (here the Storify), it was organized by @impactioneers with Laurie Pickar as guest, who has invented the No-Pay MBA.

Laurie decided to build itself a path equivalent to a Master in Business Admistration, enrolling at MOOC promoted by Universities of the highest level: its story is told here. Laurie Pickard, American and graduate, is currently living in Uganda, for family reasons. He documented his project on his blog No-Pay MBA and has now decided to capitalize on her expertise by offering a similar service, through the No-Pay-MBA 2.0, also if she says it will not be completely free.  She said that in 5 days received 50 accessions, when she launched the idea. Then she had an article in Fortune  and now has 1200 pre-registered.

During #moochour,  5 questions were posed:

What is the value of Mooc for you? – Which was answered, the possibility of learning what I like, the convenience, flexibility, the ability to be upgraded without having to physically go to college, curiosity

then:

Which Mooc do you recommend to a friend? and then there is’ a Mooc that ignited a change in your life and how? How did you choose to subscribe to a MOOC? What will be the next step for the MOOC?

Each of these questions had interesting answers based on the experiences of the participants, who have changed business strategies or came up with new projects (as Laurie i.e.). The next step for Mooc following to  Laurie is that companies will begin to use them to hire people (a French article says that recruiters consider positively the participation for the MOOC, because shows curiosity and interest, and I would add capacity ‘to self-organize , proactiveness’ and excellent time management). Another aspect will be the value of the degree that might be questioned

My question was about how to recognize a the quality of a Mooc and I got  unexpected answer: the quality of the assignments,  in contrast to the idea that it is the “VIP” teacher  to make a quality  MOOC. Another key aspect for deciding what mooc to enroll is the word of mouth, the evaluation of friends and other opinions: again a surprise, it’s not the reputation of the University,

An interesting aspect was that of platforms: in addition to the well known, Coursera, Udemy etc. they  cited two platforms that I didn’t know, specialized ofr software developers. One is called The odinproject and the other is  bloc.io  – the worl’s largest online bootcamp . Bloc.io offers immersive courses with real tutors who follow you, it’s not b free but I invite everyone to visit the page that compares the different systems of online learning in the web. The systems are represented as part of a galaxy, and the courses offered compared by duration, cost, for an indicator of 500 hours of experience that consider the minimum in accordance with the thesis that it takes 10,000 hours to naster a skill (see. Outliers, M. Gladwell), the hour/cost you pay  (if the courses have a fixed term) and finally a classification for profile, like hobbyist,  professional and looking job seeker. The page is this

In an hour of #moochour I learned that #mooc could represent the next case of “economy of dormant assets” because of people like Laurie Pickard, that they  will not change  universities but will change students and they will have an impact on the market Labour, and that Europe must change tack.

So much food for thought for us  in @Eumoocs 

* Titolo della foto: Massive Young Stars Trigger Stellar Birth, from NASA Multimedia Page. by @Temari09 

Boo-Games Sviluppare l’industria europea del gioco digitale

Dal 2012 lavoro al progetto Boogames, Boosting the European Game Industry, che ha come obiettivo lo sviluppo dell’industria del videogioco in Europa.  In questi due anni, è cambiata molto la percezione del videogame in Italia, e oggi se ne parla anche sui quotidiani. Ecco il bell’articolo che Simone Arcagni firma oggi su Nova- inserto del sole 24 ore, con una mia intervista.

Gaming in network   NòvaBoo-Games – Boosting the European Games Industry nasce nel 2012 ed è un programma europeo per sostenere l’industria del gioco. Come dichiara lo stesso progetto: “In particolare si concentra sulle sfide che gli amministratori ancora non conoscono a fondo o che già affrontano poiché, visto l’impatto economico e sociale dei giochi digitali, le questioni relative al settore fanno ormai parte dei programmi politici.”

Alla base c’è l’idea di creare un network e uno scambio tra regioni europee dividendole (in fatto di industria del game) tra quelle “sviluppate” e quelle “apprendiste”. Non si tratta di un progetto tecnologico in senso stretto, quanto di un vero e proprio scambio di conoscenze, modi, strategie: l’attenzione è quindi rivolta alle politiche più che alle tecniche. La prima parte del progetto – come ci spiega Eleonora Pantò, Learning, inclusion and social innovation program developer di Csp Piemonte e referente del progetto Boo Games – è stata quella di affrontare le analisi territoriali: si è quindi approntata una mappa regionale. L’area di Parigi, per esempio, è risultata tra le più attive potendo contare su un incubatore digitale, Cap Digital, con un ramo specializzato nel gioco (Digital Games) molto attivo  e un evento internazionale come Game Paris”. Anche l’Olanda ha delle eccellenze in questo campo, per esempio il Dutch Game Garden, incubatore dell’industria del gaming della città di Utrecht. L’incubatore di idee e di talenti sembra essere una delle formule più sviluppate e tra quelle preferite nelle politiche regionali; e infatti si segnalano incubatori particolarmente attivi nel mondo del gaming anche a Stoccarda e a Karlshrue dove è attivo il GEElab Europe, un incubatore ma soprattutto un vero e proprio centro di ricerca e sviluppo sul gaming.

Questa prima fase è stata fondamentale per capire quali regioni sono attive, e quindi se possono contare su corsi universitari attivati, se sono state realizzate delle politiche fiscali mirate al settore, se sono stati organizzati contest e così via. I risultati di questo screening europeo per i game sono stati raccolti in una pubblicazione, una “Guida alle buone pratiche” che può essere liberamente consultata sul sito di Boo Games. Esiste, inoltre, anche un “Boo Games Regional Analysis Report”, anche quello consultabile liberamente sul sito.

Finita questa prima fase ora Boo Games si sta preparando al secondo step: l’implementazione. Ogni regione deve scegliere un modello tra quelli selezionati, farlo proprio, modificarlo per renderlo accessibile alle proprie specificità e quindi implementare. Al momento si sono attivate Malta e Sofia che hanno scelto i modelli di riferimento e stanno quindi lavorando per trasferire le pratiche. Malta ha scelto il modello della scuola interdisciplinare di Salisburgo e il sistema di voucher, e quindi un sostegno economico che prevede l’accesso ai giovani a piccoli finanziamenti mirati all’acquisto di macchinari, consulenze o salari per sviluppare un progetto di gaming. Mentre Sofia guarda al modello del serious gaming di Coventry (Serious Gaming Institute). Orientandosi così verso lo sviluppo di game in cui alla componente ludica se ne affianca una formativa.

Tra le Regioni che hanno partecipato alle attività di Boo Games è rappresentata anche l’Italia con l’Umbria e il Piemonte. Referente per Csp che collabora con la Regione Piemonte è Eleonora Pantò che spiega come il Piemonte non abbia ancora scelto la pratica. E’ ancora nella fase del rapporto teorico sulla trasferibilità, la fase in cui si riuniscono gli stakeholder regionali e si pensa a modelli da adottare (un incubatore?). Intanto si sono organizzate manifestazioni sul modello delle Game Jam internazionali che hanno riunito produttori, sviluppatori e studi interessati. Incontri informali per scambiare idee, progetti e per fare network. La difficoltà a reperire fondi – spiega Pantò – è tanta, così come difficile è cercare di convincere gli investitori (pubblici e privati) che quello del gaming non è solo un settore in crescita in tutto il mondo, ma è anche un settore potenzialmente molto vasto che comprende diversi aree e campi. Come nel caso del serious game che ha a che fare con ambiti come l’educational e l’informazione e che, come a Torino stanno provando a fare, può avere a che fare anche con la riabilitazione cognitiva.

– See more at: http://nova.ilsole24ore.com/progetti/gaming-in-network#sthash.HW1t45CK.dpuf

L’industria – appunto – ancora non c’e’, ma cominciano ad esserci percorsi universitari  – come dimostra l’evento New Game Designer organizzato dal Laboratorio Pong dell’Università di Milano il 1 luglio 2014, a cui CSP è stato invitato dal prof. Maggiorini, mentre a Genova la Film Commission ha deciso che investirà per far partire un incubatore specifico sul videogioco e l’ha annunciato organizzando  uno specifico evento  – Game Happens.

New Game Designer
Lo Stand T-Union – CSP al NGD
Federico Fasce, durante la sua presentazone al Game happens
Federico Fasce, durante la sua presentazione al Game happens

Anche l’AESVI, l’Associazione Italiana degli sviluppatori di videogioco, ha capito che gli sviluppatori indipendenti in Italia cominciano a costituire una massa critica e ha avviato un programma ad hoc per favorire la loro presenza all’estero, e ha ri-lanciato un censimento nazionale in collaborazione con Università Bocconi. Oltre alle Game Jam che si susseguono e moltiplicano,  in autunno sono previsti eventi interessanti a Milano (Games Week e Italian GAme Developers Summit)  ma qualcosa si sta muovendo anche a Torino: oltre al tradizionale appuntamento con la VIEW Conference, che quest’anno vira dalla computer graphics al video game, ci potrebbero essere delle interessanti novità. Torino potrebbe essere un interessante caso di studio, a partire  dalla  T-union, un gruppo di  microaziende che grazie all’intuizione di Marco Mazzaglia, evangelist e veterano del settore, che sta cercando di costituirsi come un’entità unica, in grado di moltiplicare le potenzialita’ dei singoli. Grazie a BooGames abbiamo avuto l’opportunità di conoscere  tante interessanti esperienze in giro per l’Europa, di incubatori, fiere e contest che sostengono questo settore che riserverà sicuramente interessanti sorprese in futuro.

Perfekt Futur_DSC_0031_Müller-Gmelin
L’incubatore Perfekt Futur di Karlruhe dentro una ex stazione ferroviaria