The Digital Innovation Laboratory is dedicated to the convergence of education, digital society and innovation. With an international and multidisciplinary approach, it seeks to promote sustainable development through the generation of policies, resources and innovative practices for solving problems and developing the necessary skills for the present and the future. It promotes the use of innovative methodologies, applied research and experimentation with digital technologies, cultural products and emerging modes of communication, within a framework of creativity.

OBBJECTIVES

  • Promoting training, research and the design and implementation of innovative practices, projects and public policies that favor education and sustainable development within the framework of digital culture.
  • Fostering, from a multidisciplinary perspective, the resolution of problems and the development of necessary skills for the present and the future, in a context of increasing change in the modes of knowledge building and circulation.
  • Encouraging the articulation of the academic sector with the public, private and civil society, both nationally and internationally, to generate innovative practices in face of the challenges and opportunities generated by digitalization.
  • Developing creative solutions through experimentation with emerging communicational forms and cultural products, the use of innovative methodologies, and applied research.

WORKING AREAS

  • Digital education, programming and robotics integration into education.
  • Innovative resources and strategies for the development of skills for the present and the future.
  • The use of digital technologies to find creative solutions for life and work: challenges and training.
  • Artificial intelligence and machine learning: human-computer interaction; communicational, educational and ethical aspects.
  • Design and implementation of digital innovation policies and projects.
  • The introduction of emerging communication forms for the educational and cultural construction of the digital society.
  • Development of physical and virtual learning spaces, with emerging formats.

AUTHORITIES

María Florencia Ripani, MA

Florencia is an international expert in digital innovation, with more than 10 years of experience in the design, implementation and research of educational policies, particularly in the public sector. She has a degree in Social Communication from the Universidad Nacional de Rosario, in Argentina, a Master in Arts in Documentary by Practice from Royal Holloway University of London, and was a Visiting Scholar at the University of Cardiff (2011), in the United Kingdom. After specializing in leading digital projects at the BBC, in London, where he served as Executive Producer at the New Media department, she devoted herself to leadership and research of digital education and innovation projects in the public sphere. Currently, she is the National Director of Educational Innovation, in the national Ministry of Education, Culture, Science and Technology, in Argentina, where she leads the digital literacy policy for the whole country. She is responsible for the integration of digital education, programming and robotics to compulsory education in Argentina. She is director of the Digital Innovation Laboratory of the Austral University, where she carries out university teaching and research tasks, and publishes articles in international specialized journals. From 2010 to 2016, she led the digital literacy strategy at the Ministry of Education of the City of Buenos Aires, where she launched the Sarmiento Plan.

 

Areas of interest:

She is engaged in the integration of programming, robotics and other emerging fields of digital culture in education, to favor the critical and creative use of digital technologies and equal opportunities, in the face of an increasingly digital and complex society. She is interested in digital innovation initiatives that challenge the boundaries between digital technology, art, culture and education.

FEATURED PUBLICATIONS

Ripani, M. F. (2017). Programación y Robótica: objetivos de aprendizaje para la educación obligatoria. Colección Marcos Pedagógicos Aprender Conectados. Ciudad Autónoma de Buenos Aires, Argentina: Ministerio de Educación de la Nación, Dirección Nacional de Innovación Educativa. Recuperado de https://www.argentina.gob.ar/sites/default/files/programacion_y_robotica_0.pdf

 

Ripani, M. F. (2017). Orientaciones pedagógicas de educación digital. Colección Marcos Pedagógicos Aprender Conectados. Ciudad Autónoma de Buenos Aires, Argentina: Ministerio de Educación de la Nación, Dirección Nacional de Innovación Educativa. Recuperado de https://www.argentina.gob.ar/sites/default/files/orientaciones_pedagogicas_0.pdf

 

Ripani, M. F. (2017). Competencias de Educación Digital. Colección Marcos Pedagógicos Aprender Conectados. Ciudad Autónoma de Buenos Aires, Argentina: Ministerio de Educación de la Nación, Dirección Nacional de Innovación Educativa. Recuperado de https://www.argentina.gob.ar/sites/default/files/competencias_de_educacion_digital_0.pdf

 

Ripani, M. F. (2015). Colaboración, educación y cultura digital: experiencias en escuelas primarias de la ciudad de Buenos Aires. Em Aberto, 28 (94), 172-188. Recuperado de http://emaberto.inep.gov.br/index.php/emaberto/article/view/1678/1649

 

Ripani, M. F. (2014). Education and Digital Culture: Constructions of the One-to-One Learning Programme in Buenos Aires City. Research on Education and Media, 6 (2) , 19-34. Recuperado de https://issuu.com/pensamultimedia/docs/rem_vi-2-2014/1?e=1436930/10647646

 

Ripani, M. F. (2014). Fantasías 2.0: Digital Literacy and Social Inclusion in the South Through Collective Storytelling. En D. A.Vazquez-Brust, J. Sarkis, y J. Cordeiro. (Eds.), Collaboration for sustainability and innovation: a role for sustainability driven by the global south? (pp. 233 – 256). Londres, Reino Unido: Springer.

 

Ripani, M. F. y Azar, G. (2014). Anexo curricular de educación digital nivel primario. Ciudad Autónoma de Buenos Aires, Argentina: Secretaría de Gobierno de la Ciudad de Buenos Aires. Recuperado de http://www.buenosaires.gob.ar/areas/educacion/curricula/pdf/educacion_digital_anexo2014.pdf

PROJECTS

Referential framework of computational thinking for basic education in Mexico (Secretary of Public Education of Mexico)

The document presents a proposal to address computational thinking in the Mexican educational system. Based on good practices of precursor countries and existing literature, it introduces recommendations for the integration of computational thinking in compulsory education together with a learning objectives for each educational level.

 

Collection of computer thinking and programming activities for basic education in Mexico (Secretariat of Public Education of Mexico)

The activities present appropriate learning proposals for the three levels of compulsory education, following the recommendations of the «Framework of computational thinking for basic education in Mexico», also produced by the Digital Innovation Laboratory of the Austral University.

HISTORY

The Digital Innovation Laboratory was created in 2018, within the School of Education of Austral University. Through this initiative, it seeks to promote training, research and the development of projects and policies that respond innovatively to the challenges of digital society.

CONTACT