RISE - Rivista Internazionale di Studi Europei - NOVEMBRE 2015, N. 5 | ANNO I Centro Europe Direct LUPT Università degli Studi di Napoli Federico ...
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RISE - Rivista Internazionale di Studi Europei NOVEMBRE 2015, N. 5 | ANNO I Centro Europe Direct LUPT Università degli Studi di Napoli Federico II
Direttore responsabile
Editor in Chief
Guglielmo Trupiano
Sommario
Vice-chief editor Erminia Attaianese
Marisa Squillante Developing novel eco‐friendly biocatalysts
Associated editors Anna Elvira Arnò for fuel, plastic and cosmetic industries.
Teresa Boccia
Mariano Bonavolontà
pg. 3
Carmen Cioffi di Vincenza Faraco
Stefano De Falco
Francesca Dovetto
Gabriella Duca Computer mediated communication as a
Vincenza Faraco
means to pursue educational objectives:
Comitato editoriale Jorgen Vitting Andersen The Napoli-Bochum e-Tandem
Editorial Board Francesco Saverio Coppola
Chiara Corbo pg. 9
Antonio Corvino di Amelia Bandini
Carmen Costea
Filippo de Rossi
Pierre Ecochard Co-Creazione di Valore in Aree Urbane
Ana Falù
Pier Paolo Forte Geografiche Marginali: La Valorizzazione
Serge Galam della Cultura Artigianale come Sorgente di
Alessandro Giordani
Massimo Marrelli Social Innovation
Milena Petters Melo
Heike Munder pg. 22
Christian Nicolas di Stefano De Falco
Giovanni Polara
Antonio Rapolla
Ines Sanchez de Madariaga L’innovazione nella governance delle città
Massimo Squillante
Matthias Vogt pg. 32
Marco Zupi di Enrica Rapolla
Comitato di redazione Antonio Acierno
Editorial Committee Mariarosalba Angrisani
Amelia Bandini Innovazione, PMI e il Policy Framework
Barbara Bertoli Europeo
Roberta Capuano
Flavia Cavaliere pg. 38
Bice Cavallo di Mariarosalba Angrisani
Giovanni Del Conte
Barbara Delle Donne
Maria Esposito 3D models for archaeology
Loreta Ferravante
Paola Fiorentino pg. 44
Ettore Guerrera
Valeria Maiorano di Angela Bosco
Giuseppina Mari
Mario Masciocchi
Ferdinando Maria Musto
Antonietta Maria Nisi
Stefania Palmentieri
Enrica Rapolla
Loredana Rivieccio
Maria Scognamiglio
Daniela Savy
Maria Camilla Spena
Technical Editor Bice Cavallo
Coordinamento e Mariano Bonavolontà
produzione editoriale
Art Direction Valeria Pucci
ISSN 2421-583X In Coperina:
Anno I, Numero 5 Immagine dal profilo Twitter della EU Social Innovation
Newsletter tematica di novembre
01-30 novembre
Le opinioni espresse in questa pubblicazione sono esclusivamente quelle degli autori.
La Commissione non è responsabile dell’eventuale utilizzo delle informazioni contenute in tale
pubblicazione. Questa pubblicazione è realizzata con il contributo dell’Unione europea.
Developing novel eco ‐ friendly biocatalysts for fuel, plastic and cosmetic industries VINCENZA FARACO Direttrice della Sezione orizzontale: “Spazio europeo della Ricerca ed Europrogettazione” del Centro Europe Direct LUPT Università degli Studi di Napoli Federico II Professore di chimica e biotecnologia delle fermentazioni - Dipartimento di Scienze Chimiche Università degli Studi di Napoli Federico II
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
Abstract
The team of Prof. Vincenza Faraco, within the Industrial, Molecular and Environmental
Biotechnologies (BIMA) group at the Department of Chemical Sciences of University of
Naples “Federico II”, is successfully working on development of novel biocatalysts and
biosystems to produce antioxidants, ethanol, biopolymers and fine/bulk chemicals for
industrial applications and waste valorization. Novel feruloyl esterases and glucuronyl
esterases were developed to replace chemical processes for the production of antioxidants
for the cosmetics with bioconversions based on esterification reactions. In order to
produce biofuels and high‐added value bioproducts with applications in chemical and
plastic industries, a toolkit of cellulases, hemicellulases and auxiliary enzymes with
better performances in hydrolysis of pretreated lignocellulose was developed. As well as,
microorganisms able to ferment C6 and C5 sugars into the target products were identified
and tested.
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Coltura di Spirulina - © European Union, 2009 / Source: Sipa Press / Photo: Chamussy Laurent
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
The research activities of Prof. Faraco, of energy and biochemicals production
Associate Professor at the Department of from renewable sources and for the land
Chemical Sciences (DSC) ‐ BIMA (Industrial, valorisation. ENERBIOCHEM PON01_01966
Molecular and Environmental Biotechnology) is funded by Ministero dell’Università e
Group‐ of the University of Naples “Federico della Ricerca Scientifica in the frame of the
II”, are focused on development of new Operative National Programme Research
biocatalysts for industrial applications by and Competitiveness 2007–2013. Duration:
both isolation and characterization from 2012‐2015. UNINA (Prof. V. Faraco) is
new microorganims (fungi and bacteria) leader of WP3 Development of processes
and metagenomics approaches. She is also with high energetic efficiency for industrial
interested in the improvement of biocatalysts transformation of ligno‐cellulosic biomasses,
for specific industrial applications through including waste valorisation. Website: www.
genetic engineering techniques. novamont.com/pon%20enerbiochem/
At the beginning, her research has been BioPolis ‐ Development of green
focused on laccases, then also on (hemi) technologies for production of BIOchemicals
cellulases, arabinofuranosidases and and their use in preparation and industrial
pectinases for conversion of lignocellulosic application of POLImeric materials from
wastes and biomasses cultivated on marginal agricultural biomasses cultivated in a
lands into fermentable sugars and for the sustainable way in Campania region.
production of fuel ethanol, biopolymers BioPoliS PON03PE_00107_1 is funded
and fine/bulk chemicals. More recently, her by Ministero dell’Università e della Ricerca
research was also moved towards Feruloyl Scientifica in the frame of the Operative
esterases (FAEs) and glucuronoyl esterases National Programme Research and
(Ges) with applications in cosmetic, Competitiveness 2007–2013. Duration:
pharmaceutical, fuel and food industries. 2014‐2016 UNINA (Prof. V. Faraco) is the
Faraco’s labs are equipped with an automated coordinator. Website: www.bio‐polis.it
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workstation consisting of the robots Colony BIOASSORT ‐ Improvement of technologies
Picker QPix450 (Molecular Devices) and and tools, e.g. biosystems and biocatalysts,
Biomek® NX integrated with thermo‐ shaker for waste conversion ‐ Organic Fraction of
and automated sealer (Beckman Coulter) to Municipal Solid Wastes (OFMSW) and agro‐
5
carry out the manipulation and analysis of industrial wastes, Brewer’s spent grain (BSG)
thousands of microorganisms and enzymes and Olive processing residues (OPR)‐ to
in an automatic way. develop an assortment of high added value
Prof. Faraco has a consolidated expertise eco‐friendly and cost‐effective bio‐products
in leading and coordinating national and such as ligno‐cellulolytic enzymes, fuel
international projects. The main projects in ethanol (EtOH), lactic acid (LA), polylactic
which her team is involved are: acid (PLA) and polyhydroxyalkanoates
OPTIBIOCAT – Optimized esterase (PHAs). BIOASSORT ‐ grant agreement
biocatalysts for cost‐effective industrial PIRSES‐GA‐ 2012‐318931 ‐ is a Marie Curie
production. Cooperation Research Project Actions People International Research
funded by European Union in the frame of Staff Exchange Scheme. Duration:
Seventh Framework Programme 2007‐2013. 2012 – 2016. UNINA (Prof. V. Faraco) is
OPTIBIOCAT is a Large‐scale integrating the coordinator. Website: www.bioassort‐
project targeted to SMEs ‐ grant agreement europe.com
n° 613868; Duration 2013‐2017. UNINA
(Prof. V. Faraco) is the coordinator. Website: One the main research projects coordinated
www.optibiocat.eu by Prof. Faraco is OPTIBIOCAT. Funded
ENERBIOCHEM ‐ Integrated agro‐industrial by the EU Seventh Framework Programme
chains with high energy efficiency for the (FP7)’s Knowledge Based Bio‐Economy
development of eco‐ compatible processes scheme, the international project has backing
1 Il prefisso “bio” indica che i combustibili ai combustibili fossili.
biocarburanti da biomassa, in contrapposizione
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
© European Union, 2005 / Source: Reporters Press Agency / Photo: Schroeder Alain
of around €7 million and will run for four antioxidants can be used in anti‐ageing
years. A highly interdisciplinary endeavor, products. The antioxidant properties of
OPTIBIOCAT boasts a diverse consortium of cosmetics ingredients can advance a
16 partners from eight European countries cosmetic formula into a premium product
(Sweden, Germany, Netherlands, Finland, that will benefit the consumer.
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Portugal, Italy, Greece and France): 5 The main end users that will benefit from the
Universities, 2 Research organization, 8 OPTIBIOCAT project are the biotechnology
Small and medium Enterprises and 1 Large industry, particularly those working with
6 Company. industrial enzymes, and cosmetics sector,
The OPTIBIOCAT project is focusing on as well as consumers, who will have
production of feruloyl esterases (FAEs) and access to products containing natural
glucuronoyl esterases (GEs) to produce ingredients. Beyond this, advantages will
phenolic fatty esters and sugar esters with be yielded for the biofuel, pharmaceutical
antioxidant activity for the cosmetic industry. and food industries, which can also profit
OPTIBIOCAT will develop optimised from the newly developed biocatalysts and
biocatalysts based on FAEs and GEs with a antioxidants. Cleaner production processes
number of desirable qualities, such as higher will furthermore have a directly beneficial
operational stability, thermoresistance, impact on the environment, eliminating high
resistance to solvents, yield and productivity. temperatures, unwanted side reactions and
The novel enzymes will enable the catalysis polluting by‐products. Finally, on a broader
of reactions so far chemically performed scale still, OPTIBIOCAT will contribute to
allowing more efficient biotransformations the objectives of industrial and innovation
and possibly new reactions. The goal is to policy, enhancing the industrial capabilities
produce an inventory that includes 50 novel of the European Union and rendering the
fungal and 500 novel bacterial esterases. economy more competitive and sustainable.
OPTIBIOCAT will also develop processes
for the production of FAEs and GEs that As a further main research outline, new
are energy efficient and eco‐friendly. The better (hemi)cellulolytic, pectinolytic and
synthetic capabilities of these enzymes accessory enzymes for lignocellulosic
will be used to produce antioxidants by biomass conversion were investigated by
enzymatic esterification. The OPTIBIOCAT Faraco’s team through both purification
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
from new microorganims and metagenomic environmental impact by concomitantly
approaches for ethanol, biopolymers absorbing residues and preserving natural
and chemicals production. A toolkit of resources.
cellulases, hemicellulases and auxiliary The economical impact of ENERBIOCHEM
enzymes with better performances in and BIOASSORT projects concern different
hydrolysis of pretreated lignocellulose was sectors: the industrial enzymes sector, the
developed in the frame of ENERBIOCHEM bioplastic sector, the biofuel sector, mainly
and BIOASSORT projects. for the bioethanol, the most produced
The main results achieved by Faraco’s biofuel worldwide.
team within ENERBIOCHEM project are: 1
pectinase, 1 endo‐ glucanase and 1 xylanase In order to consolidate the knowledge
identified, purified and characterized; 1 endo‐ acquired in ENERBIOCHEM and
glucanase and 1 α‐ arabinofuranosidase BIOASSORT projects, Prof. Faraco has
identified, purified, characterized and actively participated at the creation of the
recombinantly expressed; 4 site directed BIOCHAMP aggregation. The BIOCHAMP
mutants, 1 library of 7000 directed aggregation is composed of seven private
evolved variants and 1 improved variant companies, ARCA 2010 cooperative
of α‐arabinofuranosidase; bioconversion society Scarl, BST SPA, BIOCHEMTEX
processes of pretreated Arundo donax SpA (The Mossi & Ghisolfi), CONSORTIUM
using an enzyme mix containing the home SANNIOTECH, Novamont SpA, SAPA SRL,
developed enzymes. Socratis Scarl, three public research and
The main results achieved by Faraco’s team university institutions, the University of
within BIOASSORT project are: selection Naples Federico II, the National Research
of 3 cellulase, 1 xylanase and 1 laccase Council and the Second University of Naples.
activity producers fungi and of 1 homolactic The mission of BIOCHAMP is to develop a
bacterium an 1 lactic producer yeast from the sustainable technology platform that realizes
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collection of the Brazilian partner; isolation the full exploitation of renewable biomass
of new microorganisms from Western Ghat and producing ‘green’ is of biochemicals
region (Kerale, India); optimization of pre‐ that biofuels.
treament of Brewers’ spent grain (BSG) and BIOCHAMP launched its first industrial
7
Newspaper Waste and EtOH and Lactic research project Biopolis (Ministry of
Acid production from BSG via fermentation; Education, PON R & C from 2007 to 2013 DD
identification of the enzymes responsible Prot. N. 713 / Ric. 29/10/2010) coordinated
for xylanase produced by a selected by Vincenza Faraco, started on the 1st of
fungus and a bacterium; saccharification April 2014.
of pretreated BSG and bioconversion of The Biopolis project will implement a
pretreated Newspaper waste by an enzyme demonstration plant based on ‘green’
mix containing in house enzymes. processes for the production of biochemicals
The main end users that benefit from from renewable sources outside the food
the ENERBIOCHEM and BIOASSORT chain for use in the chemical and bioplastics
projects are: the biotechnology industry, to replace fossil equivalents.
particularly the industrial enzymes sector The market sectors to which Biopolis is
(for the production of high value products addressed are booming: the field of industrial
and for the application in textile, laundry, enzymes for which it is a global market
pharmaceutical, dairy, brewer, food and estimated at around 4 billion euro in 2015, the
feed industries); the bioplastic bioplastics sector, whose estimates indicate
industries, for the production of biobased an expected increase in about 6.7 million
polymers from monomers derived from the tonnes by 2018, representing an increase
biomass; the biofuel industry. Moreover, the of 400% compared to 2013; followed by
BIOASSORT project contributes to waste chemical products with high technological
sustainable management providing a raw content, covering to date 28% of the sales of
material at zero cost and having a positive chemical products in Europe and represent
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
a market growing exponentially. Another convert sugars with high yields obtained in
target area of the project is the agronomic green chemicals‐ and in that the materials
one, who will benefit from environmentally ‐ new technologies for the obtaining of
friendly cultivation rules that will enable the biomaterials for various applications such
improvement of production and restoration as films, molded products, adhesives and
of fertility of degraded agricultural soils. foams.
The Biopolis project will develop key Productions with low environmental impact,
enabling technologies in the field of use of renewable resources and the search
industrial biotechnology ‐ catalyzed for new economic models system developed
reactions new enzymes / biocatalysts to by Biopolis, can be exploited to revitalize the
convert sustainable biomass into sugars chemistry in an environmental crux in our
and fermentation with microorganisms that country.
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© European Union, 2009 / Source: Sipa Press / Photo: Chamussy Laurent
Computer mediated communication as a means to pursue educational objectives: The Napoli-Bochum e-Tandem di AMELIA BANDINI Centro Europe Direct LUPT Università degli Studi di Napoli Federico II Co-Direttore del Coordinamento di Settore “Politiche linguistiche, glottodidattica e Multilinguismo” Dipartimento di Scienze Politiche – Università degli Studi di Napoli Federico II
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
Abstract
This paper describes an e-Tandem project that involved German and Italian foreign
language students. The Napoli-Bochum e-Tandem was planned with the aim to give an
answer to some problems related to linguistic production in formal learning environments
and particularly: to give participants the chance to practice their target language in informal
contexts; to enable the combination of formal and informal language learning environments;
to satisfy the need of the students for authentic communication. It was designed as a
tool to enable computer supported collaborative learning through computer mediated
communication. A wiki workspace was created to implement the written collaboration,
while the oral conversation took place via Skype. The project was highly structured and
was intended to promote learning activities involving the four language skills by means of
guided reading and writing tasks and face-to-face e-interaction. The paper outlines the
designed activities and shows a selection of them.
LINGUA E LINGUE
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© European Union 2011 PE-EP/Pietro Naj-OleariRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
Introduction conversational interaction in a second
Second language acquisition traditionally language forms the basis for the
occurs in formal and/or informal development of language rather than
environments. In adult contexts, formal being only a form for practice of specific
L2 learning and informal L2 acquisition language features (Gass, 2003: 234).
influence each other because on the one The lack of opportunities for contact with
hand formal language instruction has a L2 speakers, as is normally the case with
positive impact on L2 acquisition (Long, traditional courses, can, therefore, be seen
1988), and on the other, it is widely accepted as a limitation in the process of acquiring a
that opportunities for communication, both foreign language (Cziko, 2004). Moreover,
as regards exposure to and production in in conventional classes, participants are
authentic L2 contexts, enhance the learning exposed to a far smaller range of discourse
process. In the 1980s, Krashen pointed types and to inaccurate non-native L2 output
out that acquisition processes should be produced by fellow students (Lightbown
encouraged through activities that involve & Spada, 2006). In the light of these
communication, but that students must considerations, the idea of improving the
be not forced into language production learning process of two traditional courses
because they produce when they are by means of an e-Tandem exchange was
‘ready’, i.e. production is the result of the conceived of a big challenge. The main
acquisition process. On the contrary, Merryl aim was to set up an e-Tandem that could
Swain stated in 1985 that constant practice overcome the difficulties due to the physical
helps the learner to be conscious of and distance between the learner groups, enable
consequently improve his/her production; the combination of formal and informal
she advocated the need for practice that, in
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language learning environments and, at the
her opinion, had to be seen as an additional same time, satisfy the need for authentic
learning phase. Swain’s Output Hypothesis communication in the formal language
(1985) claims that: courses. Moreover, the e-Tandem exchange
Second language output may trigger could also promote a comparison between
certain cognitive processes necessary for German and Italian cultural systems. By
second language learning. Negotiation means of interacting with native speakers,
11
of meaning is able to help this process participants could compare, in fact, their
because by becoming consciously aware own culture with that of their fellows, and this
of one’s own production, output can serve could help them to improve their acquisition
the metalinguistic function of helping to of the cultural dimension of the society
internalize linguistic forms (Swain, 1985: speaking their target language.
128).
In this sense, the corrective feedback In-tandem learning
that takes place during interactions in the It is well known that in-tandem learning
second language, mostly that arising from occurs when two learners of different
negotiation of meaning with native speakers, native languages work together sharing the
provides opportunities for language learners common objective of learning from each other
to focus on specific linguistic forms and thus (Brammerts, 2001). It was first employed
may lead to language learning (Long, 1996). in face-to-face situations, where pairs of
The value of interaction between native and learners shared the same physical space,
non-native speakers was also highlighted but the advances in technology –especially
several years later by Susan M. Gass, who those concerning the Web 2.0 – have created
stressed the importance of conversation in opportunities for foreign language learners
the process of language learning: located in different countries and linked via
various forms of electronic communication,
Conversation is not only a medium of to work together and thus to experience
practice, but also the means by which a more authentic interaction than that
learning takes places. In other words, which is available in the classroom. ThisRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
context enables Synchronous Computer [...] stresses collaboration among the
Mediated Communication (SCMC) via students [...]. The learning takes place
Voice over Internet Protocol and chats, largely through interactions among
and asynchronous Computer-Mediated students. Students learn by expressing
Communication (CMC) via mail, documents their questions, pursuing lines of inquiry
sharing etc. together, teaching each other and
Whether as in-presence activitiy or CMC, in seeing how others are learning. (Stahl,
tandem learning presents two main features Koschmann, and Suthers., 2006: 2)
that we believe are fundamental in order Since e-Tandem activities stress intensive
to enhance not only language but also collaboration and interaction between
general learning competences: it is a form students who want to achieve the common
of collaborative work and, at the same time, goal of improving their language, learning
it triggers autonomy. becomes a collaborative and social activity
First of all, since every form of in-tandem that promotes the skills of active problem
learning can be seen as a form of collaborative solving and critical thinking.
learning (Telles & Vassallo 2006a), an The second great opportunity that e-Tandem
e-Tandem project, where interactions activities can offer to participants is the
between individuals are effected by means acquisition of autonomous learning skills.
of computers, can be considered as a While in traditional courses the learning
form of Computer-Supported Collaborative phases are scheduled by the teaching
Learning (Stahl, Koschmann and Suthers, staff that not only provides feedback but
2006) and in this sense it offers creative also tests and assesses learning, in the
activities of intellectual exploration and case of in-tandem learning, participants
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social interaction. In fact, it: have the opportunity to negotiate and
12
©European Parliament/Pietro Naj-OleariRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
decide autonomously when/for which are normally completely autonomous,
amount of time and which topic to work on considering that students were accustomed
together and assess by themselves their to teacher-directed learning activities and
improvements or their lack of competences. referring to other e-Tandem proposals,
Thus, in-tandem learning can be considered such as for example the Seagull Tandem2,
a tool for achieving autonomy in the sense tutors created a “Wiki e-Tandem” supported
described by Holec (1979) and Little (1991), by topic sheets suggesting topics and
since the participants have to take control of containing learning tasks whose aim was
and responsibility for their own learning. In- to develop oral and written activities. The
tandem learning can, in this sense, increase activities were not scheduled by the tutors
the learners’ sensitivity to the way the with the aim to encourage a sense of
target languages work and, consequently, responsibility in the participants, as stated
can be a tool for raising students’ general before.
metalinguistic awareness and ability to By means of a wiki software 3 it was created
regulate both the language learning process a dedicated workspace. A wiki software
and the use of target language skills provides opportunities as regards writing
and knowledge outside the classroom, and sharing texts and other materials.
i.e. for achieving autonomy. It should be Participants may read, add, modify and
stressed that the acquisition of “autonomy remove not only texts, but also photos,
by learning” or “learning to learn” – as links, videos and what they do was stored
the competence to pursue and organize in the section “page history”, where it
one’s own learning, either individually or was possible to check the changes. In my
in groups, in accordance with one’s own opinion, a wiki software is comparable
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needs, and awareness of methods and to the white board tool of Windows Live
opportunities1 – plays nowadays a key role Messenger used in “Teletandem Brasil”4
in European educational strategies, since because it gives the partners analogous
it is one of the eight key competences of working opportunities but, in addition, it is
strategic importance for lifelong learning, provided with a permanent visual record that
and European educational institutions are allows them to reconstruct all interventions
encouraged to integrate it into their own and subsequently to reflect on partners’
13
strategies. use of the language, and to increase their
own language awareness. Furthermore, it
The Napoli-Bochum e-Tandem project is possible to express opinions about what
The project was integrated into the curricular other participants post in the dedicated area
courses both on the Italian and on the “comments”.
German sides, and some incentives were The wiki-based project was designed as a
included in order to increase the likelihood technological tool to support collaborative
of success (achievement of ECS credits for learning and knowledge building, and
Italian students and reduction of homework to encourage social acts that could also
for the German ones). The integration played lead to individual learning. The workspace
a key role in improving the learning process was available only to the group of learners
of the participants, above all in the case of that worked on it with the aim to create a
basic language users, because they need ‘community’ within which the participants
more linguistic explanation than advanced working in pairs could develop the topics of
ones and teacher guidance can help them their interest, and make their work accessible
to reflect on their linguistic mistakes better to all participants who could read, comment
than explanations of native-speaker fellows, and eventually “steal” vocabulary, sayings
whose expertise is normally based on a non- etc. This helped to promote a sense of
conscious competence.
Even if in-tandem language learning activities 2 http://seagull-tandem.eu/
3 http://www.pbworks.com/
1 http://europa.eu/legislation_summaries/educa- 4 http://www.teletandembrasil.org/home.asp?New-
tion_training_youth/lifelong_learning/c11090_en.htm LangID=5RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
belonging to a group whose members structured. Initially, tutors invited, via e-mail,
worked together and helped each other. the candidates to join the workspace.
As already mentioned, differently from other On the front-page of the workspace, the
e-Tandem/Teletandem projects, working participants could find explanations on work
activities in our workspace were highly modalities. Directions were written in Italian
LINGUA E LINGUE
14
Figura 1: Explanations on work-modalities written in German and in Italian
and in German because the learners needed believe that a comparison between different
to focus on the content (instructions) and linguistic codes can facilitate the process
not on the form (language) of the message. of learning a foreign language. In order to
(Fig. 1). encourage self-reflection, the participants
were asked to self-assess their language
As it happens in the majority of e-Tandem competences on the basis of the Common
exchanges, participants were required to fill European Framework of References (CEFR)
out questionnaires which were used by the grid.
tutors to form the pairs. The learners were While the participants waited for the pairs
asked to provide personal data, to say how to be formed, they had to browse the
they mastered electronic communication workspace and to create a personal page
tools, if they had already experienced to introduce themselves to the group. This
a wiki software, which expectations of phase was considered a warm up, and, in
the e-Tandem experience they had and this way, each participant became familiar
if they had any particular preferences as with the software and its features. It was
regarded their partners. By means of the particularly interesting the fact that, in some
questionnaires, tutors also tried to help cases, learners made use of this phase to
learners to become conscious of their get in touch directly with fellow participants.
various language competences since they An example is the case of R.A. (Italian) andRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
R.A.
Page history last edited by R. A. 3 months ago
Hallo !!
Ich bin R.A.! Ich bin 20 Jahre alt.
Ich komme aus Italien und ich wohne in Pozzuoli (bei Neapel).
Ich liebe Musik und Kunst. Ich besuche die Museen sehr gern und ich liebe reisen, um andere Kulturen
kennenzulernen.
Eines Tages hoffe ich, bei der UNESCO zuarbeiten.
Hallo, I am R,A., I am 20 years old.
I come from Italy and I live in Pozzuoli nearby Naples.
I like music and art. I like visiting museums and travelling, with the aim to meet and experience other
cultures. I hope in my future I will work for the UNESCO
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Comments (3) Delete all comments
S.S. said
15 at 10:07 pm on Oct 28, 2013
Reply Delete
Ciao R.
mi chiamo S.S., sono di Kojsnjak in Iraq, sono iracheno ma vivo in Germania. Io studio filosofia (corso
di studi: Master di filosofia) all’ università die Bochum. Abito in un piccolo appartamenta in centro a
Colonia con mia moglie e ho trentanove anni. Parlo tedesco, poco inglese, arabo e apprendo adesso
italiano.
Hallo R.
I’m S. S., I am from Kojsnjak in Iraq, I’m Iraqi but I live in Germany. I attend the master in Philosophy
at the University of Bochum. I live in a small flat in the centre of Köln with my wife. I am 39. I speak
German, a little bit of English, Arab and now I’m learning Italian.
Figura 2: R.A. has created his personal page with his presentation and S.S, decides to introduce
himself on the comment section of R.A.’s page the page.
S.S. (German): R.A. created his personal another folder in the same section in which
page with his presentation and S.S. decided we invited pairs to publish their work-in-
to introduce himself not on a personal page, progress pages.
but on the comment section of R.A.’s page We established nine topics:
(Fig.2): 1. I Introduce a well known person from
By browsing the workspace, the participants my country
also discovered the topics and the related 2. My holidays
learning activities prepared by the tutors. 3. Spare time
They were posted in a dedicated folder in the 4. Studying abroad
“Navigator” section. We had also prepared 5. How do I spend my day?RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
6. What do we eat? communicative situations previewed at
7. The flat where I live level A1/A2 of CEFR in mind, but, of course,
8. Shopping each of them could be adapted for different
9. Festivities language levels.
Each topic had its worksheet with guided The learning activities were divided into
tasks. The topics were selected with the two stages, and the first stage was further
1st stage
Title How did you spend your holidays?
You have to plan your next vacation. Your partner wants to find out about
Situation your last holidays.
Suggestions for working in e-Tandem
1st phase: create a wiki page
Write in your mother tongue on a wiki page an Email to a travel agency asking for a travel deal.
Explain where you want to go, when, for how long, and where you would like to stay overnight
(hotel, bed and breakfast, apartment…)
2nd phase: VoIP Session.
It is composed of two parts, each one devoted to one language. Languages must not be mixed
(Vassallo, Telles, 2006: 5)
Describe your Holidays in your target language. Were they funny? Where were you? Where did
you stay (hotels, camping ...)? How was the weather? Your partner will ask you questions in
LINGUA E LINGUE
his/her mother tongue.
3rd phase: write a text in your target language with the help of your partner
What did your Tandem partner do during her/his holidays? On your wiki page, write a text in
your target language, which summarizes the information that you got during the VoIP session.
Express your opinion about the way your partner has spent her/his holidays. Ask your partner
to improve your text.
16 2nd stage
Now, we ask you to reflect on the work you have done. Here are described the goals, language
activities and grammar skills, that the tasks you carried out should have developed.
Then, fill in the PORTFOLIO that you find in the Navigator! It is important to develop your
awareness in the learning process!
Intercultural goals Sharing travel experiences
Describe places, indicate positions. Ask for
and give information and opinions. Express
Functions likes and dislikes. Plan a journey.
Adverbs and prepositions of place and time.
Grammar Simple past tense, present perfect tense.
Figura 3 The worksheet “My holidays”
subdivided into three phases (fig. 3). As in together. They had the possibility of applying
the “front page”, directions were posted in the steps suggested in the worksheets or
each worksheet in both languages, German agreeing autonomously on other learning
and Italian. activities. It was also possible to work on
Once the participants had been paired up, other topics according to their preferences;
they selected topics and worked on them the participants were allowed to act freely inRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
order to promote the process of acquiring and text peculiarities as well. The phase was
autonomy. intended, on the one hand, to be a simple
In the first phase of the first stage, the and unintimidating way of beginning the
participants worked asynchronously. They work and as a means of improving reading
were required to create a new wiki page skills and autonomous in-depth reflection
expressly dedicated to the selected topic on the target language, and on the other, as
on which they had to post a text in their training/preparation for the second phase,
native language. As a consequence, the face-to face session via Skype.
each participant had at his/her disposal Different types of text were proposed with
a text written in his/her target language the aim to give participants the opportunity
by a native speaker. This was the phase of being exposed to various text types;
devoted to reading comprehension and they were asked to write descriptive/
to the widening of vocabulary. Learning narrative/argumentative texts or e-mails.
activities were thus focused on acquiring In the “Holidays” worksheet shown before,
vocabulary, syntax, idiomatic expressions, for example, the participants were asked
Your partner is coming to Naples as an Erasmus student or as a tourist. What
Contest can s/he do in her/his spare time and where? Where can s/he practice sport?
How much does it cost? Where do young people meet up? What do they do?
Suggestions for working in e-Tandem
1st phase:
Before the VoIP session:
Create a wiki page in which you tell your partner in your mother tongue what you do in your spare
LINGUA E LINGUE
time, if you practice a sport and if you have to pay something to do it. Add photos or movies,
suggest links to websites! Tell her/him also what you would do in your spare time in Bochum.
Figura 4: Extract from the worksheet Spare Time
to write an e-mail to a travel agency, while points of conversation, which were intended
in the “Spare time” they were required to to lead to an amplification and diversification
17 describe their spare time activities, as of the topic. In the case of the worksheet
shown in (Fig. 4). “Spare time”, the first step of which has
In the second phase, the participants worked been shown in Figure 4, our discussion
on their oral competences. They ‘met’ via proposal was the following: Explain to your
Skype and conversed in their target language partner locations and costs to practice her/
on the topic on which they had already his favourite activities in Napoli/Bochum.
worked in the first phase. The conversation Propose something else to do.
was made easier by the fact that they had In the third phase, the activities were
already worked on the topic. Each participant designed to develop writing skills. The
had to speak in his/her target language and participants worked asynchronously; they
had to help his/her partner by providing had to post a text on the wiki page written in
feedback. As happens in traditional face-to- their target language in which they summed
face Tandem meetings, the time available up and made observations on what their
was divided equally between the languages partner had spoken about during the Skype
following the “first Tandem principle: session or on the text, he/she wrote in the
languages must not be mixed” (Telles first phase. Furthermore, they had to help
and Vassallo, 2006: 5). We suggested the their partners by editing and/or commenting
use of Skype as a tool of communication, on his/her text. Once again, taking as an
but the participants were allowed to use example the above-mentioned topic sheet
whichever means they preferred, the only “Spare time”, in this phase we suggested
prescription being that a written chat facility that the learners write a text with personal
should be available in the case of failure of comments on their partner’s favourite
comprehension. We provided some starting activities.RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
By means of working on the proposed things that are generally difficult to buy.
topics, the participants also dealt with Therefore, it is worthwhile to look at such a
another culture, because they, consciously market in any case.
or unconsciously, compared their own As mentioned above, each worksheet was
with their partners’ way of life, as shown divided into two stages. In the first, the tasks
by the following example that is an extract described above were scheduled, while the
of a written exchange between two girls, second was aimed at promoting a focus
M. (Italian) and J. (German), who share a on form. Each participant was required to
common love for things from the past but reflect on the e-Tandem activities in terms of
pursue it differently: the (un)successful relationship with his/her
M.: I like to walk around my town and re- partner and of the achievement of linguistic
visit the most beautiful sites. In the spring and cultural objectives, as well. In this way,
together with a friend of mine, I ask for learners had the opportunity to become
information about guided tours in Naples aware of whether their learning process
and in this way, I find many stories about had succeeded or failed somewhere
our city that I did not know before. and, consequently and in the light of this
J.: What you can easily do especially in the reflection, to plan their further activities
summer in Bochum is a walk through our consciously and autonomously. It has been
flea markets. I love flea markets, because stressed, in fact, that learner autonomy in
there you will find, if you are lucky, one (e)-Tandem contexts should mean not only
time or another really great treasures and that learners must decide on and be clear
LINGUA E LINGUE
Reflection
Following the suggestions, reflect on the work performed in e-Tandem
1st PHASE
In the first phase, I performed the following activities, with the aim of being able to carry out the VoIP
phase:
___________________________________________________________________________
Did I learn something new? Yes No
What
18 _______________________________________________________________________________
2nd PHASE: VoIP SESSION
What was especially difficult during the VoIP session?
___________________________________________________________________________
Did my partner help me, as I would have expected? Yes No
Why
___________________________________________________________________________
Was there something particularly wrong in my output?
___________________________________________________________________________
Did I learn something new? Yes No
What
___________________________________________________________________________
What would I like to improve or do differently in the next VoIP meeting?
___________________________________________________________________________
3rd PHASE
In the 3.rd phase, I wrote a text in my target language on ….
___________________________________________________________________________
Was there something particularly wrong in my output?
___________________________________________________________________________
Did I learn something new? Yes No
What
___________________________________________________________________________
Did my partner help me, as I would have expected Yes No
Why
Figura 5: Second Stage: focus on formRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
about their goals and their preferred means negotiate content and tone synchronously
for achieving them, but also that they must and collaboratively; error correction is less
have the ability to monitor and evaluate their frequent and more superficial than in written
learning process (O’Rourke, 2007) (Fig.5). exchanges and it occurs only in order to
The focus-on-form was planned to favour flow of communication. If this is
highlight the learners’ perception of their disturbed or denied, participants need to
own improvements in the target language modify immediately their output in order to
competence and their own ability to be understood properly by their interlocutor
articulate personal learning objectives. (Bower and Kawaguchi, 2011), while when
Participants were asked to share their they write a text they have a lot of time to
reflections with the group or to send them think carefully on their production. In any
privately to the tutors. In the case that they case, the opportunity to have a partner’s
posted their reflections on the website, they immediate feedback and, moreover, to see
could receive metalinguistic explanations the partner – even if partially in case of
not only from their partner, but also from tele-communication (Leone, 2009) – and
other colleagues. Furthermore the analysis thereby experiencing his/her paralinguistic
of the focus-on-form sheets gave the tutors communication, is, in my opinion, very
the possibility to stress on individual needs important as regards language acquisition.
and thus to personalize their teaching At the end of the project, the participants
strategies in the formal courses. gave some feedback, and it appears that
they generally had no difficulties with the
Conclusions proposed electronic tools and that they
By means of the Napoli-Bochum e-Tandem, enjoyed the e-Tandem experience. Above
LINGUA E LINGUE
I attempted to offer something new and all they appreciated the possibility to work
original in the context of computer assisted closely via computer with native speakers/
in-tandem learning. With regard to in- expert of their target language, who were in
tandem learning, activities were designed their same learning situation. This removed
to be integrated into my curricular course in some psychological obstacles that may
order to involve in them also basic language occur while interacting in a foreign language.
users. The mix of oral and written e-activities gave
19
Electronic in-tandem language learning the possibility to extend the participation
normally promotes oral or written activities, to a greater number of students. The
but in the “Napoli-Bochum e-Tandem” beginners, in fact, appreciated above all the
were included both opportunities. This writing activities because of their long-term
was possible thanks the combination retrospective availability, while the advanced
of text production on a wiki workspace ones preferred the oral interaction because
and oral conversation via Skype. Writing they thought it as a unique opportunity to
and speaking are in fact in my opinion converse with native language users.
complementary. Writing encourages critical I think that the following feedback can
reflection because learners –specially adult summarize our results very well:
learners- reflect easier on language when M.: The work done through the project
they are distanced from it, which is not easily “e-Tandem” gave me the opportunity
accomplished in speech (O’Rourke, 2007). to improve my language skills. I learned
But oral interaction with native speakers to express myself in German on topics
plays also a very important role in language of everyday life, although using very
acquisition, both to verify and to reflect on simple linguistic expressions. We have
personal competences, as stated by many had some difficulties, because to hold a
scholars (Krashen, 1981; Swain, 1985; Gass, conversation in a foreign language when
2003). During a conversation in a foreign you are not proficient always causes
language communication strategies differ a nervousness, but my partner always
lot from written text exchange. When the pairs helped me. The project brings us to
converse, they co-construct meanings and relate to peers and this is reassuring.RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
Participation in this project was truly an pp.25-39.
enriching experience. I hope to continue Gass S. M. (2007) Input and Interaction, in
the exchanges with my partner even after C. J. Doughty and M. H. Long (eds.) The
the end of the project. I have already Handbook of Second Language Acquisition
discussed about this with my partner 4., Blackwell, Malden USA, pp. 224-255.
Julia. Her goal is to learn Italian, my goal Krashen S. D. (1981) Principles and Practice
is to learn German! in Second Language Acquisition, English
Finally, the wiki software was also a source Language Teaching series, Prentice-Hall
of reflection for the tutors. On the one hand International London.
the opportunity to re-construct the ‘history’ Holec H. (1979) Autonomie et apprentissage
of written texts gave us the possibility to des langues étrangères, Editions du Conseil
consider written production as example of de l’Europe, Strasbourg.
the interlanguage of the participants and to Leone P. (2009) Comunicazione mediata
evaluate their improvements in the use of dal computer e apprendimento linguistico:
linguistic patterns in their second language. gli incontri Teletandem, in Studi di
On the other hand the analysis of feedback Glottodidattica 1, pp. 90-106
typologies as markers of different learning Lightbown P. M. and Spada N. (2006) How
styles acted as a stimulus to improve the languages are learned, Oxford University
interaction modes between teachers and Press, New York.
learners and, consequently, the didactic Little D. (1991) Learner autonomy 1:
approach in the classroom. Definitions, issues and problems, Authentik,
Dublin.
Long M. H. (1988) Instructed interlanguage
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References development, in L. Beebe. (ed.) Issues
in second language acquisition: Multiple
Brammerts H. and Little D. (2001) Leitfaden perspectives, Newbury House, Rowley,
für das Sprachlernen im Tandem über das pp.115-141.
Internet, in: H. Brammerts and D. Little (eds) Long M. H., (1996) The role of the linguistic
Manuskripte zur Sprachlehrforschung 52 environment in second language acquisition,
Elektronische Version Brammerts Seminar in R. C. William and T. K. Bhatia (eds),
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für Sprachlehrforschung Ruhr-Universität Handbook of language acquisition, Vol. 2,
Bochum. Second language acquisition, Academic
Brammerts H. (2001) Autonomes Press, New York, pp. 413–468.
Sprachenlernen im Tandem: Entwicklung Mullen T., Appel C. and Shanklin T., (2009)
eines Konzepts,,in H. Brammerts and Skype-based Tandem Language Learning
K. Kleppin. (eds.) Selbstgesteuertes and Web 2.0, in M. Thomas (ed.) Handbook of
Sprachenlernen im Tandem: Ein Handbuch., research on Web 2.0 and Second Language
Stauffenburg Verlag, Tübingen, pp. 9-16. Learning, Information Science Reference,
Byram M., Gribkova B. et al. (2002) London, pp. 101–118.
Developing the intercultural dimension in 0’Rourke B. (2007) Models of
language teaching. A practical introduction Telecollaboration: eTandem, in R. O’Dowd
for teachers, Language Policy Division (ed.) Online Intercultural Exchange: An
Directorate of School, Out-of-School and Introduction for Foreign Language Teachers,
Higher Education, DGIV, Council of Europe, Multilinguals Matters LTD, Tonawanda N.Y.
Strasbourg, retrieved from: http://www. 14150, pp 41-61.
coe.int/t/dg4/linguistic/source/guide_ Stahl G., Koschmann, T. and Suthers, D,
dimintercult_en.pdf ((Last accessed June (2006) Computer-supported collaborative
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Cziko G. A. (2004) Electronic Tandem Sawyer (ed.). Cambridge handbook of the
Language Learning (eTandem): A Third learning sciences, Cambridge University
Approach to Second Language Learning for Press, Cambridge, UK, pp. 409-426,
the 21st Century, in Calico Journal, 22 (1), retrieved from http://gerrystahl.net/cscl/RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
CSCL_English.pdf (Last accessed June Telles J. A. &Vassallo M. L. (2006) Foreign
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Immagine dal sito http://ec.europa.eu/languages/index_en.htmCo-Creazione di Valore in Aree Urbane Geografiche Marginali: La Valorizzazione della Cultura Artigianale come Sorgente di Social Innovation di STEFANO DE FALCO Resp. Ufficio Trasferimento Tecnologico e Direttore del CeRITT (Centro di Ricerca sulla Innovazione ed il Trasferimento Tecnologico) Università degli Studi di Napoli Federico II
RISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
Abstract
Technological innovation is now a paradigm present in all areas, but its contextualization in
the evaluation of her social effects, has only recently been addressed in scientific debates
and has become the subject of scientific literature prerogative sciences social.
The real scenario, observing real data, however, shows that there is now a critical mass of
bottom up initiatives, that are pulsed by the, so-called, active citizens, that are available
and industrious citizens involved in environmental, social, cultural, id est, territorial
redevelopment.
These actions became effective if they are not isolated actions and “anarchist”, but already
initially based on a close collaboration with the institutions, appointed to lead and coordinate
these processes often parallel and sometimes converging. And then we can talk about
social innovation.
In this scenario, the culture, especially that of handicraft can combine old and new, tradition
and innovation, can be the catalyst for such processes of social innovation.
CITTÀ E TERRITORI
23
Filatura di un tappeto tradizionale sardo, Nule. © European Union, 2014 / Source: AFP-Services
,EC - Audiovisual Service / Photo: Fabi TizianaRISE - Rivista Internazionale di Studi Europei - ANNO I, NUMERO 5 • 2015 • ISSN 2421-583X
1. Introduzione alcuni profili professionali, quali quelli dei
La competizione globale sta rafforzando giovani artigiani innovatori, può risultare
sempre di più il paradigma di un’economia mera referenziazione, ma, lo dice anche
basata sulla conoscenza, su cui è basata la Cicerone nel suo “De Oratore” res e verba
strategia europea, e tale scenario ha aperto devono essere sempre bilanciate e dunque
un dibattito scientifico intorno al tema del e giusto che le esternalità positive di tali
dualismo tra sviluppo tecnologico e ruolo figure vengano valorizzate e promosse.
della prossimità geografica. Le tesi di Doppia la valenza dell’iniziativa: un primo
partenza, poi alla fine negate, che avevano obiettivo perseguibile risiede nella volontà
caratterizzato il dibattito riguardavano di voler rimuovere un vincolo culturale
la possibile decrescita di importanza che penalizza, anche sotto il solo profilo
della prossimità geografica in un’epoca psicologico, molti brillanti giovani, soprattutto
caratterizzata dalla ampia disponibilità di laureati e dottori di ricerca, in base al quale
tecnologie di trasmissione e condivisione. chi trova occupazione in ambiti artigianali
Tuttavia se risulta vero lo statement che la lo fa percorrendo, così come spesso in
trasmissione dell’informazione risulta ormai letteratura di settore è teorizzata, la “via
caratterizzata da un basso costo marginale, diversa”! Invece la tesi da difendere e da
tale condizione non risulta verificata nella valorizzare è che in un momento di crisi come
trasmissione della conoscenza, soprattutto quello attuale in cui spesso, per i giovani, è
con riferimento a quella che la tassonomia più facile trovare occupazione in ambiti di
della innovazione classifica come nicchia, come quello artigianale, il bagaglio
“conoscenza tacita”, dove il costo marginale anche teorico e di ricerca che rappresenta
risulta crescente al crescere della distanza. il valore dell’offerta giovanile, può senza
CITTÀ E TERRITORI
Pertanto risulta evidente l’attualità della dubbio, trovare applicazione speculativa
prossimità geografica ed il ruolo che i fattori in tali ambiti. Un secondo obiettivo
di localizzazione assumono nei processi dell’iniziativa và ricercato nella funzione
di innovazione del territorio e tra questi sociale dell’artigianato con riferimento
sicuramente rientra la sua identità, il suo alla sua potenzialità di riqualificazione di
spiritus loci, che trova nel settore artigianale aree marginali e depresse, nelle quali tale
una delle fondamenta su cui strutturarsi. funzione può risultare strumentale al fine
24
Lodevoli le iniziative che spesso vengono di sottrarre molti giovani altrimenti dediti
intraprese per valorizzare le professionalità ad attività illecite e criminali, con l’ulteriore
artigianali, ma peccano spesso della corollario positivo di rendere tali aree soggetti
sporadicità che le caratterizza non riuscendo attivi che possono e devono concorrere
così a delineare una roadmap che abbia un all’incremento della capacità innovativa dei
continuum temporale che possa essere da territori, ed in particolare alla diffusione della
guida al percorso dei (soprattutto) giovani social innovation e non essere più iconizzate,
artigiani. come avvenuto spesso in passato ad opera
Un tentativo di rendere permanente di una certa letteratura di rappresentazione,
la valorizzazione delle professionalità ad elemento di solo interesse di studio
artigiane giovanili con forte propensione alla sociologico.
innovazione tecnologica, è stato avviato dalla
AICTT (Associazione Italiana Cultura per il 2. Social Innovation: un frame di insieme
Trasferimento Tecnologico) che ha siglato Sebbene il concetto di innovazione
un protocollo di intesa con Confartigianato sociale sia antico quanto il genere umano
per l’istituzione di un albo dei soggetti (Simms, 2006), solo di recente esso è
operanti in ambito di attività artigianali ma stato inserito come elemento di studio
che si contraddistinguono per impiego di delle scienze sociali. Mentre nei dibattiti
modelli, metodologie e tecniche innovative e scientifici presenti in letteratura di settore,
che stringono rapporti di collaborazione con con riferimento alla tecnologia si è assistito
il mondo della ricerca. E’ vero che attestare ad un notevole sviluppo del concetto di
con delle declarations delle capacità di innovazione, l’idea di innovazione socialeYou can also read
