1. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Stefano Andreani Bergamo as University City for a Smart[er] Learning Smart[er] Citizens Harvard University Graduate School of Design Bergamo University

2. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning University City Nations hold their educational systems accountable for a high level of performance for good reason. Education will be the critical determinant of success for communities in the 21st century just as land was key to agrarian societies and capital investment was critical to industrial economies. Changes in technology, commerce, politics and demographics will require educational systems to adapt to serve their citizenry and to contribute to the future economic success of nations, states and regions.

3. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning University City Significant changes to all segments of education are rapidly converging to produce a new and transformative paradigm - the “educational continuum.” This continuum will further dissolve the traditional boundaries between academic segments, education providers, and economic development initiatives to create a single view of learning, skills development, and workforce training. The educational continuum creates a smarter way of achieving national objectives.

4. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning University City Technology advances will drive profound change for today’s students. The current rate of information growth roughly doubles the amount of knowledge in the world every two years. If today’s first graders could carry the entire world’s knowledge in their backpack, they would need sixty-four backpacks by the time they graduate high school in 2020 to carry the world’s information.

5. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning University City How does one use that much information and knowledge?

6. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens

7. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Research Framework

8. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens

9. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens

10. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens

11. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens

12. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Bergamo as University City: a paradigmatic shift 1.Investigate the spatial, social, physical and virtual integration between the University and the City 2.Analyze the social/economical/technical connections and related interfaces among academic members, citizens, industries, and city officials. 3.Develop strategies for creating a technologically-enhanced, on-demand, multitasking and distributed campus 4.Enhancing the advantages of a distributed campus in terms of scattered physical proximity to the city key elements to create an integrated system

13. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Technologically-Enhanced Learning Environments 1.Learning environments need to be re-thought for creating immersive spaces that go beyond stereotypical educational settings and for a better integration with the external world 2.Traditional ways of teaching/learning don’t meet anymore the needs of contemporary society (the “i-generation”) 3.Develop a coherent articulation of the learning environments’ spatial arrangement at an increasing scale: teaching/learning tools, furniture, spaces, environments, and ultimately the city 4.Enhance student learning through insight from data that identifies at-risk students, skills gaps and recommended interventions

14. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Face-to face Learning Experiences 1.Technology is blurring the social and pedagogical importance of the physical interaction of learning experiences 2.Integration of high-tech solutions with low- or no-tech strategies for highlighting the social relevance of academic environment 3.Design effective and affective spaces that foster human interaction

15. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Face-to face Learning Experiences

16. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Multi/Cross/Trans-disciplinary Research and Pedagogy 1.Traditional methods of individual-subject teaching/research don’t meet anymore contemporary society dynamics of complex and multilayered problems to be tackled, both at physical and digital levels 2.Foster cross-fertilization between disciplines as well as between academia and industries 3.Achieve a common ground, a common language, a common mode of operation between the various disciplines 4.Foster the emergence of physical and digital platforms at the intersection of knowledge networks, exploiting the advantages of an effective integration with external research and professional environments

17. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Technology Drivers for Innovation 1.Technology Immersion 2.Personal Learning Paths 3.Knowledge Skills 4.Global Integration 5.Economic Alignment

18. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Technology Drivers for Innovation Technology Immersion For the first time in history we have a generation of digital natives – these students of the Internet generation have grown up immersed in the use of information technologies. Unlike generations past, these students are at ease with technology and easily adapt and integrate new functionality from smart phones, laptop computers, mp3 players, game stations, and virtual reality worlds. They arrive at school expecting to leverage technology in the learning environment just as they do in their personal lives.

19. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Technology Drivers for Innovation Personal Learning Paths As students and parents evaluate their educational opportunities made available through technology, they begin to define highly individualized paths for learning and skills development. Increasingly, students value programs and services tailored to their abilities, lifestyle, needs and preferences. The rate of increase in online course enrollments at all levels – from primary school to universities – indicates a student willingness to pursue educational offerings delivered through technology.

20. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Technology Drivers for Innovation Knowledge Skills The worker of the future needs different skills to compete in an increasingly services-dominated job market. As demand for agricultural and industrial workers continues to decline, students need to acquire skills that prepare them for knowledge-based professions. Teachers and faculty members need to develop new teaching methods using tools for interactivity, personalization and collaboration to engage students in real life situational experiences that convey concepts, promote learning and develop lifelong skills.

21. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Technology Drivers for Innovation Global Integration Advancements in technology have eliminated traditional lines that defined the boundaries of an educational institution. Global integration has: 1.Raised the awareness of the potential for improved outcomes with greater personalization and productivity 2.Allowed new service providers to enter well established educational markets 3.Introduced opportunities for institutions to extend their linkages to new populations of youth and adult learners

22. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Technology Drivers for Innovation Economic Alignment Governmental leaders and economists have recognized that education is a key differentiator in economic prosperity in the 21st century. Educational systems will transition from outcome metrics that assess the performance of individual institutions to measuring the efficacy of the entire system in contributing to economic goals. Educational and governmental leaders will require the tools and resources at their fingertips to make informed investment decisions in programs and initiatives. Data must be integrated at an aggregated and individual student level from all education providers to give decision makers a “single” view of the educational system.

23. Bergamo as University City for a Smart[er] Learning Stefano Andreani Smart[er] Citizens Smart[er] Learning Technology Drivers for Innovation source: Institute for the Future