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Education can really benefit from the many opportunities, although not always immediate and explicit, that technology makes available. Let’s consider the following example. The use of the Internet has determined, among others, the redefinition of the methods of creation and access to teaching and learning resources, of the physical spaces in which the education takes place, of the frequency and type of interaction between learners and teachers.
It is a phase of the education’s lifecycle that is neither stoppable nor preventable. We could consider that as a phase of renewal that can further enhance the whole educational process. In other words, new and interesting opportunities are opening for redefinition of educational models. Although the path of “educational evolution” has already begun, there is a lot of potential yet to be explored. As it’s well known, technology offers a wide range of opportunities but, ultimately, Universities and Schools are responsible for organizing themselves to manage and coordinate this educational evolution path.
In the managerial discipline the adoption of educational models that make use of experiments and, more generally, experiential learning models do not represent a novelty per se. Technology today has increased the value of these models for educational purposes. Leveraging on continuous feedback on their behaviors, students can verify their learning progress. The integration of behavioral analysis in economic disciplines is also consistent with the concept of “evidence-based economics” recently proposed by Nobel laureate Richard Thaler, according to which the use of descriptive models, through which to analyze the behavior of human beings, would help to increase the value of economic models.