Academic literature on the topic 'Fisical digital relationship'

Bima Dicky Anugrah Dewantara, Saiful Manan, in this paper explain that Electromagnetic retarders are generally known as electromagnetic inhibitors or brakes, the braking system eliminates most braking mechanics, thereby reducing conventional braking systems. Safety requirements and safety systems are developed and become a focal point of an equipment. Electromagnetic brakes are a safety component with a control system that is easy to control. With this electromagnetic brake, it will reduce maintenance costs, because it only requires a factor of electricity to be able to move it. The braking system uses electromagnetic forces to slow down a movement, which is generally a shaft motion. A dish with non-ferromagnetic metal material is attached to a rotating shaft. The disk is flanked by the side of the stator in the form of an electromagnetic coil system that can generate a magnetic field from electricity. Electric current generates a magnetic field in the coil. And the metal plate that cuts the magnetic field will cause eddy currents on the disk itself. This eddy current will generate a magnetic field whose direction is opposite to the previous magnetic field, thus inhibiting the rotary motion of the shaft. In designing, experimenting and making an External Electromagnetic Retarders System Design on 1 Phase Motor, use the NE 555 IC as the control duty cycle. So that the relationship between braking current and braking time is inversely proportional if the higher the current, the shorter the time it takes for the rotor to stop. And the relationship between braking current and motor current is directly proportional, by increasing the braking current will increase the load on the motor causing the motor current to increase. Keywords: Electromagnetic Retarders, Electromagnetic Brakes, Eddy Flow EffectReferencesTipler, P. 2008. Physics for Scientist volume 2. New York : WH Freeman and Company..Ishaq, M. 2007. Fisika Dasar Elektisitas dan Magnetisme. Yogyakarta: Graha Ilmu.Millman, Halkias, M.Barmawi, dan M.O.Tjia. 1971. Integrated Electronics:Analog and Digital Circuits and Systems. Jakarta : Erlangga.Ramdhani, Mohamad. 2008. Rangkaian Listrik. Jakarta : Erlangga.Bishop, Owen. 2004. Dasar-Dasar Elektronika. Jakarta : Erlangga.Halliday, David. Robert Resnick. 1978. Fisika Jilid II Edisi Ketiga. Jakarta : Erlangga

AbstrakUmumnya pembelajaran fisika sangat penting dilaksanakannya praktikum. Namun, pada proses pembelajaran tidak semua topik fisika dilakukannya praktikum seperti pada materi gaya gesek, salah satunya karena keterbatasan alat praktikum. Seiring berkembangnya teknologi saat ini, alat praktikum banyak dikembangkan secara digital. Salah satu perangkat pengembangan alat yang cukup efektif yaitu arduino uno yang memiliki banyak kelebihan. Berbantuan dengan sensor photogate dapat mengukur waktu dan percepatan yang dapat menjadi alat praktikum gaya gesek yang lebih efektif dan efisien. Penelitian ini menggunakan metode penelitian Nieveen et.al. (2006) dengan beberapa langkah yang digunakan yaitu (1) Preliminary research, (2) Prototyping stage, dan (3) Assesment stage (summative evaluation). Hasil penelitian ini menunjukkan bahwa hasil R pada uji kalibrasi di setiap sudutnya yaitu <1. Selain itu, nilai error rata-rata pada semua sudut yaitu bernilai <1%. Hal ini menunjukkan bahwa memiliki hubungan yang sangat kuat, sehingga tingkat ketelitian rancang bangun alat praktikum gaya gesek sangat valid.AbstractIn general, the practicum is very substantial to implement in learning physics. However, in the learning process, not all topics of physic need practicum, the friction force material, for instance, due to the limitations of practical tools. Along with the development of today's technology, many practicum tools developed digitally. One device development tool that is quite effective is the Arduino Uno which has many advantages.With the help of the Photogate sensor, it can measure time and acceleration that can be a more effective and efficient friction force practicum tool. This study uses the research method of Nieveenet.al. (2006) in several phases, namely (1) preliminary research, (2) prototyping stage, and (3) assessment stage (summative evaluation).The results of this study signify that the outcome of R on the calibration test at every angle is <1. In addition, the average error value at all angles is <1%. This case shows that it has a powerful relationship hence the level of accuracy in the design of the friction force practicum tool is very valid.

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537 Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. De, … Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from romania. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13095311 Carliner, S. (2003). Modeling information for three-dimensional space: Lessons learned from museum exhibit design. Technical Communication, 50(4), 554–570. Cengiz, C. (2015). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422. https://doi.org/10.1080/1359866X.2014.932332 Chou, P., & Ph, D. (2012). Effect of Students ’ Self -Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in Electronic Engineering Department of Education. 2(6), 172–179. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Burton, R., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7 Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851 Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the Profiles and Interplays of Pre-service and In-service Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. International Forum of Educational Technology & Society, 18(1), 158–169. Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708 Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18. https://doi.org/10.3991/ijet.v14i20.11456 Ghozali, I. (2011). Aplikasi multivariate dengan program IBM SPSS 19. Badan Penerbit Universitas Diponegoro. Giles, R. M., & Kent, A. M. (2016). An Investigation of Preservice Teachers ’ Self-Efficacy for Teaching with Technology. 1(1), 32–40. https://doi.org/10.20849/aes.v1i1.19 Gil-flores, J., & Rodríguez-santero, J. (2017). Computers in Human Behavior Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/10.1016/j.chb.2016.11.057 Habibi, A., Yusop, F. D., & Razak, R. A. (2019). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10040-2 Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1–8. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14. Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356–369. https://doi.org/10.37010/duconomics.v1.5470 Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800 Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). Role of ICT in Teaching Biology. International Journal of Research, 1(9), 780–788. Setiaji, B., & Dinata, P. A. C. (2020). Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Analysis of e-learning readiness on physics education students during Covid-19 pandemic. 6(1), 59–70. Siagian, H. S., Ritonga, T., & Lubis, R. (2021). Analisis Kesiapan Belajar Daring Siswa Kelas Vii Pada Masa Pandemi Covid-19 Di Desa Simpang. JURNAL MathEdu (Mathematic Education Journal), 4(2), 194–201. Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (TPACK) Guru di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 1(1), 417–422. Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035 Subhan, M. (2020). Analisis Penerapan Technological Pedagogical Content Knowledge Pada Proses Pembelajaran Kurikulum 2013 di Kelas V. International Journal of Technology Vocational Education and Training, 1(2), 174–179. Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543. https://doi.org/10.31004/obsesi.v4i2.287 Suryawati, E., Firdaus, L. N., & Yosua, H. (2014). Analisis keterampilan technological pedagogical content knowledge (TPCK) guru biologi SMA negeri kota Pekanbaru. Jurnal Biogenesis, 11(1), 67-72. Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 46. https://doi.org/10.20961/inkuiri.v9i1.41381 Tiara, D. R., & Pratiwi, E. (2020). Pentingnya Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring. Jurnal Golden Age, 04(2), 362–368. Trionanda, S. (2021). Analisis kesiapan dan pelaksanaan pembelajaran matematika jarak jauh berdasarkan profil TPACK di SD Katolik Tanjungpinang tahun ajaran 2020 / 2021. In Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 6, 69–76. Tsai, C.-C., & Chai, C. S. (2012). The ‘third’-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.810 Wahyuni, F. T. (2019). Hubungan Antara Technological Pedagogical Content Knowledge (Tpack) Dengan Technology Integration Self Efficacy (Tise) Guru Matematika Di Madrasah Ibtidaiyah. Jurnal Pendidikan Matematika (Kudus), 2(2), 109–122. https://doi.org/10.21043/jpm.v2i2.6358 Wang, L., Ertmer, P. A., & Newby, T. J. (2014). Journal of Research on Technology in Education Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 37–41. https://doi.org/10.1080/15391523.2004.10782414 Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2020). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 00(00), 1–11. https://doi.org/10.1080/14703297.2020.1798269 Widarjono, A. (2015). Analisis Multivariat Terapan edisi kedua. UPP STIM YKPN. Wiresti, R. D. (2021). Analisis Dampak Work from Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 641653. https://doi.org/10.31004/obsesi.v5i1.563 Yildiz Durak, H. (2019). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 1–27. https://doi.org/10.1080/10494820.2019.1619591 Yudha, F., Aziz, A., & Tohir, M. (2021). Pendampingan Siswa Terdampak Covid-19 Melalui Media Animasi Sebagai Inovasi Pembelajaran Online. JMM (Jurnal Masyarakat Mandiri), 5(3), 964–978. Yurdugül, H., & Demir, Ö. (2017). An investigation of Pre-service Teachers’ Readiness for E-learning at Undergraduate Level Teacher Training Programs: The Case of Hacettepe University. The Case of Hacettepe University.

Il contributo indaga le ultime istanze del retail design collegate alla vendita omnicanale che ha ricadute anche nel contesto urbano, modificando l’organizzazione ambientale del negozio e la relazione con lo spazio cittadino. Personalizzazione, inclusione, esperienza digitale – lungo un processo definito dalla letteratura sui negozi e i consumi in termini di retailtainment – guidano negli ultimi anni, e sempre di più dopo le vicende pandemiche, il progetto di architettidesigner e sviluppatori di software per la vendita off e on line, confermando la pronosticata convergenza tra mondo fisico e digitale (phygital). In questo scenario in fieri, dove i feedback forniti dai social sono già inclusi tra i fattori cruciali d’acquisto, i colossi dell’on-line sperimentano punti vendita reali con vetrine interattive, uso di fotocamere e sensori per l’acquisto senza cassa, e la grande distribuzione si ridimensiona con concept store nei centri storici cercando l’integrazione con la vita del quartiere. The present paper investigates the latest developments in retail space design related to omnichannel retail. The latter also has an impact on the city, transforming the stores’ layout design and their relationship with the urban context. In recent years, customisation, inclusiveness and digital experience, the key features of the so-called retailtainment – a term coined by the literature on retail spaces and consumption – have inspired the projects of architects, designers and software developers for online and offline retail, and increasingly so after the pandemic, confirming the predicted convergence of physical and digital (phygital) worlds. In this scenario in the making, with social networks influencing purchasing decisions, on-line giants have been using stores to experiment with interactive shop windows, the use of cameras and sensors for checkout-free shopping. Large retailers, on the other hand, are experimenting with smaller store formats such as concept stores, located in city centres and thus seeking integration with the neighbourhood.

La ricerca affronta il tema delle tecnologie digitali, con particolare attenzione alle tecnologie della connettività, considerandole una risorsa per l’attività progettuale. La profonda penetrazione delle ICT all’interno della nostra società ha consentito un massivo accesso all’informazione e alla comunicazione e, allo stesso tempo, ha contribuito a rendere meno netti i confini delle dinamiche che la animano. La ricerca si posiziona nell’ambito di indagine che il nuovo programma di ricerca europeo Horizon 2020 identifica come “Internet del futuro”, concentrandosi sull’Internet of Things ossia su ciò che riguarda gli oggetti intelligenti connessi. Attraverso la lente del design, focalizziamo l’attenzione sullo scenario applicativo domestico e personale. Prendiamo in considerazione aspetti che riguardano, soprattutto, l’esperienza della persona (benessere fisico, legami affettivi, legame con ‘l’esterno’, la gestione delle proprie risorse, ecc.) in relazione ad un ambiente domestico fortemente caratterizzato dalla presenza della rete. La ricerca ha come obiettivo generale quello di indagare il tema di come la diffusione delle tecnologie della connettività condiziona il progetto di artefatti e sistemi e, di conseguenza, come questo condiziona il lavoro del designer. Il nostro contributo, mediante l’impostazione di un framework progettuale, è teso alla promozione di una progettualità ‘consapevole’, che tenga in considerazione le peculiarità di questo ambito di lavoro, al fine di sviluppare soluzioni significative e sostenibili per le persone. La parte conclusiva della ricerca è orientata alla definizione dello scenario meta-progettuale “Linked-Home”, con l’intento di offrire possibili stimoli alle imprese che operano nei settori relativi alla casa. Il design ha allargato molto la propria area di attività, di studio e di influenza, così, riteniamo che, soprattutto nel caso del design di prodotto, i contenuti proposti possono stimolare designer e ricercatori a una riflessione sull’identità stessa di questo ambito della disciplina; la quale si sta arricchendo di nuovi significati, dovuti alla convergenza tra mondo fisico e digitale, al rapporto con l’elettronica, ai contenuti immateriali, all’importanza del servizio. The research deals with the issue of digital technologies, with a focus on technologies of connectivity, considering them an asset for design activity. The deep penetration of ICT, within our society, has given a massive access to information and communication but, at the same time, has contributed to blur the boundaries of the dynamics that animate the society itself. The contribution of this work is positioned in a research area, which the new european program Horizon 2020 identifies as “Future Internet”. We focus on the Internet of Things, actually on what concerns smart and connected objects. The research, through the lens of design, focuses on the last of these areas, dealing with aspects that concern, above all, the experience of the person (physical well-being, emotional bonds, connection to the ‘outside’, management of its own resources, and so on) in relation to a domestic environment strongly characterized by the presence of the network. The research has the overall aim to understand how to take advantage of the technology of connectivity: to guide the designer’s work and to offer a contribution (through new inputs) to the house’ sector companies. The aim of our contribution, through the setting of a design framework, is promoting an ‘aware’ kind of planning, which takes into consideration the features of this field of work, in order to develop meaningful and sustainable solutions for people. The concluding part of the research is aimed at defining the meta-design scenario “Linked-Home”. Through the scenario we attempt to offer a contribution (through new inputs) to the house’ sector companies, triggering actions of innovation. Design extended their own area of activity, study and influence, so, we think that, especially in the case of product design, the proposed contents can stimulate designers and researchers to reflect on the identity of this area of the discipline. This area, in fact, is being enriched with new meanings, due to the convergence of physical and digital worlds, the relationship with the electronics, the intangible elements and the importance of services.