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The teleology of our research is to propose a solution to the request of "innovative, creative teaching", proposing a methodology to educate creative Students in a society characterized by multiple reference points and hyper dynamic knowledge, continuously subject to reviews and discussions. We apply a multi-prospective Instructional Design Model (PENTHA ID Model), defined and developed by our research group, which adopts a hybrid pedagogical approach, consisting of elements of didactical connectivism intertwined with aspects of social constructivism and enactivism. The contribution 1 proposes an e-course structure and approach, applying the theoretical design principles of the above mentioned ID Model, describing methods, techniques, technologies and assessment criteria for the definition of lesson modes in an e-course.

The chapter intends to be a theoretical contribution for developers in the field of artificial intelligence. It also means a practical guideline for leaders, as decision-makers, to manage tasks and optimize performance. The proposed approach interprets the fluid nature of the decision-making process looking at knowledge and knowledge activities as dynamic, adaptive, and self-regulative, based not only on well-known explicit curricular goals but also on unpredictable interactions and relationships between players. The knowledge process is emerging in human and biological, social, and cultural environments.

Because of the huge amount of data and information in the decision-making and strategic choices processes, basing decisions on information directly collected from the sources is not conceivable. A decision-making analyst becomes a fundamental pillar in both the corporate field and the institutional world. This role is becoming increasingly complex and specialized, critical within the cycle of the intelligence analysis, for the relationships that bind it to the other stakeholders, and for the methodological and technological tools that support it. The purpose of this chapter is to explore the milestones of the intelligence analysis deriving from a close collaboration between social sciences, cognitive science, computer engineering, and ICT in order to respond to the different needs in the field of risk management, safety, investigations, and applied intelligence.

Cognitive bias among workers can undermine security work and lead to critical misinterpretations of data. Understanding cognitive biases can improve understanding of how employees make decisions. This work analyzes key factors to better understand, predict, and obviate the detrimental bias symptoms, focusing on groupthink and polythink phenomena occurring in security and business decisions. It intends to provide support for the strategic versus tactical hypothesis in a strategic group decision-making, confirming how even in a clear-cut decision, following a groupthink or polythink dynamic, implementation becomes difficult due to a group dynamics at the other end of the decision-making continuum.