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Hi everyone.

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My name is Ezio, and today
I will talk to you about connections:

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connections between new subjects
and new learning objects;

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connections that come from listening

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to the new generations,

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that I am lucky enough to live every day
at work and in the family.

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What is my job?

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I work for a leading company

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in the field of automation and robotics.

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And what is my duty?

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I am the director of the Academy,

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I am responsible for the training
of 9,000 people in the world

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and, at the same time, I am responsible

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for opening the doors of the company
to the youngsters, to the outside.

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You see me in a white shirt

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in the closing ceremony
of an executive master,

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but it is a listening experience

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that I also have the lucky chance
to live every day in the family.

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I have four children, alas, all males.

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I would have liked a female so much

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and I'm willing to trade one of my sons,

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if someone had a daughter to give me.

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I have three children:
Francesco, Giacomo, Filippo

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and little Tesfa, adopted from Ethiopia;

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you see him in my arms.

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My kids, like all young people today,

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attend an educational system

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that struggles to face the challenge

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of knowledge related
to technological evolution

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and related to how
the fourth industrial revolution

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is totally changing our personal
and professional life.

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Yes, the new technologies
of artificial intelligence,

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additive manufacturing,

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the Internet of Things
and collaborative robotics

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are really changing our experience

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and above all the way
companies design, produce

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and distribute
their products and services.

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To work with these technologies,

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you need new skills,
new mentalities, new jobs;

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then, as I wrote in my book,
a new training perimeter is needed,

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which connects new subjects -

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young people, schools,
universities and companies -

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and also knows how to connect
new learning objects:

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technology, school subjects
and work culture.

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The story I will tell you today

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is a story about how business Academies
are promoting these connections

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and how, thanks to innovative artifacts,

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they are succeeding in creating
the skills of the future in young people.

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So let's start with the connections
between new learning subjects.

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Some initiatives, which are expressions
of these connections,

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are those destined for young talents
and, why not, also for professionals.

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Some examples:

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the robotics driving license.

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In addition to language certification
and computer certification,

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a wonderful initiative

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carried out by the business academies
together with the teachers,

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is this:

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a project

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to offer young people the skills

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to use and program an industrial robot.

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There already are
5,000 young people in Italy

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who have tried this certification;

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when they are 18

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they will be able to work
in a factory with 1,000 robots

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and guide and program them.

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Another initiative resulting
from these connections

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is a Summer School,
"Project and People Management".

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Yes, in this technological evolution

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we have to manage projects
and to be very good at managing people.

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Ten days in Shanghai, Detroit
or Belo Horizonte

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to acquire these methods and tools.

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Still, is it all made by whom?

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By a Business Academy
together with the university.

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But the initiative we are mostly proud of

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is a degree course, called
"Innovation and Technology Management".

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What’s new about it?

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Seated in the same counter,
you can find engineers,

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physics graduates, psychologists,
sociologists, anthropologists;

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and thy get a cross-disciplinary
degree about connections.

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Because this fourth industrial revolution

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must not only be guided
by computer scientists

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and engineers, who I really love,

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but also by psychologists, sociologists,
anthropologists, human experts,

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so that they can take

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all the opportunities
of the technological evolution,

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trying to mitigate risks.

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Here are some initiatives for talents.

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But also initiatives for youngsters
who already work in companies.

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"4.0 Manufacturing" Master program
is now seven years old,

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run by the Institute of Technology
and by a Business Academy:

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kids go to the company,
their master is paid from day one,

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every month, three weeks of work
and one of the master,

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not only provided by the teachers

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but from the company's
Subject Matter Experts.

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And one last initiative,
another expression of these connections,

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is an executive master

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where more than 40 managers
from all over Europe

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acquire the technological
and managerial skills

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to lead this transformation.

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Here's the new training perimeter,

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where kids are not passive users
of other people's services,

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but are protagonists of innovation.

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Where school, university

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do not settle themselves
with providing theories and models

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but are part of the true reality
of the companies,

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and give their important
and precious contribution;

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it's a new training perimeter

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where the company does not give up
its ambition to create and spread culture

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and transfer it to the new generations,

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with that typical DNA
of the corporate identity:

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learning by doing
and by connecting to others.

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Now I would like to tell you
about some other connections

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between learning objects, school subjects,

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technology and business culture.

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It all started when we began
to develop this robot:

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we were closed in a laboratory

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together with many young people
and many experts,

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and, while we were there, we said

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Well, let's follow
these three principles:

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we would like this robot to be modular,

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open - it was an open innovation -

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and easy to use.

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While we were so busy

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working in this laboratory,
in this garage,

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we went to visit a business Academy

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that had a clever idea.

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It started a project
called "Physics on a motorcycle":

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they said, let's use motorcycles
to attract young people

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and teach them how much physics
is in a motorcycle.

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And then we thought about our generation,

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the one of the past millennium,

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because motorcycles were
a symbol of our generation;

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many of my friends and I grew up
with three basic milestones:

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fourteen, sixteen and eighteen years old.

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These are the steps
that have marked our lives.

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At 14, we were waiting
for the monocilinder scooter:

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having the Ciao or the Sì
was a fundamental goal.

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After that goal, at sixteen,

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we wanted the motorcycle license.

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I had a Cagiva Elephant.

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Prehistoric, now.

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And finally, at 18,
the driving license, the car.

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On this generational aspect,

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I want to tell you
an anecdote about my family.

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My wife and I were ready to face

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the demands of our children
related to these three steps;

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so when Francesco was 14,

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we were prepared to oppose

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the reasons why we would never
buy him a moped.

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We made a list,
like Lorenzo's, and got ready:

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"Francesco, we will never buy it
because of this and that",

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we were ready.

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At 14, Francesco didn't ask us anything.

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We said: "Francesco is smart,
he wants a motorcycle.

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Let's wait two years.

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We keep the list, we have saved it
in a special folder".

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And when he was 16, we were ready.

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Francesco did not ask us anything,
not even at the age of 16.

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We said, man, he wants a car

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as big as this stage.

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When he was 18, nothing happened.

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We had to force him to the driving school

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to avoid dealing on Saturday nights
with logistics services.

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What does this story tell us?

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That new generations are attracted
to values and objects

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that are obviously different from ours.

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They are attracted to tablets and phones.

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In the evening, at my home,

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everyone stares
at his own tablet or phone,

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scrolling the feed
of Facebook or Instagram.

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This is the present,
and who knows about the future.

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And so while we were developing
that robot, we said:

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"Aren't robots even more appealing
than a motorcycle,

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to attract the new generations? "

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And so we went on and said,

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Let's use it, not only to code
or to do robotic stuff

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but to do Math, Physics,

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and the STEM subjects
that are fundamental for the future".

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We created what we call
a Robo-Experience:

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a series of experiences,
centered around the robot

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that connect young people to the robot,

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such as workshops, centres,
events and programs,

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This short video shows you
one of these initiatives.

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[e.Do LEARNING CENTER -
An innovative Educational Environment]

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[TO LEARN: School subjects, Soft skills
and Industrial Culture with Robotics]

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[4 FOCUSES: STEM, Robotics,
Soft Skills, Working Culture]

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[INSPIRE]

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[PLAY]

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[LEARN]

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[LESSON PLAN]

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[WELCOME / INTRODUCTION TO ROBOTICS/
SCHOOL SUBJECTS THROUGH e.Do / EVALUATION]

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[WELCOME]

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[INTRODUCTION TO ROBOTICS]

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[INTRODUCTION TO ROBOTICS -
PLAY WITH e.DO]

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[SCHOOL SUBJECTS THROUGH e.DO -
APPLY SCHOOL SUBJECTS]

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[SCHOOL SUBJECTS THROUGH e.DO - USE e.DO]

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[EVALUATION]

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Here, this is an example
of one of these center

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attended by more than 10,000 people.

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But our dream is different.

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Our dream is to place
a robot in every school,

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to help innovate teaching

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and help new generations
to be protagonists of the future.

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The magic is not a robot but our children;

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it is a teacher, a facilitator, a robot,

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simple wooden objects
that the robot moves,

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and it moves them in the reality,

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not in a virtual screen,

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before which our children
already spend too much time.

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And then there's a tablet.

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Yes, this robot is easy to use.

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Robotics is experiencing today
what PCs went through in the 1980s.

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In the 80s, you may recall,
only computer experts

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could use the Z Spectrum
or the Commodore 64.

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Computers, today, are in everyone's house.

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Well, the same thing
is happening to the robots:

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up to now, guiding them
was a programmer's job;

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today even our children,
Andrea, Alessia, Federico,

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can use it without taking any lessons.

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Yes, there is this interaction,

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which is the same we have
in our mobile phones,

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this interface that allows you
to control and move it with just one tap.

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But there is also a further evolution:
it can be programmed with Blockly,

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that thought

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and that logical-computational language

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that helps put things in order.

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Then, of course, if computer scientists
want to play, they have many chances to.

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What kind of activities are offered?

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As you saw in the video,
the kids first assemble it

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using their own manual skills.

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And then? And then, they play:

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learning by doing something
is so pedagogically important -

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but "andragogically", also,

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Then we face and solve problems

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that involve the use
of mathematics and physics.

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Math?

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Some examples: the sum,
the subtraction, the equivalences,

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the geometric figures that children
in elementary school, like Alessia,

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study every day at school;

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well, it's even more fun with e.Do,
and even more effective.

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But there are something
even for the older ones,

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like Federico:

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analytical geometry,
first and second degree equations

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that's what they are for!

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Not only to solve boring exercises,

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but to make children learn
how to move a robot in the room.

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Therefore, we have lived many experiences,
we have understood some things.

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First, this robot promotes
participation and inclusion:

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even children with dyslexia,
or ADHD, could use it.

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Even my little Tesfa,
with an extra chromosome and disabled,

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is very good at using this robot,
and that's important.

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It then promotes the inclusion,
the application of subjects to reality,

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and, above all, spreads
the culture of work, which is so precious:

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working in team, keeping tidy,
solving problems, being creative,

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having critical thinking.

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And also, it connects

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the cognitive, manual
and emotional dimensions.

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I would like to wrap up
with a quote of Walt Disney:

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[If you can dream it, you can do it].

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Here is our dream:

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to connect new subjects
and new learning objects.

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And above all, listen to young people.

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I decided to close my speech

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with a photo of my son Tesfa
while listening to J-Ax:

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we must not forget, they are
the protagonists of the future.

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(Applause)