“Organising scientific seminars” is a course run by the author between 2004 and 2018 for the doctoral programmes of the Politecnico di Milano. The text describes this experience for the first time and chooses the teacher’s perspective as a form of reflective practice. Further studies could include the contribution of the students so as to offer a broader description and to produce a comprehensive evaluation. The text is divided into three parts. The first part analyses the context, content, and objectives of the teaching activity, in its first drafting, in which the action-based approach is identified and the lead is still in the hands of the teacher. The second focuses on the qualifying stage of the experience with the adoption of a learner-centred approach. This new drafting redesigns the dynamics of the collective interaction, motivations, and outcomes of the training process. The third part explores the pedagogical aspects highlighting the influence of the action learning approach of Reginald Revans – a way of learning based on peer-to-peer dialogue and on group work to solve concrete problems, in which the teacher acts as an observer or moderator of the class dynamics. Design studio pedagogy also comes into play. Given that many of the students are design graduates, this pedagogy provides them with a «habitus»: a common system of thoughts, behaviours and beliefs which have a major influence on the development of the action. Finally, a provisional balance is sketched, underlining the change in the author’s approach towards a teaching methodology that shifts the centre of learning from the expert’s knowledge to the student’s original contribution. This behaviour is based on being educated to listen and on the exercise of dialogic conversation – skills which are deemed central within the framework of the current debate on the updating of teaching models for design education.
“Organizzare seminari scientifici” è un corso svolto dall’autore dal 2004 al 2018 per i programmi di dottorato del Politecnico di Milano. Questo testo descrive l’esperienza per la prima volta e sceglie il punto di vista del docente, come forma di pratica riflessiva. Ulteriori studi potrebbero includere l’apporto degli allievi così da offrire una descrizione più ampia e produrre un bilancio conclusivo. Il testo è diviso in tre parti. La prima analizza il contesto, i contenuti e gli obiettivi dell’attività didattica, nella sua prima formulazione, nella quale si distingue la connotazione operativa del corso e la guida è ancora nelle mani del docente. La seconda si concentra sul passaggio qualificante dell’esperienza, con l’adozione di un approccio centrato sul discente. Tale nuova formulazione ridisegna le dinamiche dell’interazione collettiva, le motivazioni e gli esiti del percorso formativo. La terza parte approfondisce gli aspetti pedagogici. Tra questi si sottolinea l’influenza dell’action learning di Reginald Revans, una modalità di apprendimento basato sul dialogo tra pari e sul lavoro di gruppo per la soluzione di problemi concreti, nella quale il docente agisce da osservatore o moderatore delle dinamiche di classe. Entra in gioco anche la pedagogia del laboratorio di progetto. Dato che molti degli allievi sono laureati in design, questa pedagogia fornisce loro un «habitus»: un sistema comune di pensieri, comportamenti e credenze che influenzano sostanzialmente lo sviluppo dell’azione. Infine si traccia un bilancio provvisorio sottolineando in particolare il mutato atteggiamento del docente in favore di una didattica che sposta il centro dell’apprendimento dal sapere dell’esperto alla capacità di elaborazione originale dell’allievo. Tale comportamento poggia sull’educazione all’ascolto e sull’esercizio della conversazione dialogica. Abilità che si ritengono centrali nel quadro della discussione sull’aggiornamento dei metodi didattici dell’educazione al design.
Gli studenti al centro dell’azione / Students at the centre of the action
Guerrini, L
2020-01-01
Abstract
“Organising scientific seminars” is a course run by the author between 2004 and 2018 for the doctoral programmes of the Politecnico di Milano. The text describes this experience for the first time and chooses the teacher’s perspective as a form of reflective practice. Further studies could include the contribution of the students so as to offer a broader description and to produce a comprehensive evaluation. The text is divided into three parts. The first part analyses the context, content, and objectives of the teaching activity, in its first drafting, in which the action-based approach is identified and the lead is still in the hands of the teacher. The second focuses on the qualifying stage of the experience with the adoption of a learner-centred approach. This new drafting redesigns the dynamics of the collective interaction, motivations, and outcomes of the training process. The third part explores the pedagogical aspects highlighting the influence of the action learning approach of Reginald Revans – a way of learning based on peer-to-peer dialogue and on group work to solve concrete problems, in which the teacher acts as an observer or moderator of the class dynamics. Design studio pedagogy also comes into play. Given that many of the students are design graduates, this pedagogy provides them with a «habitus»: a common system of thoughts, behaviours and beliefs which have a major influence on the development of the action. Finally, a provisional balance is sketched, underlining the change in the author’s approach towards a teaching methodology that shifts the centre of learning from the expert’s knowledge to the student’s original contribution. This behaviour is based on being educated to listen and on the exercise of dialogic conversation – skills which are deemed central within the framework of the current debate on the updating of teaching models for design education.File | Dimensione | Formato | |
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