This article focuses on a case of implementing the Trialogical Learning Approach (TLA) in two classes in the first year of a university school for future osteopaths (N = 36). The approach involves the creation of useful and tangible objects through alternation between individual and group activities, supported by digital technologies. The aim of the study is to observe the impact of TLA on the quality of learning products made by students and on teaching style, as well as to collect students’ views on activities. The collected data (individual and group products, notes inserted online, audio recordings of lessons, final questionnaires) have been analyzed using a mixed qualitative and quantitative approach. The results show: a) positive evolution in the quality of individual and group products; b) progression from a transmissive teaching style towards one more oriented to collaboration and knowledge building; c) general appreciation of the innovative method and its potential for fostering social skills useful for future employment.
L’articolo descrive un caso di implementazione del Trialogical Learning Approach (TLA) in due prime classi di una scuola universitaria per futuri osteopati (N=36). L’approccio prevede la realizzazione di oggetti utili e concreti attraverso l’alternanza di attività individuali e di gruppo, supportate da tecnologie digitali. Obiettivo dello studio è osservare l’impatto del TLA sulla qualità dei prodotti di apprendimento realizzati dagli studenti e sullo stile di insegnamento, oltre che raccogliere il punto di vista degli studenti sulle attività svolte. Sui dati raccolti (prodotti individuali e di gruppo, note inserite online, audio-registrazioni delle lezioni, questionari finali) sono state effettuate analisi quali-quantitative. I risultati mostrano: a) un’evoluzione positiva dei prodotti individuali e di gruppo, b) uno stile di insegnamento progressivamente meno trasmissivo e più orientato alla collaborazione e costruzione di conoscenza, c) un generale apprezzamento per il metodo innovativo e per la sua capacità di promuovere competenze sociali utili alla futura professione.
Il Trialogical Learning Approach per rinnovare la didattica / Sansone, Nadia; Cesareni, Maria Donata; Ligorio, M. B.. - In: TD TECNOLOGIE DIDATTICHE. - ISSN 1970-061X. - STAMPA. - 24:2(2016), pp. 82-91.
Il Trialogical Learning Approach per rinnovare la didattica
SANSONE, NADIA;CESARENI, Maria Donata;
2016
Abstract
This article focuses on a case of implementing the Trialogical Learning Approach (TLA) in two classes in the first year of a university school for future osteopaths (N = 36). The approach involves the creation of useful and tangible objects through alternation between individual and group activities, supported by digital technologies. The aim of the study is to observe the impact of TLA on the quality of learning products made by students and on teaching style, as well as to collect students’ views on activities. The collected data (individual and group products, notes inserted online, audio recordings of lessons, final questionnaires) have been analyzed using a mixed qualitative and quantitative approach. The results show: a) positive evolution in the quality of individual and group products; b) progression from a transmissive teaching style towards one more oriented to collaboration and knowledge building; c) general appreciation of the innovative method and its potential for fostering social skills useful for future employment.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
