Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena

Loretta Fabbri; Alessandra Romano

The need for innovation in didactics: inclusion and technologies

V. 9 N. 2 (2018): ESS - The need for innovation in didactics: inclusion and technologies

Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena

Loretta Fabbri^▸^▾
Alessandra Romano^▸^▾

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Inviata: 7 dicembre 2018
Pubblicato: 18-01-2019

Abstract

The article analyzes the learning paths, the organizational devices and the system actions taken aimed at the development of a didactics for employability within the Teaching & Learning Center (TLC), at University of Siena. The Teaching & Learning Center is a research and training center founded within the Santa Chiara Lab, a hub space for supporting the contamination between multidisciplinary research projects and the meeting between students, teachers and entrepreneurs. We would like to explore (a) how university centre for innovation can design and integrate learning paths and curricula for promoting the acquisition of practical skills useful for future professionals; (b) which methods and strategies are able to accompany professional development processes in university students; (c) which organizational supports are useful to promote sustainable didactic innovation in center for Teaching & Learning in Higher Education.

Riferimenti bibliografici

Adler N., Shani A. B., & Styhre A. (2004). Collaborative research in organizations, foundations for learning, change and theoretical development. Thousand Oaks, CA: Sage Publications.
Billet S., Harteis C., & Gruber H. (Eds.). (2014). International handbook of research in professional and practice-based learning. Dordrecht: Springer.
Bertagna G., (2011). Lavoro e formazione dei giovani. Brescia: La Scuola.
Bertagna G., (2012). Fare laboratorio. Scenari culturali ed esperienze di ricerca nelle scuole del secondo ciclo. Brescia: La Scuola.
Boffo V., Fedeli M., Lopresti F., Melacarne C., & Vianello M. (Eds.) (2017). Teaching and Learning for Employability. New Strategies in Higher Education. Pearson Italia, Milano.
Boud D., Cressey P., & Docherty P. (Eds.). (2006). Productive Reflection at Work. London & New York: Routledge.
Bracci F. (2017). L’apprendimento adulto. Metodologie didattiche ed esperienze trasformative. Milano: Unicopli.
Bridges M. W., & Di Pietro M. (2010). How Learning Works: seven Research-based Principles for Smart Teaching. New York: John Wiley & Sons.
Cleary M., Flynn R., & Thomasson S. (2006). Employability skills: From framework to practice-An introductory guide for trainers and assessors. Adobe Digital Edition version.
Cox M.D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5-23.
Creswell J. W. (2014). A concise introduction to mixed methods research. Sage Publications.
Davis Gross B. (2009). Tools for Teaching. Second Edition. San Francisco: John Wiley & Sons.
Denecolo P., & Reeves J. (2013). Developing transferable skills. Enhancing your research and employment potential. London: Sage. DOI: 10.1080/02601370.2013.773572.
Egentenmeyer R., & Fedeli M. (2018). Adult Educarion and Work Contexts: International perspective and Challenges. Frankfurt: Peter Lang.
Engeström Y., & Sannino A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1-24.
Fabbri L. (2007). Comunità di pratiche e apprendimento riflessivo. Per una formazione situata. Roma: Carocci.
Fabbri L., & Melacarne C. (2016). Didattica dell’innovazione e innovazione didattica. L’apprendimento come condizione per il cambiamento. In M. Fedeli, V. Grion, D. Frison (2016), Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione. Lecce: Pensa Multimedia.
Fabbri L., & Romano A. (2017). Metodi per l’apprendimento trasformativo. Casi, modelli, teorie. Roma: Carocci Editore.
Fabbri L., & Rossi B. (2008). Cultura del lavoro e formazione universitaria. Milano: Franco Angeli.
Fedeli M. (2014). Perspectives on Teaching and Learning Methods in Higher Education. Educational Reflective Practices, 2(3), 37-52.
Fedeli M. & Taylor W.E. (2017). Strategie per l’innovazione didattica. L’esperienza di un teachers’ study group. In E. Felisatti & A. Serbati (Eds.), Preparare alla professionalità docente e innovare la didattica universitaria (pp.184-194). Milano: Franco Angeli.
Fredberg T. (2007). Real Options for Innovation Management. International Journal of Technology Management, 39(1/2), 72-85
Gephart M. A., & Marsick V. J. (2016). Strategic organizational learning: Using system dynamics for innovation and sustained performance. New York: Springer.
Gherardi S. (2017). What is the place of affect within practice-based studies? Management, 20, 2, 208-220.
Kaneklin C., Scaratti G., & Bruno A. (2006). La formazione universitaria: pratiche possibili. Roma: Carocci Editore.
Marsick V. J., & Neaman A. (2018). Adult Informal Learning. In N. Kahnwald, V. Täubig (Hrsg.), Informelles Lernen. Springer: Berlin.
Matthew S., Taylor R., & Ellis R. (2012). Relationships between students’ experiences of learning in an undergraduate internship programme and new graduates’ experiences of professional practice. The international journal of higher education research, 64(4), 529-542.
Mezirow J., & Taylor E. W. (Eds.). (2011). Transformative Learning: theory to practice. Insights from Community, Workplace, and Higher Education. San Francisco: John Wiley.
Mishra K. (2014). Employability skills that recruiters demand. IUP Journal of Soft Skills, 7(3) 50-55.
O’Neil, J., & Marsick, V. J. (2009). Peer Mentoring and Action Learning. Adult Learning, 20(1/2), 19-24.
Raelin, J. A. (2000). Work-based Learning: The New Frontier of Management Development. Upper Saddle, NJ: Prentice-Hall.
Weimer M. (2013). Learner-centered Teaching: Five Key Changes to Practice. Second Edition. San Francisco: Jossey-Bass.
Wenger E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press, Cambridge, UK.
Yorke M., & Knight P. T. (2004). Learning & employability. Embedding employability into the curriculum, 3, 1-28.
Yorks L., & Marsick, V. J. (2000). Transformative learning in organizations. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 253-281). San Francisco, CA: Jossey-Bass.

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Fabbri, L., & Romano, A. (2019). Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena. Education Sciences & Society - Open Access, 9(2). Recuperato da https://journals.francoangeli.it/index.php/ess/article/view/7080

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[1] Adler N., Shani A. B., & Styhre A. (2004). Collaborative research in organizations, foundations for learning, change and theoretical development. Thousand Oaks, CA: Sage Publications.

[2] Billet S., Harteis C., & Gruber H. (Eds.). (2014). International handbook of research in professional and practice-based learning. Dordrecht: Springer.

[3] Bertagna G., (2011). Lavoro e formazione dei giovani. Brescia: La Scuola.

[4] Bertagna G., (2012). Fare laboratorio. Scenari culturali ed esperienze di ricerca nelle scuole del secondo ciclo. Brescia: La Scuola.

[5] Boffo V., Fedeli M., Lopresti F., Melacarne C., & Vianello M. (Eds.) (2017). Teaching and Learning for Employability. New Strategies in Higher Education. Pearson Italia, Milano.

[6] Boud D., Cressey P., & Docherty P. (Eds.). (2006). Productive Reflection at Work. London & New York: Routledge.

[7] Bracci F. (2017). L’apprendimento adulto. Metodologie didattiche ed esperienze trasformative. Milano: Unicopli.

[8] Bridges M. W., & Di Pietro M. (2010). How Learning Works: seven Research-based Principles for Smart Teaching. New York: John Wiley & Sons.

[9] Cleary M., Flynn R., & Thomasson S. (2006). Employability skills: From framework to practice-An introductory guide for trainers and assessors. Adobe Digital Edition version.

[10] Cox M.D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5-23.

[11] Creswell J. W. (2014). A concise introduction to mixed methods research. Sage Publications.

[12] Davis Gross B. (2009). Tools for Teaching. Second Edition. San Francisco: John Wiley & Sons.

[13] Denecolo P., & Reeves J. (2013). Developing transferable skills. Enhancing your research and employment potential. London: Sage. DOI: 10.1080/02601370.2013.773572.

[14] Egentenmeyer R., & Fedeli M. (2018). Adult Educarion and Work Contexts: International perspective and Challenges. Frankfurt: Peter Lang.

[15] Engeström Y., & Sannino A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1-24.

[16] Fabbri L. (2007). Comunità di pratiche e apprendimento riflessivo. Per una formazione situata. Roma: Carocci.

[17] Fabbri L., & Melacarne C. (2016). Didattica dell’innovazione e innovazione didattica. L’apprendimento come condizione per il cambiamento. In M. Fedeli, V. Grion, D. Frison (2016), Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione. Lecce: Pensa Multimedia.

[18] Fabbri L., & Romano A. (2017). Metodi per l’apprendimento trasformativo. Casi, modelli, teorie. Roma: Carocci Editore.

[19] Fabbri L., & Rossi B. (2008). Cultura del lavoro e formazione universitaria. Milano: Franco Angeli.

[20] Fedeli M. (2014). Perspectives on Teaching and Learning Methods in Higher Education. Educational Reflective Practices, 2(3), 37-52.

[21] Fedeli M. & Taylor W.E. (2017). Strategie per l’innovazione didattica. L’esperienza di un teachers’ study group. In E. Felisatti & A. Serbati (Eds.), Preparare alla professionalità docente e innovare la didattica universitaria (pp.184-194). Milano: Franco Angeli.

[22] Fredberg T. (2007). Real Options for Innovation Management. International Journal of Technology Management, 39(1/2), 72-85

[23] Gephart M. A., & Marsick V. J. (2016). Strategic organizational learning: Using system dynamics for innovation and sustained performance. New York: Springer.

[24] Gherardi S. (2017). What is the place of affect within practice-based studies? Management, 20, 2, 208-220.

[25] Kaneklin C., Scaratti G., & Bruno A. (2006). La formazione universitaria: pratiche possibili. Roma: Carocci Editore.

[26] Marsick V. J., & Neaman A. (2018). Adult Informal Learning. In N. Kahnwald, V. Täubig (Hrsg.), Informelles Lernen. Springer: Berlin.

[27] Matthew S., Taylor R., & Ellis R. (2012). Relationships between students’ experiences of learning in an undergraduate internship programme and new graduates’ experiences of professional practice. The international journal of higher education research, 64(4), 529-542.

[28] Mezirow J., & Taylor E. W. (Eds.). (2011). Transformative Learning: theory to practice. Insights from Community, Workplace, and Higher Education. San Francisco: John Wiley.

[29] Mishra K. (2014). Employability skills that recruiters demand. IUP Journal of Soft Skills, 7(3) 50-55.

[30] O’Neil, J., & Marsick, V. J. (2009). Peer Mentoring and Action Learning. Adult Learning, 20(1/2), 19-24.

[31] Raelin, J. A. (2000). Work-based Learning: The New Frontier of Management Development. Upper Saddle, NJ: Prentice-Hall.

[32] Weimer M. (2013). Learner-centered Teaching: Five Key Changes to Practice. Second Edition. San Francisco: Jossey-Bass.

[33] Wenger E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press, Cambridge, UK.

[34] Yorke M., & Knight P. T. (2004). Learning & employability. Embedding employability into the curriculum, 3, 1-28.

[35] Yorks L., & Marsick, V. J. (2000). Transformative learning in organizations. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 253-281). San Francisco, CA: Jossey-Bass.