Author(s): Donatella Cesareni & Nadia Sansone
Affiliation(s): University Sapienza of Rome
Date of publication: March 5, 2015
The Educational Problem
Sapienza Psychology Students always complain about the total lack of concreteness in their course of study, based essentially on professorial lecture and individual study of theories, without any possibility of implementing them, all at the expense of students’ motivation to participate actively in their own learning process. In my course, I tried to overcome this issue and offer a practice way, as well as collaborative, of learning and applying what students have learned.
We used the trialogical approach to design activities that allow students to become active builder of their own knowledge, by creating collaboratively artifacts and designing possible applications of the theories studied. Moreover, thanks to the trialogical DP, we finalized the activities to creating products useful and meaningful, thus motivating students towards the study of my discipline.
Our main success was students’ epistemic activation, who have felt active protagonists of what they were creating and learning together. In the final interviews we have performed, they have stated, among other things, how the course allowed them to discover the opportunity to learn by discussing with colleagues – which was highly unexpected to them-, to be able to manage their own learning process and bring their ideas in it, going beyond what is presented in the didactic materials and texts.
Materials and Links
Online educational platform: https://moodle.org