Abstract:

Education constitutes a multifaceted process that encompasses a range of interrelated components, including learning environments, resources and tools, strategies, and methodologies. The inherent complexity of this framework necessitates an integrated approach that fosters the dynamic interaction of specialized actors:
i) subject-matter experts, defining what to teach
ii) Professionals in innovative pedagogical methods, suggesting how to teach, supported by ;
iii) Experts in (digital) technologies, providing the technological infrastructure through which teaching is delivered.

Digital technologies and innovative methodologies offer a diverse array of tools that can substantially enhance both teaching and learning, addressing the heterogeneity of learners and educators, thereby extending the boundaries of educational inclusivity.

At the University of Milano-Bicocca, a comprehensive digital learning infrastructure was developed. The institution has adopted a flexible, ready-to-use teaching environment that supports various modes of delivery—including in-person, blended, and fully online modalities—and accommodates a wide range of disciplines, pedagogical approaches, and learner needs. This infrastructure was conceived and implemented by specialized staff to ensure pedagogical and technological alignment.

The lecture room functions as the central node: designed as a modular, plug-and-play platform, it is adaptable to the specific requirements of individual instructors, disciplines, and teaching methods. It supports a variety of instructional tools, including blackboards, slide and video projection, document cameras for physical materials (e.g., paper documents, models, geological or archaeological specimens), and their combinations. Additionally, the lecture room enables interaction beyond the physical classroom through the integration of audio-visual systems, wireless projection, multi-source displays, digital whiteboards with touch functionality, lecture capture, and hybrid room configurations.

The integration of the platform with the institution’s Learning Management System (LMS) enables a seamless transition between synchronous and asynchronous modalities. For instance, lectures can be automatically recorded, uploaded to the instructor’s profile, and made accessible to students at the instructor’s discretion. All classroom activities can be captured, edited, and distributed via the LMS, while the platform’s analytics features allow for the monitoring of student engagement and content interaction.

In the context of asynchronous distance learning, instructors may independently record content using personal devices and subsequently upload it to the LMS. The LMS also serves as a comprehensive repository for a wide range of educational materials, including slides, readings, quizzes, interactive learning activities, short instructional videos, web resources, exam simulations, and discussion forums that promote continuous interaction between instructors and learners. Furthermore, in cases where assessment includes tests, projects, or written assignments, the LMS can also be leveraged to facilitate exam preparation, and evaluation.

The implementation of this approach will be illustrated through selected case studies from undergraduate (B.Sc.) and graduate (M.Sc.) chemistry courses, which serve approximately 200 and 100 students, respectively.

Keywords:

Technology, chemical education.