Abstract:

Though there are many different teaching methodologies, they are probably the most innovative when teachers and students are able to relate to each other as equals.

First of all, an innovative teacher must remember that few years ago he/she was also a student and so they must take an approach that is more friendly and more direct as well as open to the possibility that they can learn something new from their students. By putting themselves in their student’s shoes and drawing upon their own experiences as a student, teachers can develop innovative teaching methods.

The Erasmus Mundus (EU) DYCLAM master’s has given us the exciting experience of having twenty students from all around the world in Naples for two months. The DYCLAM master is a two-year program that focuses on the management of cultural landscapes. The short period of two months poses a challenge for educators to transfer knowledge on Italian landscapes and risk approaches.
Dyclam’s students are a heterogeneous group coming from different continents, with different cultural backgrounds, different studies experiences, and different approaches.

Last year (2018) one of the most important periods for DYCLAM students was the study trip to Ischia, a marvellous volcanic island in the Gulf of Naples. Unfortunately, in August 2017, there was a large earthquake on the island which devastated the landscape, but this presented an exceptional opportunity for this group of students. By employing independent work with teacher supervision, the students were able develop an enriching project with a new teaching methodology.

This new teaching methodology started with independent laboratory lessons, allowing the students to research on the internet information (in their own language) on Campi Flegrei and Ischia that gave useful insights to produce a report on the isle of Ischia. Afterwards, we organized an excursion to the island for the students, using suggestions from their reports. Only at the end of this independent learning process, were traditional lectures held to introduce more detailed exploration on the context of the natural and artificial building environment. The final assignments for the groups in this laboratory were to produce posters and videos referring the beauty of the site and associated problems.

During a workshop for the course PRE (Progetto di Recupero Edilizio), Italian students drew upon the materials, reports, and ideas from the DYCLAM students to create a new project for the sea side area closed after the 2017 earthquake. Three student groups studied a section of the coastline that was divided into six parts with the objective to develop a new urban regeneration design.

Only forty students, out of 100 following the course, were then selected and hosted by city council of Casamicciola. They worked intensely under stressful conditions for four days to produce their ideas for a project. In addition, all students with their tutors participated in the cultural events as the workshop was a part of "Torri in festa Torri in luce". Not only did the students present their project to the mayors but they had an amazing experience all together on Ischia that will stay with them for life. They learned to work as a group with people they did not know from different backgrounds, and in some cases, they also made life-long friendships.

This is the final positive result in this mixed different approach where knowledge and cultural synergy can lead the way for increased global integration.

Keywords:

Innovation, teaching methodologies, research projects, workshop, working groups.