Abstract:

Research in the science of learning has indicated that active learning is one of the most important and essential components of the learning process (Moore, Fowler, & Watson, 2007). Active learning is defined as “instructional activities involving students in doing things and thinking about the things they are doing” (Bonwell & Eison, 1991). It is that takes place within a defined space in which the students collaborate and are protagonists within the didactic dynamics. The teacher becomes a director, a screenplay creator, who has the task of stimulating students to take part, with the most correct tools, in the development of the lesson and the creation of knowledge. In active learning, the activities are structured and, to the extent that students come under strong pressure to participate in these activities, they are no longer asked to decide whether or not they wish to participate of their own volition. In addition, active learning frequently occurs in the form of group activities, so the responsibility of each individual becomes difficult to define (Matsushita, 2018). The teacher needs adequate tools to get the attention, involve the students and guide them in the active learning process.

According to Lomas and Oblinger (Lomas & Oblinger, 2006), classrooms with ubiquitous access to technology bring additional capabilities and can engage students in learning and technology can greatly enhance interactivity in the classroom. Communication technologies have the potential to engage learners while also providing motivation and support for both online teaching and learning. But it is crucial for students to be engaged in the learning process. Connecting and communicating with their peers and teachers via communication technologies is vital to support the learning process, the mastery of knowledge and the skills taught online. Students use technology to communicate, thus they are more likely and comfortable to participate in a technology-driven environment (Smyth, 2011).

In this paper, an Italian active learning environment, a space in Politecnico di Milano devoted to experimentation through technological tools engaging the public through different technologies and that hosts higher education course and seminars and experiments in active learning approaches, will be discussed and analysed. A course offered by Ph.D. School of Politecnico di Milano, performed in this technology-enriched spaces has been monitored and a survey has been administered to the Ph.D. candidates coming from different disciplines (Architecture, Design and Engineering). The results will be discussed in order to understand the role of technological communication tools in engaging students in active learning activities.

Keywords:

Technological communication tools, active learning, role of technology, technology-enriched environment.