Abstract:

Having newer technologies at our disposal does not necessary mean that we do a better pedagogy. We often overestimate the role of the technical means, fostering a blind acceptance of LMS, LIMs and tables while forgetting completely the pedagogy that should be behind their use.

On the contrary, it is fundamental fine-tune the pedagogical approaches, and the consequent organization of the learning activities, if we do not want they remaining a mere expression of educational theory.

Finally, we need to create a well-organized learning path and tailor its contents to both the technological platform and the pedagogical approach. An excess of unstructured information, in fact, would be highly ineffective for learning.

In this context, choosing a platform cannot be disentangled from the creation of new learning paths, based on innovative yet coherent pedagogical approaches.

Taking into account this reasoning, at the University of Urbino we tested and compared, against more than 100 indicators, five among the best augmented learning solutions, identifying “it’s learning” as the learning platform which was best for our specific educational needs.

This article describes a pilot period with “its learning” at the University of Urbino. During this period we benefit from pioneering and sometime original tools that the software provides, while we explore new learning paths for augmented learning.