Design of laboratory activities at the university in blended mode. Results of an experience in the Educational Technologies laboratory

Abstract

This paper presents the blended learning model adopted for carrying out the activities of the Educational Technologies laboratory, intended for students enrolled in the degree course in Primary Education Sciences at the University of Salerno. The first theoretical part is followed by a second empirical part. The analysis of the literature resulted in the articulation of the proposed situations, the production of materials and the use of specific digital technologies, such as Scratch, aimed at developing learning products in compliance with the objectives of the course. The planning of the activities envisaged the alternation of directive moments with moments focused on the activation of the students, both collaborative and individual works, evoking, from an epistemological point of view, a combined approach that exploited the potential of the different environments, giving ample space to training feedback. The educational results of the laboratory are encouraging and the student evaluations are positive. While on the one hand these evidences require further study, on the other they can suggest a sustainable methodological proposal in university teaching.