Blended university teaching: innovation and experimentation at the University of Ferrara

Antecedents/Previous literature. The sector of this work is the construction of knowledge with the aid of technologies in two degree courses provided by the University of Ferrara through the Distance attendance model. The intention is to reflect on the didactic functionalities of this model. The research is part of the international debate on learning with new technologies, in particular the use of the models of social constructivism and collective and connective intelligence and in the wake of the research activity by the Centre of communication technologies, innovation and distance learning. Method. Cognitive artifacts, technological tools and didactic methodologies have been investigated through empirical observation (in the virtual environment) of the conduction of the modules of the first semester. Results. Analysing the criticalities has enabled us to provide an experimental teaching model with a strong epistemological impact, able to optimise learning potential and minimise the critical elements observed. Conclusions. The study highlights how in the distance attendance model the practices of distance learning are metabolising into ordinary teaching methods. This, alongside the clearly positive aspects, is leading to the formation of ineffective e-learning methods, as a relocation of the face-to-face lesson. Therefore the normalisation process must be accompanied by a new teaching model.