Classroom transmission of knowledge from the teacher to the Student, in a participative manner, without active participation by the learner.
Direct transmission of knowledge from the teacher to the Student, in a recorded or live lesson. The degree of “in distance” participation may vary according to the technologies chosen to support the lesson.
Technique in which the Teacher becomes facilitator and organiser of the learning activities and no longer transmitter of the content; the Students, co-responsible for their learning, correct themselves and assess, develop and improve their social relations, becoming actual social constructors of the knowledge.
Investigation and study technique of complex realities, which also becomes a writing model capable of giving the experience of producing knowledge some sense. Useful for supporting professional training by investigating the experience, exploiting the Student’s possibility of identifying themself with the object of research through an inductive and/or deductive approach, according to the complexity of the knowledge to be transferred.
Telling significant episodes and examples for positive and/or negative significance. The objective is to provide the students with a practical and easily applicable model. Effective technique when the training is focussed on innovative and complex themes, and with a highly tacit component.
Technique of representing a problem or working situation, reproduced (in terms of content and relational trends) as closely as possible to reality. Useful for experimenting the process of structured “Problem Solving”, both in normal conditions and under stress, in a group and one-to-one dimension, exploiting interactivity and cooperative and competitive game dimensions, and direct interaction between students.
Technique of representing the narration of an interaction between two or more people in a problematic situation. The students are asked to assume a role of organisational actors, stepping into their role in the situation and trying to solve it using already acquired skills. The purpose is to experiment future roles to play or how to cover them as effectively as possible in the present. Useful for developing the skills of “Problem Solving” and potential.
The most merit-worthy students may be selected by the Teachers involved in research activity to join study groups and write “abstracts” and scientific papers regarding the study topics included in the Academy.
Process in which the student is called on to narrate and then analyse their own professional experience, according to a problematic approach, so that it can become material on which the problem-solving skills can be developed. The narration and the consequent analysis is carried out in both groups and individually to lead the student to discover unconventional decision-making and problem-solving alternatives, as well as managing routine work criticalities.
Interactive page where the content is developed and updated by the students. The instrument has the purpose of creating a collaborative reflection between the students, of information exchange and didactic content, of social control and practical support. A space of autonomous stimulation of the participants and a gym to train the skills of leadership, of problem solving, competitive spirit and empowerment.
As support to the teaching, a service of tutoring has been planned by a group of teachers of the Academy for the 1st year of the course and “merit worthy” students starting from the 2nd year for the freshmen. This is backed up by a network of Coaching activities by professional coaches in the various disciplines, which characterise the Student’s training.
It is an integral and necessary part to guarantee the technical-professional and ethical preparation of each individual student. It is modelled through dedicated paths which are constant, continuous, effective and coherent with the challenges that the budding professional will come across and in real contexts (while observing the envisaged safety measures).