Il contributo descrive un corso professionalizzante per futuri osteopati in cui è stato applicato l'Approccio Trialogico all'Apprendimento, al fine di promuovere una partecipazione attiva degli studenti, una migliore comprensione dei collegamenti tra la disciplina e la futura professione, nonché lo sviluppo di competenze trasversali.
In a knowledge-driven society, secondary education should let students develop appropriate and meaningful skills to live, think and work. To attain this aim, teachers require specific knowledge and competences about technology-mediated collaborative learning strategies while overcoming preconceptions and a general sense of inadequacy towards these learning approaches.
This contribution focus on the peer-feedback activities carried out in a blended university course inspired by the Trialogical Approach to Learning. The course lasted 10 weeks divided into 3 modules; 109 students participated to the activities (M: 27 - F: 82), working in 11 groups of about 10 members. During the course students build knowledge products and are asked to improve them through mutual feedback.
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