Educational Models and Innovative Teaching Practices in the University Experience
Didactic innovation, especially in the most recent period, has taken on differ-
ent connotations. It refers to a cultural and epistemological change that is re-
flected in the redesign of the educational models and teaching practices (Braga,
2017). In defining the didactic innovation, we often refer to the use of new tech-
nologies. But didactic innovation is not only related to the use of digital, it is also
research, experimentation of new educational practices, adoption of active and
laboratory methodologies (Zanato Orlandini, 2002; Semeraro, 2006; Falcinelli
et al., 2009). This contribution will illustrate the results of an exploratory re-
search involving professors from two universities: the University of Rome Sapi-
enza and the University of Perugia. The research aimed at investigating how
(and how much) the teachers surveyed, even in the absence of systematic train-
ing in teaching, had independently carried out innovative activities both in the
design phase of the courses they own, and through individual initiatives
launched in the classroom.