Mostra "Le vie del Compasso d'Oro - XXI Triennale Milano", Campus Bovisa - Politecnico di Milano

II Premio Compasso d‘Oro ADI è il massimo riconoscimento italiano al progetto, al prodotto, alla ricerca di disegno industriale. È stato istituito a Milano nel 1954 dai grandi magazzini la Rinascente per incentivare l’“estetica del prodotto” e il nascente design italiano. Il marchio del premio, che fa riferimento al compasso di Adalbert Göringer e alla proporzione aurea, è stato disegnato dal grafico Albe Steiner, mentre il compasso d’oro tridimensionale è a firma degli architetti Alberto Rosselli e Marco Zanuso. Successivamente il premio è stato ceduto da la Rinascente all’ADl Associazione per il Disegno Industriale, che ogni tre anni ne cura l’organizzazione attraverso le selezioni di una giuria internazionale. Una preselezione dei prodotti è condotta dai 150 esperti dell’Osservatorio Permanente del Design, che pubblica l’annuario ADI Design Index: dal 1954 al 2014 sono stati esaminati più di 30.000 pezzi, sono stati assegnati 313 Premi Compasso d’Oro, 103 Premi alla carriera, 1.819 Menzioni d’Onore e 71 Targhe Giovani. In questa mostra sono presentati i premi e le menzioni ottenuti dalla Scuola del Design e dal Dipartimento di Design del Politecnico di Milano negli ultimi anni.The ADI Compasso d’Oro Award is universally regarded as the supreme accolade for originality, excellence, achievement and research in industrial design. Created in 1954 by the la Rinascente department store in Milan to encourage product aesthetics, the award’s logo - a reference to the compass invented by Adalbert Göringer to measure the golden section - was designed by Albe Steiner, while the trophy is the work of Alberto Rosselli and Marco Zanuso. The award subsequently passed from I a Rinascente to ADI, which organises the award once every three years. Every year, the Permanent Design Observatory, a team of more than 150 design experts, selects the finest of Italian design for the annual ADI Design Index, the basis on which an International jury then confers the Compasso d’Oro Awards once every three years. Since 1954, more than 30,000 items have been examined, 313 Compasso d’Oro Awards and 103 Compasso d’Oro Carreer Awards presented, and 1,819 Honorable Mentions and 71 Targhe Giovani attributed. In this exhibition are presented the prizes and mentions obtained by the School of Design and by the Department of Design of the Politecnico di Milano over the last few years

ENGAGING STUDENTS IN ACTIVE LEARNING ACTIVITIES. THE ROLE OF TECHNOLOGICAL COMMUNICATION TOOLS IN AN ACTIVE LEARNING ENVIRONMENT

Research in the science of learning has indicated that active learning is one of the most important and essential components of the learning process [1]. Active learning is defined as “instructional activities involving students in doing things and thinking about the things they are doing” [2]. It takes place within a defined space where the students collaborate and are protagonists in the educational dynamics. The teacher becomes a director, a screenplay creator, who has the task of stimulating the students to take part, with the most correct tools, in the development of the lesson and in the creation of knowledge. In active learning, the activities are structured. Students can feel extra pressure to participate in these activities as they are no longer asked to decide whether or not they wish to participate of their own volition. In addition, active learning frequently occurs in the form of group activities, so the responsibility of each individual becomes difficult to define [3]. The teacher needs adequate tools to get the attention, involve the students and guide them in the active learning process. According to Lomas and Oblinger [4], classrooms with ubiquitous access to technology bring additional capabilities and can engage students in learning and technology can greatly enhance interactivity in the classroom. Communication technologies have the potential to engage learners while also providing motivation and support for both teaching and learning. However, it is crucial for students to be engaged in the learning process. Connecting and communicating with their peers and teachers via communication technologies is vital to support the learning process, the mastery of knowledge and the skills taught online. Students use technology to communicate, thus they are more likely and comfortable to participate in a technology-driven environment [5]. This paper examines and analyzes an Italian higher education active learning environment, a space in Politecnico di Milano devoted to experimentation through technological. This space engages the public through different technologies, hosts higher education course and seminars and experiments in active learning approaches. A course offered by Ph.D. School of Politecnico di Milano, performed in this technology-enriched spaces, has been monitored and a survey has been delivered to the Ph.D. candidates. They come from different disciplines (Architecture, Design and Engineering). The results will be discussed in order to understand the role of technological communication tools in engaging students in active learning activities