Incorporare il learning design. Un artefatto metaforico e riflessivo per la formazione degli insegnanti

The paper presents a teachers-training artifact to develop both the design competence and the activation of predictive, reflective, restructuring, and regulatory postures (Laurillard, 2012; Mayen, 2017). In the complexity of contemporary educational systems, Learning Design is a simplex response (Berthoz, 2011) that orients, organizes, and simulates practice, through the mechanism of prediction (Rivoltella, 2014). Simulation is already performed action, because it activates the same sensory-motor mental representations enabled by acting (Rossi & Pentucci, 2021). In order to reify this process, a box-shaped artifact was created: the inner faces represent the immersion in the design practice and approach the didactic, relational, and contextual variables. The external faces allow distancing: the teacher reflects on design according to multidimensional logic (Pentucci & Laici, 2020). The artifact becomes a metaphor for both entering deeply into the act of designing and stepping outside the process, to control and reflect: a grounded, recursive and embodied process is exercised, which includes acting and involves body states (Barsalou, 2008; Rossi & Rivoltella, 2019). The box has been implemented and validated in training paths, through design-based research methodologies (Gomez-Zaccarelli, Fishman, 2017) It was a scaffolding and vicariant device (Berthoz, 2015) for teachers who analyzed and restructured their own design practices, especially in terms of sustainability and educational intentionality.