La progettazione disciplinare quale strumento per favorire i processi di innovazione didattica

Although there is now a shared conviction in the academic world that the transparency of learning outcomes is central for universities, the implementation of the Learning Outcomes (LO) model has not produced a drive for a renewal of teaching among lecturers. Rather, it has often led to the emergence of resistance, linked to the perceived violation of teaching freedom and intrusion into their areas of competence. This has resulted in a disconnection of the academic body from the process of change that the introduction of LOs was supposed to initiate, limiting the realisation of the innovation and cultural change that was supposed to invest the university system. The consideration of the lecturers' lack of perception of the advantage expressed by a new way of understanding the teaching-learning processes and the need to make the students' learning outcomes evident contributed to defining the framework within which the TECO-D/Pedagogy experimentation within the ANVUR TECO project started. The experimentation carried out offered interesting opportunities to detect factors favouring or hindering the application of the LO device and provided opportunities for improvement for the educational activities of the degree couses involved in the experimentation.