GALILEI FUTURE LAB - Digital environments, new architectures
The Galilei "system", to accompany teachers and students in the process of training, technological, didactic and organizational innovation
The school environment is to be understood as "a form of organization that supports the various types of learning for groups of students in the context and space in which it takes place and of which it is an integral part" (OECD report). The right interaction between these elements produces favorable conditions for learning and relational modalities capable of improving important aspects of the learning process, such as, for example, the cognitive, physical and those related to the well-being of the students. The concept of learning environment, therefore, cannot ignore the need to search for new, possible configurations of the physical space in which both formal and informal educational activities are carried out and in which all the "elements" of the school system interact: students, teachers, tools, contents and new technologies.
At Galilei, the analysis of learning processes sees didactic and technological innovation as the main condition for school environments to have a positive influence on students. Promoting the process of didactic and technological innovation at school, together, means promoting effective learning and teaching to obtain quality, promote equal opportunities, equity, growth and individual autonomy.
The technological tools present in the various environments are integrated into the learning process and constitute an indispensable support for the construction of knowledge;
The configuration of the physical space of the school can represent for teachers and students the opportunity to carry out educational activities using different organizational methods such as working in groups, individually or in any case leaving the teacher the possibility of identifying the most appropriate organization to achieve the pre-established educational objectives by enhancing the social aspects of the learning environment represented by the complex relationship network between students and teachers.
Informal spaces: the school is inhabited in its entirety; it is possible to walk through it, live it, take possession of all the spaces even outside the lesson hours. Soft seating, gathering corners, places open to meeting to transform transit areas into places for living together.