Qualità dell’insegnamento e progetto per apprendere.... o dell’uovo di Brunelleschi

The learning design concept evolved in the last fifty years from instructional design, to learning design, to design for learning and finally to the idea of teaching as a design science (Collins, 1992; Laurillard 2012). The educational design has been in the more recent years considered in a constructive framework as a communication artifact, used to share ideas, to generate social energy in the teaching/learning community of practice (Suchman, 1987; Wenger, 1998) and in short to make the learning possible (Ramsden, 1992). Moreover the design is supported by tools and languages that facilitate and mediate communication and practices (Ghislandi et al., 2013). The rubrics adAstra that we are developing at labINDIAlaboratorio Innovazione Didattica Accademica, Dipsco- Department of Psychology and Cognitive Science are an example of such a tools aimed at facilitating the educational design, tools that we build and evaluate using the DBR-Design Based Research methodology. In this theoretical framework we suggest the use of educational technologies, that make design for learning more explicit and shareable, towards a Scholarship of Teaching/Learning (Boyers, 1990). From the assumptions presented, we maintain that quality teaching is generated by a design for learning that is sage, iterative, partecipative, situated, eclectic. We conclude with the Brunelleschi’s egg anecdote. Because no person better than messer Brunelleschi (and his extraordinary design for an innovative dome) can be borrowed to speak about design.