Centrality of the task in online teaching. A device for both the mobilization of competences and the realization of feedback between student and teacher


The article presents a Collaborative Research path between teachers and researchers, based on the analysis of practices and their transformation. The focus has been placed on the concept of task, an instrumental artifact that, even in a virtual situation, is configured as: a space for the mobilization of competences (by the pupil) and to observe this mobilization (by the teacher); a tool to support the educational relationship, both in terms of feedback and in terms of interaction and exchange between pupil and teacher; a device within which the teacher can “hide himself” and guide the student in action. The first results have allowed to co-produce a pattern for the design of the meaningful and challenging task, tested in distance learning, but also useful in regular situation of classroom teaching.