Main Article Content


Progressive Design Method (DPM) attempts to connect the Experiential Learning perspective with Knowledge Building model. The aim of the present study was to analyze the implementation of PDM in terms of patterns of online participation and interaction, and the relationship between online participation and interaction with participation in F2F meetings. The implementation was introduced in a Guided Practical Experience at the University of Valle d'Aosta, involving 17 students in their 2nd year of a Psychological Sciences and Techniques degree course. Following PDM, the students worked in teams to create a project about the use of digital technology in school or other formative contexts. An online environment, Knowledge Forum (KF), supported the activity with specific areas (views) where students could present themselves, analyse the KB model and share their project. The project was developed in different steps and after each step each team received a feedback from all the members of the community via KF. The results for participation show a positive correlation between notes written and read in each view, as well as a correlation between notes read between different views. We also found a correlation between Weighted Indregree and Outdegree in each view. Finally, F2F participation correlated with the total number of notes written and read and with the total number of Weighted Indegree and Weighted Outdegree. Implications of these results for DPM implementations are discussed.


Experiential learning Knowledge Building online environments collaborative learning Progressive Design Method

Article Details

Author Biography

Stefano Cacciamani, University of Valle d'Aosta

Departement of Social and Human Studies Associate Professor
How to Cite
Cacciamani, S. (2017). Experiential Learning and Knowledge Building in Higher Education: an Application of the Progressive Design Method. Journal of E-Learning and Knowledge Society, 13(1).