Learning devices: in the wake of a mutation.

School devices and related architectures that we inherited from the 20th century give testimony of a transformation that on the Millennium ridge has increasingly assumed the character of a radical change that challenges research, design and practices. The 'mechanical' teaching-learning device of modernity is leaving more and more space to an organismic, ecological and networked vision, centered on an integrated model of the human mind, including biology, culture and technology (Piredda - Di Francesco, 2012).
Spaces for learning and educational and didactic action are then getting reconfigurated in a new perspective (Dumont-Instance-Benavides, 2010; CELE, 201; Biondi-Borri-Tosi, 2016; Fondazione per l’architettura, 2016)