DOI: 10.18848/2325-128x/cgp/a353 ISSN: 2325-1298

Learning by Preserving

Claudia Tacchella, Carlo Battini, Maria Carola Morozzo della Rocca, Elisabetta Proia, Giulio Lucio Sergio Sacco
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This article aims to present and analyze an adaptable design-oriented educational model developed within the master’s degree in Naval and Nautical Design at the University of Genoa, Italy. The model has emerged from several years of teaching and experimentation within a course dedicated to the conservation and enhancement of Italian nautical heritage. Over time, students have engaged with a variety of different case studies involving historic boats in need of conservation actions. This long-term experimentation has led to the definition of a flexible model that has demonstrated its capacity to adapt to different scenarios while promoting critical thinking, technical competence, and mediation skills. The model is structured as a multiphase process that integrates historical research, boat condition diagnosis, and the simulation of preservation strategies through both manual and digital tools. Real case studies of boats with diverse conditions and contexts are central to the learning experience, fostering interdisciplinary collaboration and direct interaction with real stakeholders such as shipowners, shipyards, and local communities. The model will be described starting from its structure to a possible application, through the most recent case study. It will be shown how the model is grounded in design thinking and its coherence with contemporary pedagogical frameworks by sharing some important pedagogical pillars, promoting authentic learning, learner-centered teaching, and skills-based education. This article discusses the structure of the model, its pedagogical foundations, and its benefits and limitations, highlighting its potential transferability to other design education contexts beyond nautical heritage conservation.

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