A mixed model of pedagogical innovation was implemented, combining advanced technology in a microscopy classroom with informal learning methods. A practical session on muscle structure and function was conducted in the Environmental Animal Physiology course (4th year of the Biology degree) with the objectives of:
(1) fostering peer collaboration,
(2) encouraging creativity through microscopic imaging, and
(3) developing an Instagram-based group activity to enhance communication and knowledge exchange.

Method:
The study took place in the MoticNet Digital Room (Faculty of Biology), where 25 microscopes were connected via Wi-Fi, enabling simultaneous image sharing on a big screen. A mobile application allowed students to acquire, store and share images. Before the session, students completed a Moodle Lesson on histological staining methods, which included self-paced modules, interactive content and assessments. After the practice session, the students completed a Moodle Task to present and discuss the results they obtained. Additionally, they captured a photograph representing muscle structure with artistic value, which was uploaded to an Instagram account and evaluated in a contest with open voting. Participants rated peer submissions, posted comments and received explanatory texts from the teaching staff. The acceptance of the technological classroom was assessed via a five-statement survey (scale 1=total disagreement to 5=total agreement). The effectiveness of the photography contest was evaluated by analysing Instagram participation.

Results:
All participants (n=25) rated the practice as useful (4 or 5) for understanding theoretical concepts. 88% rated the Moodle Lesson positively (4 or 5). The microscopy classroom as a debate tool was rated 4 or 5 by 96% of students. In response to "The use of smartphones and social media has enhanced my curiosity and knowledge exchange," 64% responded with 4 or 5, 20% with 3, and 16% with 1 or 2. The photography contest sparked curiosity and imagination for 76% (rated 4 or 5). The Instagram account had 28 followers and 1,828 views, with an average of 68 views per photo. Likes ranged from 6 to 15, but interaction was minimal, with only 6 photos receiving comments. The average grade for the practice was 9.33 (SD = 0.47) out of 10, while the average for the other three laboratory practices in the course was 9.12 (SD = 0.25). When comparing the grades of the four practices running a one-way repeated measures ANOVA, the p-value was 0.051.

Conclusions:
The digital Classroom MoticNet represents a leap in the teaching quality of the Faculty of Biology. There was unanimous positive feedback regarding the advanced technology in the microscopy classroom, the incorporation of self-learning tools on Moodle Lesson and the use of informal learning tools (smartphones and the photography contest). The academic results showed marginally significant differences between the four lab practices of the course. However, online debate participation was unexpectedly low. Possible explanations include:
(1) the debate was introduced late in the academic period, coinciding with exams,
(2) the daily upload schedule and lengthy texts may have been excessive, and
(3) students may associate Instagram with leisure, seeking less intellectually demanding content.

Future iterations of this practice, applied in other faculty courses from other degrees, will incorporate modifications to test these hypotheses.

Keywords: Technology, informal learning, biology.