Educational objectives Specific objectives: The Integrated Design for Digital Education Studio stands as a transdisciplinary teaching between the field of Digital Education - related to Sociology of Cultural and Communicative Processes area - and the discipline of Design - afferent specifically to Design of Visual and Multimedia Communication area - which investigates the critical design role and the function/fruition of different visual media languages and artifacts in enhancing the acquisition of key competencies in citizens towards a democratization to digital culture. For decades, this issue has been at the center of public, political and scientific debate and it’s often approached from a multidisciplinary perspective by thinking about the design, pedagogical, psychological, organizational, evaluative and social implications of its application and experimentation related to different social issues. The strong impact of digital environments and services on learning processes, relational dynamics of citizens, perceptual processes of reality, as well as on the dynamics of socialization and construction of identity, induces the world of research and the profession to critically form visual and multimedia communication designers who carry responsibility and are aware of the ethical-cultural, social and educational role of designing hybrid communicative artifacts – between analog and digital dimensions, i.e. phygital – that respond to the educational needs of today's and future digital society, as expressed in Agenda 2030: Inclusive, sustainable and digital.
DIGITAL EDUCATION
Specific objectives: The "Digital Education" module – theoretical/critical – focuses on the strategies, tools and project actions aimed at the identification of the starting educational, social, cultural and pedagogical needs, from the availability of the resources of the educational context of reference, as well as the educational or didactic objectives underlying the process up to the design of the innovative teaching tools and methodologies of social experimentation and evaluation of the effectiveness of the triggered educational process. The student should acquire cultural, sociological and normative as well as semantic knowledge about the meanings and contexts of application and social research of Digital Literacy and Digital Education, with reference to international frameworks on the systematization and application of digital citizen competencies, highlighting their dimensions, indicators, descriptors, proficiency levels and application examples. The student will also acquire skills and competencies on the design of educational media processes that define and guide the prototyping and experimentation of media artifacts in the field of design.
DESIGN FOR LEARNING Specific objectives: The "Design for Learning" module – experimental/critical – focuses on the design capacity – strategical, practical and educational – towards the project of the educational artifact. The teaching, on the one hand, will offer the tools of research and thinking proper to Design – drawing from the disciplines of UX Research, Service Design, Design Thinking and Instructional Design up to Design Education – and, on the other hand, the knowledge and application of the proper design principles - hooking on Universal Design for Learning and declined according to the specific typology of artifact - in relation to the pedagogical objectives and learning methodologies chosen. Therefore, the student will acquire the necessary methods and tools of the communicative artifact of design for learning. For this reason, the two modules – of which the course is composed – run in parallel to provide media design skills in education by offering factual, conceptual, procedural, and metacognitive knowledge and skills for researching, designing, testing, and evaluating a complex educational communicative artifact. These skills will be tested as part of experimental and design activities through the development of thematic and semester-long project work.
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Educational objectives DESIGN FOR LEARNING Specific objectives: The "Design for Learning" module – experimental/critical – focuses on the design capacity – strategical, practical and educational – towards the project of the educational artifact. The teaching, on the one hand, will offer the tools of research and thinking proper to Design – drawing from the disciplines of UX Research, Service Design, Design Thinking and Instructional Design up to Design Education – and, on the other hand, the knowledge and application of the proper design principles - hooking on Universal Design for Learning and declined according to the specific typology of artifact - in relation to the pedagogical objectives and learning methodologies chosen. Therefore, the student will acquire the necessary methods and tools of the communicative artifact of design for learning. For this reason, the two modules – of which the course is composed – run in parallel to provide media design skills in education by offering factual, conceptual, procedural, and metacognitive knowledge and skills for researching, designing, testing, and evaluating a complex educational communicative artifact. These skills will be tested as part of experimental and design activities through the development of thematic and semester-long project work.
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Educational objectives DIGITAL EDUCATION
Specific objectives: The "Digital Education" module – theoretical/critical – focuses on the strategies, tools and project actions aimed at the identification of the starting educational, social, cultural and pedagogical needs, from the availability of the resources of the educational context of reference, as well as the educational or didactic objectives underlying the process up to the design of the innovative teaching tools and methodologies of social experimentation and evaluation of the effectiveness of the triggered educational process. The student should acquire cultural, sociological and normative as well as semantic knowledge about the meanings and contexts of application and social research of Digital Literacy and Digital Education, with reference to international frameworks on the systematization and application of digital citizen competencies, highlighting their dimensions, indicators, descriptors, proficiency levels and application examples. The student will also acquire skills and competencies on the design of educational media processes that define and guide the prototyping and experimentation of media artifacts in the field of design.
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Educational objectives Specific objectives: The course aims to provide students with the main methodological guidelines in the field of educational planning for heritage and to provide knowledge about the construction and use of main tools for data collection. At the end of the course, the student will be able to apply theoretical concepts to design educational and enhancement interventions in contexts of material and intangible heritage, as well as identify the teaching methodologies most consistent with the reference educational context, together with knowing and understanding critically the dynamics of educational planning and evaluation for cultural heritage. Verification of learning will be carried out through a written assessment test characterized by closed stimulus questions and closed answers.
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Educational objectives Specific objectives: The course aims to provide students with the knowledge and use of main tools for data collection, enhancement and use of tangible and intangible artistic heritage such as Object-Based Learning, Digital Storytelling and use of Augmented, Immersive and Virtual Reality. Particular attention will be given to the analysis of the categories of public and of the context, in order to identify ways to activate educational paths, enhancement and use of the heritage as personalized as possible with respect to the educational, social, personal and cultural characteristics of the recipient users. of actions. The course includes the analysis and in-depth study of particular best practices in the field of heritage education and its enhancement, coming from different national and international contexts, in order to encourage students to be willing to explore the perspectives of research in the field. of use of the assets. At the end of the course, the student will be able to apply theoretical concepts to design educational and enhancement interventions in contexts of material and intangible heritage, as well as identify the teaching methodologies most consistent with the reference educational context, together with knowing and understanding critically the dynamics of educational planning and evaluation for cultural heritage. Verification of learning will be carried out through a written assessment test characterized by closed stimulus questions and closed answers.
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Educational objectives CULTURAL HERITAGE LITERACY
Specific objectives: The course aims to provide students with the main methodological guidelines in the field of educational planning for heritage and to provide knowledge about the construction and use of main tools for data collection. In particular, the specific objectives that will be addressed during the course are the following: acquire theoretical and methodological foundations of the empirical and experimental investigation in the educational field for cultural heritage; identify and use the main data collection tools in the context of heritage education; formulate research projects in the educational field that respond to the educational needs of a given cultural context. The course includes the analysis and in-depth study of particular best practices in the field of heritage education and its enhancement, coming from different national and international contexts, in order to encourage students to be willing to explore the perspectives of research in the field. of use of the assets. At the end of the course, the student will be able to apply theoretical concepts to design educational and enhancement interventions in contexts of material and intangible heritage, as well as identify the teaching methodologies most consistent with the reference educational context, together with knowing and understanding critically the dynamics of educational planning and evaluation for cultural heritage. Verification of learning will be carried out through a written assessment test characterized by closed stimulus questions and closed answers.
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