Course program
MODULE I: Learning and Technologies
Unit 1: Technologies and Teaching: Historical Overview.
Reasons for technology in schools (from digital natives to digital wisdom); history of computer introduction in schools: from CAI-type programs to hypermedia, to the use of the Internet for sharing and collaboration.
Unit 2: How Teaching and Learning Occur (active and collaborative learning)
Unit 2 presents two metaphors of learning - "learning by doing," which echoes the educational philosophy of J. Dewey and active schools; "learning through interaction with others," which recalls the concepts proposed by L. Vygotsky and J. Bruner, introducing the idea of school as a Learning Community. It also introduces the concept of technologies as educational devices serving learning.
Unit 3: The Trialogical Model of Learning
This unit will propose the shift from a monological to a trialogical model and will address the first five principles of the trialogical approach, guidelines intended to support the design of pedagogical scenarios based on technology use aimed at the collaborative construction of knowledge artifacts.
Unit 4: Technologies at the Service of Collaborative Learning
The sixth principle of the trialogical approach concerns the design and conduct of collaborative activities supported by technologies. Techniques and strategies to foster collaboration are provided, and some technological tools useful for the construction of artifacts within a class as a community are illustrated.
MODULE II: Technologies as Learning Resources
Unit 5: Educational Technologies
Digital teaching and educational technologies are two frameworks with specific characteristics to highlight in order to discover the best uses for instructional design and classroom management, such as BYOD logics. A specific focus is then necessary on the relationship between new technologies, assessment, and feedback. This part concludes with the discussion of platforms in the more complex sense of learning environments.
Unit 5: Media Education
What is meant by Media Education and what is its relationship with critical skills and active citizenship? How does the virtual enter our relationships, in the construction of identity, and in learning paths? How to coherently bring all this into the classroom? These are the questions this module answers.
Unit 7: Paths and Strategies
Rather than discussing "the effectiveness of technologies," it would be more useful and interesting to clarify under what teaching conditions they can positively influence learning. It thus becomes essential to include technologies in a broader discussion of learning communities and connected schools where digital skills play a central role in citizen education. In this sense, strategies based on edutainment are also - but not only - useful.
Unit 8: Disciplinary Teaching and Technologies. Artificial Intelligence in Teaching
From Italian to mathematics to geohistory, what environments, tools, and methodologies can support a hybrid, but participatory and meaningful teaching? We will learn about the importance of computational thinking, open problems, and, in general, the role of digital in and for practices. Finally, special attention will be given to Artificial Intelligence: uses and impacts in teaching and learning.
MODULE III: Critical Reflection on the Journey
Module III does not propose additional content, but an activity of remote restitution aimed at proposing a critical reflection on the path, the contents, and the activities proposed. The activity will be conducted via a Webinar.
Prerequisites
Familiarity with offline and online individual productivity packages (word processing, presentations, email, virtual drives, etc.) and with internet browsing.
Frequency
Attendance at the proposed activities is optional, although strongly recommended. Additionally, beyond watching the video lectures, a thorough study of all the indicated texts is absolutely necessary for the exam. This comprehensive approach ensures that students not only engage with the interactive components of the course but also develop a deep understanding of the theoretical framework and content needed to succeed in the final assessments.
Exam mode
For students participating in the interactive activities of the course, the assessment will consider the quality of participation and the artifacts produced, assigning a score to these aspects up to a maximum of 4 total points. Through these activities, the ability to apply and understand knowledge, independent judgment, and communication skills are evaluated.
To assess the knowledge acquired, a written test will be administered during the final exam, focusing on the study texts and course handouts. The test will consist of 5 multiple-choice questions (10 points), 3 sequences of 5 true/false statements (6 points), and 5 short-answer questions. Of these last questions, the best 4 answers out of the 5 provided will be evaluated (16 points). The total points for the test are 32, to which the total points obtained in interactive activities will be added. Scores of 31 or higher will receive honors.
Note: For a better handling of the open-ended questions related to Module 2 (Text by Rivoltella - Rossi), students must be able to respond to the activation prompts that precede the corresponding video lessons.
The final exam's written test will last 1 hour.
Lesson mode
In line with the online mode of the degree program, the course in question is structured into two main parts: online resources for instructional delivery, and activities designed for interactive teaching. The course content (syllabus) is organized into two modules, each consisting of four units. The third module concludes the teaching, does not introduce new content, but provides students with a space for critical reflection on what has been studied and undertaken. Technologically, the e-learning platform is based on Moodle version 3.0. The presentation of the content of the teaching units is carried out through video lectures, presentations integrated with video lectures, readings of scientific articles, and book chapters. Each unit consists of a series of video lectures which, after being recorded through an information system and a dedicated application, are uploaded weekly by instructors/tutors to the course's homepage. The number of lectures varies according to the extent of the content in each teaching unit. The course lasts 9 weeks. Each week, the contents of one teaching unit are made available to the students, which will then be the focus of interactive activities (assessment tests, discussions, construction of collaborative artifacts). The contents of the units already "revealed" will remain accessible to students.
The abilities to apply and understand the content, to judge independently, and to communicate what has been learned are enhanced by the following activities:
a) Short interventions made by participants through themed discussion forums or based on questions and answers;
b) Collaborative drafting of reports, documents, essays via wikis or online collaborative word processing tools, shared glossaries;
c) Group work structured in assignments and work procedures that guide students in producing an artifact;
d) Webinars for setting up and presenting results aimed at all participating students or a subgroup;
e) Conducting assessment tests and reading feedback associated with correct and incorrect responses.
In the micro-design phase of teaching, instructors will decide on an appropriate mix of interactive activities to offer students. Participation in these activities is always optional and is encouraged with the assignment of additional points to be added to the exam grade.
