Learning objectives
On successful completion of the module, students will be able to:
- recognize the main concepts and tools of instructional design (knowledge and understanding);
- identify and understand the main theoretical and methodological approaches to instructional design (knowledge and understanding);
- understand the principles and methods of assessment (knowledge and understanding);
- hypothesize and plan an instructional project and/or an assessment device (applying knowledge and understanding);
- present an individual or group work project using the concepts and the methods acquired during the course (communication skills);
- apply theory critically to analyse professional experience (making judgements);
- consult relevant literature to plan and develop their own designs (learning skills);
- evaluate one's own performance and define a personal development plan (learning ability).
Prerequisites
Registration on the Elly page of the course.
Course unit content
The following themes will be addressed during teaching:
- the meanings and contexts of educational/training design;
- the approaches and models of designing educational/training interventions;
- the stages of designing an educational/training course;
- the construction of learning objectives;
- the teaching strategies;
- the functions and moments of assessment;
- the tools and methods of assessment;
- the promotion and evaluation of skills;
- evaluation in education/training and quality assurance;
- impact evaluation;
- participatory design and co-design.
Full programme
The course aims to offer an overview of the issues that cross the field of educational design showing the direct and indirect links with the experience of those who work in socio-educational contexts as an educational professional.
Bibliography
Susanna Sancassani, Federica Brambilla, Daniele Casiraghi, Paolo Marenghi, "Progettare l'innovazione didattica", Pearson Italia.
Teaching materials (texts / articles / slides) uploaded during the course on the course ELLY page.
Additional textbooks will be indicated later, before the course begins.
Teaching methods
Teaching activities will be conducted by privileging active learning modes (group work, simulations, problem-based learning) alternating with Socratic heuristic lectures (discussion, case studies, seminars), also through the mediation of the resources prepared on the teaching Elly page. These resources are configured as an opportunity for non-attending students to participate in the course of the activities proposed in the classroom.
Students will be invited to form small working groups, within which they will summarize weekly the main content and themes addressed during the lectures (notes). At the middle and end of the course, summary texts of such work will be made available by the lecturer, which should be considered to all intents and purposes an integral part of the teaching material of the course.
Assessment methods and criteria
The assessment of learning will be carried out through a written test on the course contents and activities consisting of a structured part (multiple-choice questions) and a semi-structured part (short open questions, concept maps, etc.). Grade scale: 0-30.
Following the written test, it is also possible to conduct (elective) an oral examination consisting of the presentation of a project/theoretical investigation (project work). Project work must be emailed to the lecturer by the close of exam registration. The methods of elaboration and presentation of the work will be set out during the first lectures in the course and given in detail on the Elly page of the teaching. Grade scale: 0-4.
The following constitute evaluation criteria for the project work and oral test:
- mastery of teaching content/themes (connections, coherence) (0-2 points);
- autonomy of thought (critical reworking, external connections, elements of originality) (0-2 points).
The overall grade of the examination test is the sum of the grades of the written test (0-30) and the oral test (0-4).
Attending students may present the project or theoretical investigation during the last lectures in the course.
Other information
This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda. Particularly: 4. Quality Education
2030 agenda goals for sustainable development
This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda. Particularly: 4. Quality Education
