Learning objectives
At the end of the course, students will be able to consider, plan and design learning pathways that consider inclusive education and differentiated needs in language teaching.
In particular, they will develop skills related to:
- understanding the principal theories of Instructional Design
- planning of courses starting from macroplanning
- using basic theoretical-methodological tools
- focusing on informatic tools to support didactic
Prerequisites
None
Course unit content
This course has a practical nature and aims to present methods and tools for teaching online and in presence to train professional figures (teachers, experts in writing of teaching materials, professional figures in inclusive language education, or instructional designers).
Full programme
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Bibliography
Recommended readings and other learning tools will be suggested during the classes.
Further information will also be available on Elly.
Teaching methods
Blended lectures, individual and group-based work, project work, online delivery of materials and self-assessment tools.
Assessment methods and criteria
Attending students:
Students will be required to produce two papers, during the course, to be refined and concluded as the skills acquired increase and with the support of group work and classroom lecturers in face-to-face lectures.
Final papers will be handed in at the end of the course and will be commented on with the teacher in a final oral test.
Non-attending students:
Students will be required to produce a paper and pass a test with multiple-choice questions on the course content and an oral interview afterwards in which the paper handed in will be commented on.
ASSESSMENT CRITERIA
For attending students the final mark is the result of the scores obtained as follows:
Final paper (50%) final oral examination (50%).
For non-attending students the final mark is the result of the scores obtained as follows: test (50%), final paper (30%) final oral examination (20%).
A fail is determined by a substantial lack of an understanding of the minimum content of the course or to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30 is determined by the student’s understanding of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Moreover, a pass is due to only partial competence in applying the knowledge acquired.
Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (2627/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
More and precise information regarding the test will be communicated on the Elly platform.
Other information
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2030 agenda goals for sustainable development
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