B5336 - Media, Teaching and Education (1)

Learning outcomes

At the end of the course the student acquires knowledge of conceptual frameworks and methodological tools in relation to Media Literacy Education, with particular reference to the integration of educational technologies and digital media in learning. The expected learning outcomes with regard to knowledge and understanding are: to recognize the main concepts of learning technologies and Media Literacy Education; to know methods and techniques of interaction in the educational context; to know the issues, methods and tools of Blended Learning. The expected learning outcomes regarding the ability to apply knowledge and understanding are: to analyze media texts in a learning situation; to manage integrated learning situations (Blended Learning).

Course contents

The course provides an overview of the relationships between learning, teaching and education. The content covered corresponds to the modules that make up the course.

1. Educational communication. Fundamentals and characteristics

2. Literary culture and screen culture

3. Digital screens and developmental age: opportunities and risks

4. Media in education: virtues and vertigo

5. Artificial intelligence and education

 

Readings/Bibliography

1. C. Panciroli, P.C. Rivoltella (eds)(2025), Didattica delle New Literacies, Mondadori, Milano, capitoli 1, 2, 3, 5.

2. Tisseron, S. (2024). 3-6-9-12. Diventare grandi con gli schermi digitali. Brescia: Scholé.

3. Teaching materials made available online.

Students with SLDs or temporary or permanent disabilities: we suggest that you contact the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) and your lecturer immediately to discuss the most effective strategies for attending lectures and/or preparing for exams.

Teaching methods

The course is divided into five modules, each lasting one week (six hours).

Each module, except for the introductory one, which will be delivered traditionally in the classroom, is structured as a Situated Learning Episode (SLE) consisting of three phases:

a) preparatory phase: at home. Students watch a video lesson, study the relevant pages of the course texts and carry out a micro-activity with the help of a worksheet (job aid) prepared by the teacher

b) Practical (2 + 2 hours): in the classroom. The teacher begins the lesson with a conceptual framework and assigns a small group task. Once the task is completed, the groups share and discuss their work.

c) Restructuring (2 hours): in the classroom. The teacher reviews errors and misconceptions and relates the elements that have emerged to the conceptual framework (retrospective lesson).

Generative Artificial Intelligence is expected to be used to support the activities.

 

Assessment methods

The course assessment is divided into three stages:

1) Students produce a micro-activity for each module (except the first and the last one). For assessment purposes, they choose the two they consider best. They then carry out a self-assessment with the support of AI. They submit the activity, the AI assessment and their comments to the teacher.

2) Students produce two group activities. These are presented and discussed in the classroom during the lesson dedicated to the practical phase.

3) The teacher assesses the individual activities, the group activities and the final exam in oral form.

For the purposes of calculating the final mark, the percentage weighting of each stage of the assessment is as follows:

1) Individual activties: 25%

2) Group works: 25%

3) Final exam: 50%

With regard to assessment, limited, declared and non-substantial use of AI is permitted for support activities (summarising, rephrasing). Substantial use of AI to complete parts of the examination is not permitted.

Students with SLDs or temporary or permanent disabilities: it is recommended that they contact the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: who will propose any necessary adjustments to the students concerned. These adjustments must be submitted 15 days in advance for approval by the lecturer, who will assess their suitability in relation to the course objectives.

 

Teaching tools

The course uses the Panopto platform for video viewing and the Virtual learning environment for the availability of teaching materials and course-related communication.

Office hours

See the website of Pier Cesare Rivoltella