B5385 - Audiovisual Media Education (1) (LM)

Learning outcomes

The course aims to promote theoretical and practical knowledge about film and audiovisual in educational and teaching contexts (film education and screen education). At the end of the course, students will have acquired: - skills and methods for designing lesson plans with audiovisual tools and materials; - skills for designing film/screen/media literacy educational projects; - skills in the use of audiovisuals to support training and educational activities, in school and informal education contexts.

Course contents

The course is developed according a media archeology point of view and focuses on audiovisual teaching. The content covered corresponds to the modules that make up the course.
1. The visual brain and visual teaching
2. Audiovisual media as language and culture
3. Audiovisual analysis: an evolutionary interpretation
4. Strategies and methodologies for pedagogical integration
5. Educating students to think criticallya=1

Readings/Bibliography

1. Rivoltella, P. C. (1991). Per una lettura simbolica del film «Medea» di Pier Paolo Pasolini. In A. Cascetta (ed.), Sulle orme dell'antico. La tragedia greca e la scena contemporanea, Vita e Pensiero, Milano, pp. 263 -282.

   
   
2. Rivoltella, P.C. (1998). L'analisi dei testi audiovisivi in situazione formativa, in P.C. Rivoltella (ed), L'audiovisivo e la formazione. Metodi per l'analisi, CEDAM, Padova, pp. 3-38.
   
   
3. Rivoltella, P.C. (1995). Quale metodologia per il cineforum, in D.E. Viganò (ed), Chiesa e cinema. Una storia che continua, Centro Ambrosiano, Milano, pp. 49-64.
   
   
4. Rivoltella, P.C. (1998). Parola, scrittura, audiovisivo. Quali potenzialità formative? in P.C. Rivoltella, Come Peter Pan. Educazione, media e tecnologie oggi, GS, Santhià, pp. 87-110.
   
   
5. Rivoltella, P.C. (1998). Fare video a scuola, in P.C. Rivoltella, Come Peter Pan. Educazione, media e tecnologie oggi, GS, Santhià, pp. 111-121.
   
   
6. Rivoltella, P.C. (2005). Il cinema luogo di educazione, tra scuola ed extra-scuola, in Malavasi, P., Polenghi, S., Rivoltella, P.C. (eds), Cinema, pratiche formative, educazione, Vita e Pensiero, Milano, pp. 67-88.
   
   
7. Materials provided by the lecturer and made available online.

All essays will be made available by the lecturer on the Virtual platform.

Students with learning disabilities or temporary or permanent disabilities: please contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) and the lecturer immediately to discuss the most effective strategies for attending lectures and/or preparing for the exam.

 

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 in the traditional manner, is structured as an Episode of Situated Learning Episode (ESL) consisting of three phases:

a) preparatory: at home. Before the lesson, 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 groups have completed their work, they share and discuss their findings. The teacher encourages reflection, corrects errors and guides the debate.

c) Restructuring (2 hours): in the classroom. The teacher revisits 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 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) The teacher assesses the group work based on the presentation and discussion held in class during the lesson dedicated to the practical phase.

3) The teacher assesses the final exam in written form.

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

1) Self-assessment: 25%

2) Group work: 25%

3) Final exam: 50%

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