C8292 - DIDATTICA INNOVATIVA NEI CONTESTI FORMALI

Learning outcomes

At the end of the course, students will: - demonstrate knowledge and understanding of the main theoretical and methodological models of innovative teaching applicable to formal educational contexts, with particular attention to instructional mediation processes and the social construction of knowledge; . demonstrate knowledge of the main European and international frameworks related to digital competences and innovative teaching; - be able to identify and select appropriate instructional mediation strategies to promote effective teaching and learning processes; - be able to critically analyse cases of educational innovation implemented in different educational contexts; - be able to design learning pathways aligned with learning objectives and students' educational needs, integrating active learning methodologies and digital technologies; - be able to select and effectively use digital tools and learning environments to support teaching and learning processes; - be able to identify appropriate teaching strategies to critically address emerging educational challenges and complex problems; - be able to critically reflect on their own instructional design and methodological choices and adapt them according to the educational context, the characteristics of the learner group, the intended learning outcomes, and relational dynamics; - be able to work collaboratively to design, document, and evaluate educational innovation projects, developing collaboration, negotiation, and problem-solving skills; - be able to integrate pedagogical reflection with practical experimentation, establishing meaningful connections between educational theory and practice.

Course contents

• Identification of the main theories and stages in the development of instructional mediation, from formal educational contexts to informal learning environments and integrated educational systems.
• Knowledge of the characteristics of formal and informal educational services and of the key aspects of instructional design.
• Development of complex analyses of the main methods and tools of instructional mediation in relation to different theoretical models.
• Presentation and critical discussion of the main theoretical perspectives on emerging learning environments and educational settings.
• Design and development of projects focused on the management of innovative learning environments integrated with traditional educational settings.
• Development of independent critical reflection to support effective communication and collaboration with the various professionals working in educational contexts, particularly in schools and museums.

Readings/Bibliography

For all attending and non-attending students:

Mandatory texts

• Panciroli C., a cura di, Elementi di didattica post-digitale, BUP, Bologna, 2021 (firs part).
• Bonaiuti G., Calvani A., Ranieri M., Fondamenti di didattica. Teorie e prassi dei dispositivi formativi, Carocci, Roma, 2016 (capp. 1, 2 e 4).
• Rivoltella, P.C., Neurodidattica. Insegnare al cervello che apprende. Raffello Cortina editore, Milano, 2024 (capp. 3,4,8 e 9)

A text of your choice

• Panciroli C. (Eds.). Educare nella città. Percorsi didattici interdisciplinari. FrancoAngeli, Milano, 2018 (First part: ch. 1 and 3 lemmas of your choice on quality elements. Second part: 2 chapters to be chosen for each of the three thematic areas).
  
• Macauda A., Arte e innovazione tecnologica per una didattica immersiva, FrancoAngeli, 2018.

The course programme also applies to Erasmus students. Erasmus students are invited to contact the teachers to discuss, where appropriate, any alternative arrangements for the examination.

Teaching methods

• Interactive lectures
• Group work
• Case studies
• Virtual visits
• Self-directed learning activities

Assessment methods

Written exam. The exam consists of two parts:

Part I: An individual exam, completed without the use of Artificial Intelligence tools, consisting of both open-ended and closed-ended questions. This part is designed to assess students' knowledge, understanding of the course content, and ability to apply the concepts covered during the course.

Part II: The production of a written exam with the support of Artificial Intelligence tools, used consciously and critically as cognitive support. This part also requires a metacognitive reflection on the interaction with AI, aimed at analysing the strategies adopted, critically evaluating the generated outputs, and discussing both the added value and the limitations of AI's contribution to the learning process and the development of the written exam.

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Teaching tools

• Further reading materials and lecture slides
• Multimedia resources (images, documentary videos, film trailers, etc.)
• The University of Bologna Virtual Learning Environment
• Digital environments and Artificial Intelligence-based tools
• MOdE – Museo Officina dell'Eduazione, University of Bologna
• Seminars with experts

For students with special needs and students coming from other cultures, please contact the teacher

Office hours

See the website of Chiara Panciroli

See the website of Anita Macauda