16692 - Computer Science Lab-based Course (G.B)

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education

Academic Year 2022/2023

Learning outcomes

At the end of the course the student: - understand the fundamental structure of the Internet as a packet-switched network and the main services offered by the World Wide Web, such as e-mail, instant messaging, remote connections, the evolution of social network services ("Web 2.0"), the process to identify and select information available on the Web. The student, furthermore: as able to use spreadsheets (operations, functions, graphs), and to manage database (construction of tables, reports, forms, and queries).

Course contents

The introduction of digital technologies in & out of school represent a relevant topic that require to be adequately plan and manage within any organizational context (public and private).

In this scenario, education professionals should develop digital competences not only related to the technical and practical use of hardware and software applications, but above all related to a clear pedagogical and educational framework (for example the European framework "DigCompEdu", 2017).
How to activate inclusive processes through the use of digital technologies?
This lab presents environments, tools and strategies which can be activated to support didactic and social inclusive processes.


  • CAST (2011). Universal Design for Learning (UDL) Guidelines version 2.0. Wakefield: Author. Traduzione in italiano versione 2.0 (2015) a cura di G. Savia e P. Mulè, http://www.udlcenter.org/sites/udlcenter.org/files/UDL%20Linee%20guida%20Versione%202.0%20ITA.doc
  • LINEE GUIDA IN MATERIA DI ACCESSIBILITÀ DELLE INFORMAZIONI - Agenzia Europea per i Bisogni Educativi Speciali e l’Istruzione Inclusiva, 2015, https://www.european-agency.org/sites/default/files/Guidelines%20for%20Accessible%20Information_IT.pdf
  • Ferrari, Luca, Il digitale a scuola. Per una implementazione sostenibile., Milano, Franco Angeli, 2017, pp. 157 (MEDIA E TECNOLOGIE PER LA DIDATTICA).
  • Ferrari, Luca; Cinotti, Alessia, La scuola primaria in El Salvador. Politiche e ricerche per l’educazione inclusiva., «FORMAZIONE & INSEGNAMENTO», 2017, 2, pp. 437 - 444, http://ojs.pensamultimedia.it/index.php/siref/article/view/2368
  • Ferrari, Luca, L'introduzione del "coding" nella scuola: da déjà vu a opportunità di co-evoluzione tra le didattiche e le tecnologie digitali per l'inclusione, «PEDAGOGIA OGGI», 2016, 2, pp. 196 - 208, https://www.siped.it/wp-content/uploads/2016/11/pedagogia-2_2016- 041116_Parte11.pdf [https://www.siped.it/wp-content/uploads/2016/11/pedagogia-2_2016-%20041116_Parte11.pdf [https://www.siped.it/wp-content/uploads/2016/11/pedagogia-2_2016-%20041116_Parte11.pdf%20[https://www.siped.it/wp-content/uploads/2016/11/pedagogia-2_2016-%20041116_Parte11.pdf]
  • Institute for Teaching and Learning Innovation. Peer Instruction. http://www.uq.edu.au/teach/flipped-classroom/docs/FAB/FABPeerInstructionTipsheet.pdf
  • TEAL (2013). Deeper Learning through Questioning. https://lincs.ed.gov/sites/default/files/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf

Teaching methods

The format of the laboratory will be interactive and workshop-based. Individual and small group activities will be promoted.

Assessment methods

The evaluation will concern:
- active participation
- individual or group learning artifact production
- the ability to link the learning contents with the personal experience.

Office hours

See the website of Luca Ferrari