The course provides students with the knowledge and skills necessary to conceive effective proposals for designing learning environments.
to. Understanding the conceptual basis of the "learning environments" approach;
b. Define and connect the technical and narrative dimensions of the design of open environments;
c. Distinguish models and tools for the evaluation of learning environments;
d. Understand the role of the trainer in the design and evaluation of learning environments;
1. Analyze the training impact of some learning strategies-environments and identify the most appropriate usage contexts: in the classroom, outside the classroom and beyond the classroom;
2. Analyze and design effective proposals for designing learning environments, including through the use of technologies;
2.1 problem detection and needs analysis
2.2 purposes, training objectives and teaching objectives
2.3 training methodologies and learning environment resources
3. Select and adopt evaluation strategies and tools
References and conceptual tools for the design of "learning environments";
• Constructivist vision and the theorization of learning environments;
• David Jonassen's problem-centered learning environments;
• Models and metaphors of "learning environment";
• Examples of classroom learning environments, extra classroom and beyond the classroom: content distribution, professional portals, authentic tasks, apprenticeships, action learning, cooperative learning, outdoor training, educational environments.
2 - Design practices
• Training and design devices;
• The design process;
• Planning of training processes for the acquisition and improvement of skills;
• Project writing techniques;
• From the training project to the teaching script: needs analysis, the definition of training and teaching objectives, methodologies, evaluation design;
• Design of learning environments with the integrated use of technologies;
• Educational uses of classroom technologies: learning objectives and overview of available tools.
3 - Evaluation
• Evaluation: definitions and approaches;
• Evaluation: tasks, artifacts and concept maps;
• The systemic approach to evaluation;
• Authentic assessment;
• Evaluation planning and evaluation design.
LIPARI Domenico, Progettazione e valutazione nei processi formativi, Edizioni Lavoro, Roma 2009
TORRE Emanuela M., Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori, Carocci, Roma 2014
ROSSI Pier Giuseppe, Tecnologia e costruzione di mondi. Post-costruttivismo, linguaggi e ambienti di apprendimento, Armando, Roma 2009
ARDIZZONE Paolo, RIVOLTELLA Pier Cesare, Media e tecnologie per la didattica, Vita e Pensiero, Milano 2008
CASTOLDI Mario, Progettare per competenze. Percorsi e strumenti, Carocci, Roma 2011
Dispensa a cura di CAPUTO Beniamino, Linee di progettazione e Valutazione per la costruzione di ambienti efficaci di apprendimento
As far as possible, the course method aims at forming an experience of learning environments through the participants’ involvement in the activities both in classroom and online. The participation in online activities might be an alternative to the study of some texts, or part of them, for the exam. For this reason, attending lectures is highly recommended.
The lectures consist of:
• Frontal lessons
• Online activities
• Analysis of texts and film material
• Discussion on chosen subjects and indicated material
• Practice exercises
E-learning space dedicated to the course.
Beyond the lecture activities, in the online space on Moodle, it will be possible to share materials, exchange and realize the project work. In this space, there will be the contents of the lectures. Space will be available until the end of the exams.
|ARDIZZONE Paolo, RIVOLTELLA Pier Cesare||Media e tecnologie per la didattica||Vita e Pensiero||2008|
|CASTOLDI Mario||Progettare per competenze. Percorsi e strumenti||Carocci||2011|
|Lipari D.||Progettazione e valutazione nei processi formativi||Roma: Edizioni Lavoro.||2002|
|ROSSI Pier Giuseppe||Tecnologia e costruzione di mondi. Post-costruttivismo, linguaggi e ambienti di apprendimento||Armando||2009||978-88-6081-638-2|
The learning assessment will be made for all students through two different assessment tolls:
• A written examination with some open questions and some closed questions;
• A short paper (abstract) on the content of the course starting from a chosen chapter of the bibliography (or a topic presented during the lectures, for those who attend classes)
Before the written task, the students must submit short paper according to the following guidelines:
• Short paper (abstract maximum 5 pages) for those who attend classes
• Short paper (abstract at least 8 pages) for those who do not attend classes
Participation in the project work constitutes an element of evaluation for the examination.
The abstract must be sent to firstname.lastname@example.org at least 7 days before the written exam.
For the purpose of the exam grade, will be considered (for those who attended the course or at least the on-line laboratory):
• Written examination, up to 15 points;
• Short paper, up to 7 points
• Project work, up to 8 points
For non-attending students who do not participate in project work activities, the evaluation will be focused on the quality of the abstract and on the written test.