Didactics and Technology
A.Y. 2019/2020
Learning objectives
The course aims to provide students with the basics of Didactics, Education technology and Media education with an interdisciplinary approach to the humanities and philosophical research, for training and updating activities.
Expected learning outcomes
Knowledge and understanding
At the end of the course, the student:
- knows the fundamental elements of didactics and pedagogical knowledge and can appreciate their developments
- knows the teaching methods and how use new media to innovate teaching and learning processes
- Understands the function of significant methodological reflections concerning the problems of media education, in particular the conscious use of media in schools and in society.
Ability to apply knowledge and understanding
At the end of the study path, the graduate
- can apply teaching and pedagogical knowledge to the presentation of philosophical problems
- can interpret pedagogical doctrines by relating them to their processing contexts and their respective functions
- can apply the knowledge of teaching to deal with concepts of different interdisciplinary nature.
- can apply the knowledge about educational technologies and media education to innovate teaching processes and develop awareness of the use of the same tools.
At the end of the course, the student:
- knows the fundamental elements of didactics and pedagogical knowledge and can appreciate their developments
- knows the teaching methods and how use new media to innovate teaching and learning processes
- Understands the function of significant methodological reflections concerning the problems of media education, in particular the conscious use of media in schools and in society.
Ability to apply knowledge and understanding
At the end of the study path, the graduate
- can apply teaching and pedagogical knowledge to the presentation of philosophical problems
- can interpret pedagogical doctrines by relating them to their processing contexts and their respective functions
- can apply the knowledge of teaching to deal with concepts of different interdisciplinary nature.
- can apply the knowledge about educational technologies and media education to innovate teaching processes and develop awareness of the use of the same tools.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
First semester
Course syllabus
1. Fundamentals of didactics and teaching methodologies
Basic introduction to the fundamentals of teaching, with a specific focus on the methodologies that suit different purposes and the conditions of learning.
2. Educational and education technologies
The innovations experienced over the past 20 years will be specifically addressed, starting with the spread of new media. The didactic use of media will be analysed with regard to both presence learning and online and blended learning.
3. Media education for schools and for an inclusive society
Media education issues are presented, with particular concern to the responsible use of media in scholastic and educational contexts for the education in inclusive citizenship.
The course is open to all students of the degree course in Philosophy and to all students of other degree courses of the University of Milan who are interested in learning basic theoretical concepts for providing lessons in schools and training contexts.
Basic introduction to the fundamentals of teaching, with a specific focus on the methodologies that suit different purposes and the conditions of learning.
2. Educational and education technologies
The innovations experienced over the past 20 years will be specifically addressed, starting with the spread of new media. The didactic use of media will be analysed with regard to both presence learning and online and blended learning.
3. Media education for schools and for an inclusive society
Media education issues are presented, with particular concern to the responsible use of media in scholastic and educational contexts for the education in inclusive citizenship.
The course is open to all students of the degree course in Philosophy and to all students of other degree courses of the University of Milan who are interested in learning basic theoretical concepts for providing lessons in schools and training contexts.
Prerequisites for admission
No prior knowledge is needed
Teaching methods
Lectures
Debate and discussion
Group work
Online discussion
e-tivites
Debate and discussion
Group work
Online discussion
e-tivites
Teaching Resources
Readings and assignments for attending students:
Assignments for both 6 and 9 ECTS exams:
1. Rivoltella, P.C. & Rossi, P.G. (eds.) (2018). L'agire Didattico. Manuale per l'insegnante. Brescia: La Scuola (only chapter Introduzione, 1-5, 8-12, 16-18, 21, conclusioni).
2. Garavaglia, A. (2010). Didattica on line. Dai modelli alle tecniche. Milano: Unicopli.
3. Rivoltella, P.C. & Rossi, P.G (eds.) (2019). Tecnologie per l'educazione. Milano: Pearson. (only chapter Introduzione, 1-5, 7, 8, 16-18, 21).
4. Digital materials and resources available through the online course.
5. Online activity to be submitted in digital format through the online course.
Additional assignments for 9 ECTS exam:
1. Rivoltella, P.C. & Rossi, P.G. (eds.) (2018). L'agire Didattico. Manuale per l'insegnante. Brescia: La Scuola (only chap.13).
2. Rivoltella, P.C. & Rossi, P.G (eds.) (2019). Tecnologie per l'educazione. Milano: Pearson. (only chap. 9-12).
3. Bruni, F., Garavaglia, A. & Petti, L. (eds.) (2019). Media Education in Italia. Oggetti e ambiti della formazione. Milano: FrancoAngeli (only chap. 1-5, 7-13, 19-22).
4. Online activity to be submitted in digital format through the online course.
Readings and assignments for non-attending students:
Assignments for both 6 and 9 ECTS exams:
1. Rivoltella, P.C. & Rossi, P.G. (eds.) (2018). L'agire Didattico. Manuale per l'insegnante. Brescia: La Scuola. (studiare i capp. Introduzione, 1-5, 8-12, 16-18, 21, conclusioni).
2. Garavaglia, A. (2010). Didattica on line. Dai modelli alle tecniche. Milano: Unicopli.
3. Rivoltella, P.C. & Rossi, P.G (eds.) (2019). Tecnologie per l'educazione. Milano: Pearson.
Non-attending students can study the chapters assigned to attending students if they complete the e-tivities to be delivered in digital format. All the details are published on the online course.
Additional assignments for 9 ECTS exam:
1. Bruni, F., Garavaglia, A. & Petti, L. (eds.) (2019). Media Education in Italia. Oggetti e ambiti della formazione.
Non-attending students can study the chapters assigned to attending students if they complete the e-tivities to be delivered in digital format. All the details are published on the online course.
Slides and other digital resources available on e-learning course https://agaravagliadt.ariel.ctu.unimi.it/.
Assignments for both 6 and 9 ECTS exams:
1. Rivoltella, P.C. & Rossi, P.G. (eds.) (2018). L'agire Didattico. Manuale per l'insegnante. Brescia: La Scuola (only chapter Introduzione, 1-5, 8-12, 16-18, 21, conclusioni).
2. Garavaglia, A. (2010). Didattica on line. Dai modelli alle tecniche. Milano: Unicopli.
3. Rivoltella, P.C. & Rossi, P.G (eds.) (2019). Tecnologie per l'educazione. Milano: Pearson. (only chapter Introduzione, 1-5, 7, 8, 16-18, 21).
4. Digital materials and resources available through the online course.
5. Online activity to be submitted in digital format through the online course.
Additional assignments for 9 ECTS exam:
1. Rivoltella, P.C. & Rossi, P.G. (eds.) (2018). L'agire Didattico. Manuale per l'insegnante. Brescia: La Scuola (only chap.13).
2. Rivoltella, P.C. & Rossi, P.G (eds.) (2019). Tecnologie per l'educazione. Milano: Pearson. (only chap. 9-12).
3. Bruni, F., Garavaglia, A. & Petti, L. (eds.) (2019). Media Education in Italia. Oggetti e ambiti della formazione. Milano: FrancoAngeli (only chap. 1-5, 7-13, 19-22).
4. Online activity to be submitted in digital format through the online course.
Readings and assignments for non-attending students:
Assignments for both 6 and 9 ECTS exams:
1. Rivoltella, P.C. & Rossi, P.G. (eds.) (2018). L'agire Didattico. Manuale per l'insegnante. Brescia: La Scuola. (studiare i capp. Introduzione, 1-5, 8-12, 16-18, 21, conclusioni).
2. Garavaglia, A. (2010). Didattica on line. Dai modelli alle tecniche. Milano: Unicopli.
3. Rivoltella, P.C. & Rossi, P.G (eds.) (2019). Tecnologie per l'educazione. Milano: Pearson.
Non-attending students can study the chapters assigned to attending students if they complete the e-tivities to be delivered in digital format. All the details are published on the online course.
Additional assignments for 9 ECTS exam:
1. Bruni, F., Garavaglia, A. & Petti, L. (eds.) (2019). Media Education in Italia. Oggetti e ambiti della formazione.
Non-attending students can study the chapters assigned to attending students if they complete the e-tivities to be delivered in digital format. All the details are published on the online course.
Slides and other digital resources available on e-learning course https://agaravagliadt.ariel.ctu.unimi.it/.
Assessment methods and Criteria
The final examination consists of a computer-based test and an oral exam, both of which are mandatory. In order to qualify for the oral exam, students will have to answer correctly at least half of the questions in the computer-based test. The fifteen-minute computer-based test will cover the assigned chapters of the book "Agire didattico" and includes multiple-choice questions. The oral exam will begin immediately after the test. The purpose of the oral exam will be instead to test the knowledge and skills acquired by students in light of the activities and other course topics.
The grading system for the final exam is based on a 0-30 scale, 18 being the lowest passing mark. The computer-based test constitutes 33% of the final grade for 9 ECTS exams and 50% of the final grade for 6 ECTS exams.
Evaluation criteria:
- knowledge of the theoretical aspects of the topics discusses during the course (exposition);
- ability to exemplify concepts (understanding);
- capacity of use and apply concepts (development);
- use of language.
The grading system for the final exam is based on a 0-30 scale, 18 being the lowest passing mark. The computer-based test constitutes 33% of the final grade for 9 ECTS exams and 50% of the final grade for 6 ECTS exams.
Evaluation criteria:
- knowledge of the theoretical aspects of the topics discusses during the course (exposition);
- ability to exemplify concepts (understanding);
- capacity of use and apply concepts (development);
- use of language.
Unita' didattica A
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Unita' didattica B
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Unita' didattica C
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Educational website(s)
Professor(s)
Reception:
Friday from 9am to 12am on Microsoft Teams. Please read information
Online in Microsoft Teams