Didactic Methodologies and Technologies
A.Y. 2025/2026
Learning objectives
The course aims to provide students with the fundamentals of teaching and the basic concepts of teaching methodologies and technologies, using an interdisciplinary approach, which can be used for teaching, training, design and professional development activities.
Expected learning outcomes
Knowledge and understanding
- Know the main theoretical models relating to the teaching-learning process and the main issues and perspectives of teaching action.
- Know the main elements related to the role and professional profile of the teacher.
- Know the characteristics of teaching mediation and understand its importance in terms of accessibility and active strategies.
- Know and master the main methods of educational and teaching design.
- Understand the main problems related to the teaching-learning process and the proposed solutions.
- Know the main teaching technologies and the implications of media education.
- Know the different methods of assessing students and learning pathways, with reference to both quantitative and qualitative tools.
- Understand the link between the knowledge acquired and pedagogical and didactic research methods.
Ability to apply knowledge
- Be able to critically analyse developments and perspectives in teaching thinking in light of the current context.
- Be able to problematise ideas of teaching and learning, developing independent judgement in analysing training issues and awareness of one's social responsibility, with a view to educational and teaching innovation.
- Be able to recognise the main elements of inclusive teaching and use them to design learning courses in terms of equity and respect for socio-cultural, linguistic and gender diversity.
- Know how to use knowledge, methodologies and tools to observe, design, evaluate and document learning courses.
- Know how to apply knowledge of teaching technologies and media education to innovate the teaching process and develop awareness of the use of the tools themselves.
- Know how to reflect on one's own professionalism and connect disciplinary knowledge in an interdisciplinary perspective.
- Know how to reflect on issues related to media education, in particular its conscious use in schools and society.
- Know the main theoretical models relating to the teaching-learning process and the main issues and perspectives of teaching action.
- Know the main elements related to the role and professional profile of the teacher.
- Know the characteristics of teaching mediation and understand its importance in terms of accessibility and active strategies.
- Know and master the main methods of educational and teaching design.
- Understand the main problems related to the teaching-learning process and the proposed solutions.
- Know the main teaching technologies and the implications of media education.
- Know the different methods of assessing students and learning pathways, with reference to both quantitative and qualitative tools.
- Understand the link between the knowledge acquired and pedagogical and didactic research methods.
Ability to apply knowledge
- Be able to critically analyse developments and perspectives in teaching thinking in light of the current context.
- Be able to problematise ideas of teaching and learning, developing independent judgement in analysing training issues and awareness of one's social responsibility, with a view to educational and teaching innovation.
- Be able to recognise the main elements of inclusive teaching and use them to design learning courses in terms of equity and respect for socio-cultural, linguistic and gender diversity.
- Know how to use knowledge, methodologies and tools to observe, design, evaluate and document learning courses.
- Know how to apply knowledge of teaching technologies and media education to innovate the teaching process and develop awareness of the use of the tools themselves.
- Know how to reflect on one's own professionalism and connect disciplinary knowledge in an interdisciplinary perspective.
- Know how to reflect on issues related to media education, in particular its conscious use in schools and society.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
1. Fundamentals of teaching and design
Introduction to the evolution of teaching theory and the core concepts of teaching, with reference to socio-constructivist theories, the cultural nature of learning, and the teacher's communication and relational style. Introduction to the main models of teaching design, with particular attention to the consistency between objectives, methodologies, and proposed tasks/assignments.
2. Mediation and teaching methodologies
In-depth study of the key elements of teaching mediation (transposition, interaction, personalisation). Illustration of various teaching methodologies, especially in relation to educational objectives and different educational contexts.
3. Dialogic teaching, media education and assessment
In-depth study of dialogic teaching. Presentation of the main teaching technologies and central issues in media education, with particular reference to artificial intelligence. Introduction to assessment in learning contexts, with a focus on consistency between assessment tools and functions, formative assessment and the promotion of metacognition.
The course is aimed at all students enrolled in the Master's Degree Programme in Languages and Literature for Education, Criticism and Translation and other degree programmes where the course has been activated (please check the teaching plan for your degree programme). Students enrolled in other Master's Degree Courses at the University should check whether the course can be included in their free or extra credits.
Online environment available on MyAriel and Teams.
Those taking the 6-credit programme must attend the first 40 hours of lessons. Those taking the 9-credit programme must attend all 60 hours of lessons.
Programme validity: 1 year (7 exam sessions), as per the Degree Programme Teaching Regulations.
Introduction to the evolution of teaching theory and the core concepts of teaching, with reference to socio-constructivist theories, the cultural nature of learning, and the teacher's communication and relational style. Introduction to the main models of teaching design, with particular attention to the consistency between objectives, methodologies, and proposed tasks/assignments.
2. Mediation and teaching methodologies
In-depth study of the key elements of teaching mediation (transposition, interaction, personalisation). Illustration of various teaching methodologies, especially in relation to educational objectives and different educational contexts.
3. Dialogic teaching, media education and assessment
In-depth study of dialogic teaching. Presentation of the main teaching technologies and central issues in media education, with particular reference to artificial intelligence. Introduction to assessment in learning contexts, with a focus on consistency between assessment tools and functions, formative assessment and the promotion of metacognition.
The course is aimed at all students enrolled in the Master's Degree Programme in Languages and Literature for Education, Criticism and Translation and other degree programmes where the course has been activated (please check the teaching plan for your degree programme). Students enrolled in other Master's Degree Courses at the University should check whether the course can be included in their free or extra credits.
Online environment available on MyAriel and Teams.
Those taking the 6-credit programme must attend the first 40 hours of lessons. Those taking the 9-credit programme must attend all 60 hours of lessons.
Programme validity: 1 year (7 exam sessions), as per the Degree Programme Teaching Regulations.
Prerequisites for admission
No prior knowledge is required.
Teaching methods
The course will be held exclusively in person and will consist of lectures, i.e. theoretical overviews and summaries, as well as more laboratory-based and dialogue-based sessions, during which small group work may be carried out in the classroom.
Teaching Resources
Students can choose between two programmes:
- attending: for those who attend classes regularly (at least 70% of lessons);
- non-attending: for those who are unable to attend classes regularly and follow an alternative path.
Those who are unable to attend classes regularly have an alternative path available to them, which involves reading additional texts (the amount varies depending on whether the student wants to earn 6 or 9 credits: see the programme).
Examination programme for attending students
Part common to 6 and 9 CFU programmes:
1. Bonaiuti, G., Calvani, A., & Ranieri, M. (2016). Fondamenti di didattica. Teoria e prassi dei dispositivi formativi (new edition). Carocci (Introduction + chapters 1, 2, and 3).
2. Damiano, E. (2016). La mediazione didattica. Per una teoria dell'insegnamento. FrancoAngeli (Introduction + chapters 3, 4, and 5).
3. Bonaiuti, G., Calvani, A., Menichetti, L., & Vivanet, G. (2017). Le tecnologie educative. Carocci (chapters 1 and 2).
4. Trinchero, R. (2018). Costruire e certificare competenze nel secondo ciclo. Rizzoli Education (pp. 1-144).
5. Lessons, materials and resources available online in the Moodle MyAriel environment.
Additional part for the 9-credit programme:
1 text to be chosen from:
- Baldacci, M. (2024). Dallo svantaggio sociale all'eguaglianza formativa. Revista Derechos Humanos Y Educación, 1(1), 45-57.
- Bulzomì, A., & Cotza, V. (2025). Carrobiologia. Per una scuola diversa. Fabbrica dei Segni Editore.
- Calvani, A. (2022). La ricerca didattica può diventare rilevante per la pratica? Se sì, in che modo? Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 26, 143-162.
- Calvani, A., & Vivanet, G. (2014). Evidence Based Education e modelli di valutazione formativa per le scuole. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9), 127-146.
- Cotza, V., Mussi, A., Bove, C., & Zecca, L. (2024). Per una capacitazione degli insegnanti in contesti multiculturali. Una ricerca qualitativa nelle scuole secondarie del quartiere di San Siro. Pedagogia e Vita, 82(3), 111-124.
- Flammia, M. (2022). Educare la mente aperta: riflessioni sull'uso didattico della dissonanza cognitiva. Annali online della Didattica e della Formazione Docente, 14(23), 81-95.
- Kim, M.Y., & Wilkinson, I.A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86.
- Rossi, P.G., Giannandrea, L., & Magnoler, P. (2010). Mediazione, dispositivi ed eterotopia. Education Sciences and Society, 2(2), 101-116.
Examination programme for non-attending students
Common part of the 6 and 9 CFU programmes:
1. Bonaiuti, G., Calvani, A., & Ranieri, M. (2016). Fondamenti di didattica. Teoria e prassi dei dispositivi formativi (new edition). Carocci (Introduction + chapters 1, 2, 3 and 5).
2. Damiano, E. (2016). La mediazione didattica. Per una teoria dell'insegnamento. FrancoAngeli (Introduction + chapters 3, 4, and 5).
3. Bonaiuti, G., Calvani, A., Menichetti, L., & Vivanet, G. (2017). Le tecnologie educative. Carocci (chapters 1, 2 and 4).
4. Trinchero, R. (2018). Costruire e certificare competenze nel secondo ciclo. Rizzoli Education (pp. 1-144).
5. Lessons, materials and resources available online in the Moodle MyAriel environment.
Additional part for the 9-credit programme:
2 texts to be chosen from:
- Baldacci, M. (2024). Dallo svantaggio sociale all'eguaglianza formativa. Revista Derechos Humanos Y Educación, 1(1), 45-57.
- Bulzomì, A., & Cotza, V. (2025). Carrobiologia. Per una scuola diversa. Fabbrica dei Segni Editore.
- Calvani, A. (2022). La ricerca didattica può diventare rilevante per la pratica? Se sì, in che modo? Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 26, 143-162.
- Calvani, A., & Vivanet, G. (2014). Evidence Based Education e modelli di valutazione formativa per le scuole. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9), 127-146.
- Cotza, V., Mussi, A., Bove, C., & Zecca, L. (2024). Per una capacitazione degli insegnanti in contesti multiculturali. Una ricerca qualitativa nelle scuole secondarie del quartiere di San Siro. Pedagogia e Vita, 82(3), 111-124.
- Flammia, M. (2022). Educare la mente aperta: riflessioni sull'uso didattico della dissonanza cognitiva. Annali online della Didattica e della Formazione Docente, 14(23), 81-95.
- Kim, M.Y., & Wilkinson, I.A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86.
- Rossi, P.G., Giannandrea, L., & Magnoler, P. (2010). Mediazione, dispositivi ed eterotopia. Education Sciences and Society, 2(2), 101-116.
- attending: for those who attend classes regularly (at least 70% of lessons);
- non-attending: for those who are unable to attend classes regularly and follow an alternative path.
Those who are unable to attend classes regularly have an alternative path available to them, which involves reading additional texts (the amount varies depending on whether the student wants to earn 6 or 9 credits: see the programme).
Examination programme for attending students
Part common to 6 and 9 CFU programmes:
1. Bonaiuti, G., Calvani, A., & Ranieri, M. (2016). Fondamenti di didattica. Teoria e prassi dei dispositivi formativi (new edition). Carocci (Introduction + chapters 1, 2, and 3).
2. Damiano, E. (2016). La mediazione didattica. Per una teoria dell'insegnamento. FrancoAngeli (Introduction + chapters 3, 4, and 5).
3. Bonaiuti, G., Calvani, A., Menichetti, L., & Vivanet, G. (2017). Le tecnologie educative. Carocci (chapters 1 and 2).
4. Trinchero, R. (2018). Costruire e certificare competenze nel secondo ciclo. Rizzoli Education (pp. 1-144).
5. Lessons, materials and resources available online in the Moodle MyAriel environment.
Additional part for the 9-credit programme:
1 text to be chosen from:
- Baldacci, M. (2024). Dallo svantaggio sociale all'eguaglianza formativa. Revista Derechos Humanos Y Educación, 1(1), 45-57.
- Bulzomì, A., & Cotza, V. (2025). Carrobiologia. Per una scuola diversa. Fabbrica dei Segni Editore.
- Calvani, A. (2022). La ricerca didattica può diventare rilevante per la pratica? Se sì, in che modo? Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 26, 143-162.
- Calvani, A., & Vivanet, G. (2014). Evidence Based Education e modelli di valutazione formativa per le scuole. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9), 127-146.
- Cotza, V., Mussi, A., Bove, C., & Zecca, L. (2024). Per una capacitazione degli insegnanti in contesti multiculturali. Una ricerca qualitativa nelle scuole secondarie del quartiere di San Siro. Pedagogia e Vita, 82(3), 111-124.
- Flammia, M. (2022). Educare la mente aperta: riflessioni sull'uso didattico della dissonanza cognitiva. Annali online della Didattica e della Formazione Docente, 14(23), 81-95.
- Kim, M.Y., & Wilkinson, I.A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86.
- Rossi, P.G., Giannandrea, L., & Magnoler, P. (2010). Mediazione, dispositivi ed eterotopia. Education Sciences and Society, 2(2), 101-116.
Examination programme for non-attending students
Common part of the 6 and 9 CFU programmes:
1. Bonaiuti, G., Calvani, A., & Ranieri, M. (2016). Fondamenti di didattica. Teoria e prassi dei dispositivi formativi (new edition). Carocci (Introduction + chapters 1, 2, 3 and 5).
2. Damiano, E. (2016). La mediazione didattica. Per una teoria dell'insegnamento. FrancoAngeli (Introduction + chapters 3, 4, and 5).
3. Bonaiuti, G., Calvani, A., Menichetti, L., & Vivanet, G. (2017). Le tecnologie educative. Carocci (chapters 1, 2 and 4).
4. Trinchero, R. (2018). Costruire e certificare competenze nel secondo ciclo. Rizzoli Education (pp. 1-144).
5. Lessons, materials and resources available online in the Moodle MyAriel environment.
Additional part for the 9-credit programme:
2 texts to be chosen from:
- Baldacci, M. (2024). Dallo svantaggio sociale all'eguaglianza formativa. Revista Derechos Humanos Y Educación, 1(1), 45-57.
- Bulzomì, A., & Cotza, V. (2025). Carrobiologia. Per una scuola diversa. Fabbrica dei Segni Editore.
- Calvani, A. (2022). La ricerca didattica può diventare rilevante per la pratica? Se sì, in che modo? Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 26, 143-162.
- Calvani, A., & Vivanet, G. (2014). Evidence Based Education e modelli di valutazione formativa per le scuole. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9), 127-146.
- Cotza, V., Mussi, A., Bove, C., & Zecca, L. (2024). Per una capacitazione degli insegnanti in contesti multiculturali. Una ricerca qualitativa nelle scuole secondarie del quartiere di San Siro. Pedagogia e Vita, 82(3), 111-124.
- Flammia, M. (2022). Educare la mente aperta: riflessioni sull'uso didattico della dissonanza cognitiva. Annali online della Didattica e della Formazione Docente, 14(23), 81-95.
- Kim, M.Y., & Wilkinson, I.A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86.
- Rossi, P.G., Giannandrea, L., & Magnoler, P. (2010). Mediazione, dispositivi ed eterotopia. Education Sciences and Society, 2(2), 101-116.
Assessment methods and Criteria
Oral examination. The oral examination consists of an interview on the topics covered in the programme, aimed at assessing both the knowledge and skills acquired. During the interview, the following will be assessed:
- the level of knowledge of the theory and communication skills, with particular regard to the appropriateness of the vocabulary;
- the ability to apply knowledge to the analysis of practices/cases and to exemplify concepts;
- the ability to reflect and argue critically;
- the ability to make independent judgements in gathering and interpreting information useful for solving problems related to teaching;
Students with disabilities and/or SLDs are invited to agree on the examination methods with the teachers, attaching the Personalised Document drawn up by the competent office (COSP - Office for Services for Students with Disabilities).
- the level of knowledge of the theory and communication skills, with particular regard to the appropriateness of the vocabulary;
- the ability to apply knowledge to the analysis of practices/cases and to exemplify concepts;
- the ability to reflect and argue critically;
- the ability to make independent judgements in gathering and interpreting information useful for solving problems related to teaching;
Students with disabilities and/or SLDs are invited to agree on the examination methods with the teachers, attaching the Personalised Document drawn up by the competent office (COSP - Office for Services for Students with Disabilities).
Modules or teaching units
Part A and B
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 6
Lessons: 40 hours
Professor:
Cotza Valeria
Part C
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION - University credits: 3
Lessons: 20 hours
Professor:
Flammia Michele
Professor(s)