Corso integrativo all'insegnamento di tecnologie dell'istruzione e dell'apprendimento sul tema teaching and learning technologies

• Prerequisiti

  Students should be familiar with basic concepts of how to use a computer (either PC
  or Mac), including: loading and saving text files; accessing an external drive; basic OS
  functionality (cut-copy-paste, keyboard shortcuts, etc); and using e-mail and the
  Internet. Basic knowledge of audio-video applications is helpful, but not required.

• Obiettivi formativi

  The overall goal of the course is to introduce a framework on instructional technology
  and distance education.

• Programma del corso

  Module 1
  Introducing:
  formal/informal and non formal education;
  Learning models and strategies
  
  Module 2
  Introducing:
  characteristics of new media
  online communication and interaction
  
  Module 3
  Introducing:
  
  social media and software
  hands-on learning activities using different media
  
  

• Altre informazioni / materiali aggiuntivi

  students will be provided with a selection of articles

• Metodi didattici
  • lezione frontale
  • esercitazioni
  • gruppi di lavoro
• Modalità di valutazione
  • orale
  • verifica intermedia
• Lingue, oltre all'italiano, che possono essere utilizzate per l'attività didattica

  English

• Lingue, oltre all'italiano, che si intende utilizzare per la valutazione

  English

MATERIALI DIDATTICI

• Using Technology as a Learning Tool, Not Just the Cool New Thing

  Ben McNeely North Carolina State University

• First Principles of Instruction

  M. David Merrill

• Literacy, Orality, and Cognition: An Overview

  an essay by Mark Willis

• From push to pull- Emerging Models for Mobilizing Resources

  John Hagel & John Seely Brown Working Paper, October 2005

• Future Learning Landscapes: Transforming Pedagogy through Social Software

  In both mainstream society and education, Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006). Also referred to as the "Read-Write Web” (Richardson 2006) because it goes beyond the one-way provision of downloadable content by allowing users to become contributors, Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006)

• Informality and formality in learning: a report for the Learning and Skills Research Centre

  Learning is often thought of as ‘formal’, ‘informal’ or ‘non-formal’. This report suggests that these are not discrete categories, and to think that they are is to misunderstand the nature of learning. It is more accurate to conceive ‘formality’ and ‘informality’ as attributes present in all circumstances of learning. The priority for research is then to identify these attributes, explore their relationships, and identify their effects on learners, teachers and the learning environment.