22910113 - Digital Storylearning. Narrazione e apprendimento

The course aims to:
- encourage a democratization path (meaning the actual accessibility) of the training, including the students who can’t attend classes for personal and business reasons: the blended organization of lessons (with training activities in presence and online) allows the active participation of all students. In a virtuous double bond, the sharing of the topics of study and preparation for a conscious and ethical use of the network are facilitated. This is in line with the Bill of Rights on the Internet approved by Italian Parliament on 07.28.2015: “The Public institutions must ensure the creation, use and dissemination of knowledge in the Internet as well accessible and usable by any person”;
- enhance the centrality of storytelling in learning processes and promoting narrative skills: telling is always talk about, and the mind is made of stories;
- the structure that connects the elements of reality is a network of stories (Bateson); each story is a representation that connects and builds links around the construct of narrative thinking;
- provide operational tools to make the stories being digital: designing and implementing Digital storytelling with social networks, the Prezi software and the Moodle platform of the Department and;
- promote the acquisition of e-skills for the creation of learning paths accessible in public and private work organizations (multidisciplinary teams, working groups) and in the social communities (agencies dealing reception for minors, family houses, educators, social workers), with the aim to bring the learner to the professional post-graduate world.

QUAGLIATA ALBERTO

teacher profile | teaching materials

Programme

The ecological framework for by the blended training environments - which refer to the paradigms of socio-cultural constructivism and complexity - identifies the shared construction of knowledge as the key to the educational and training success of a learning pathway.
The didactic method proposed for the course will favour a virtuous integration between in-presence training activities and online training activities. The reference teaching and training model is “I-learning”, an operational model inspired by the methodological framework of social constructivism. Blended training intends to enhance its two constituent moments, the traditional in-presence one and the online one: both are functional to the pursuit of the course objectives and their virtuous interaction constitutes an important added value. The experiential environments for the shared construction of knowledge - Moodle platform, Prezi software and Microsoft Teams - are consistent with socio-constructivist epistemology. Blended learning is particularly effective for the university context, encouraging the participation of the many students who cannot attend classes for work or personal reasons. The blended "formula" also allows students to have long time to build their own network of consistent meanings with their aptitudes and life stories and to participate in multiple opportunities for discussion and sharing with teachers, tutors and colleagues, opportunities that facilitate the construction of a solid educational relationship and the development of meaningful learning.
Teaching activities will be carried out in the second semester, with 3 hours of lessons per week and participation for 10 weeks in the training activities offered on the Department's Moodle platform: this ACTIVE participation is necessary for the acquisition of the 12 CFUs foreseen.

Core Documentation

A. Quagliata (2014), I-learning. Storie e riflessioni sulla relazione educativa (Armando editore)


L. Bianchi (2019), Un piano d’azione per la ricerca qualitativa. Epistemologia della complessità e Grounded Theory costruttivista. Franco Angeli


Reference Bibliography

Gregory Bateson's books and essays

Type of delivery of the course

Blended training

Attendance

It's mandatory to take part in online learning activities

Type of evaluation

Multiform assessment