Designing and assessing e-learning in media education
Educational objectives:
At the end of the course, students should be able to: Examine the planning of curricula and designing digital learning experiences; explore instructional design models to support synchronous and asynchronous learning; understand the role of assessment in determining the effectiveness of online learning; measure the effectiveness of e-learning design, development and delivery; synthesise key features of behaviourism, cognitivism and constructivism to facilitate online learning; select best practices for encouraging experiential learning in an online community.
Expected learning outcomes:
With the course "Designing and assessing e-learning in media education" the student will be able to achieve the following learning objectives.
Knowledge and understanding:
Knowledge and understanding of the basic concepts of behaviourism, cognitivism and constructivism in relation to e-learning; knowledge and understanding of the theoretical and methodological foundations of empirical research in the field of distance education; knowledge and understanding of the theoretical, methodological and technical foundations of educational evaluation in online learning contexts.
Applying knowledge and understanding:
To analyse the relationship between learning and technological media, to know how to use and manage platforms for e-learning and networked learning; to distinguish propositions related to in-presence learning versus those peculiar to distance education; to establish paths for critical review of online learning courses; to design effective networked learning paths aimed at maximising outcomes in relation to the set learning objectives.
Making judgements:
Distinguish between different approaches to networked learning; identify the strengths and weaknesses of different methods that can be used in digitally supported distance education.
Communication skills:
Subject words and concepts of educational language to critical review with particular reference to distance education environments.
Learning skills:
To deepen one's knowledge using manual and scientific texts in the field.
Educational objectives:
At the end of the course, students should be able to: Examine the planning of curricula and designing digital learning experiences; explore instructional design models to support synchronous and asynchronous learning; understand the role of assessment in determining the effectiveness of online learning; measure the effectiveness of e-learning design, development and delivery; synthesise key features of behaviourism, cognitivism and constructivism to facilitate online learning; select best practices for encouraging experiential learning in an online community.
Expected learning outcomes:
With the course "Designing and assessing e-learning in media education" the student will be able to achieve the following learning objectives.
Knowledge and understanding:
Knowledge and understanding of the basic concepts of behaviourism, cognitivism and constructivism in relation to e-learning; knowledge and understanding of the theoretical and methodological foundations of empirical research in the field of distance education; knowledge and understanding of the theoretical, methodological and technical foundations of educational evaluation in online learning contexts.
Applying knowledge and understanding:
To analyse the relationship between learning and technological media, to know how to use and manage platforms for e-learning and networked learning; to distinguish propositions related to in-presence learning versus those peculiar to distance education; to establish paths for critical review of online learning courses; to design effective networked learning paths aimed at maximising outcomes in relation to the set learning objectives.
Making judgements:
Distinguish between different approaches to networked learning; identify the strengths and weaknesses of different methods that can be used in digitally supported distance education.
Communication skills:
Subject words and concepts of educational language to critical review with particular reference to distance education environments.
Learning skills:
To deepen one's knowledge using manual and scientific texts in the field.
teacher profile teaching materials
Horton, W. (2012). E-learning by design. John Wiley & Sons. Pfeiffer; 2° ed. (14 dec 2011) EXCEPT CHAPTERS 7, 8, 9 E APPENDIX
Felini, D., & Trinchero, R. (2015). Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi. -> ONLY CHAPTERS 7,8,9 & 11
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
Vertecchi, B. (2021). A distanza: insegnare e apprendere. Anicia
Bruschi, B., & Perissinotto, A. (2020). Didattica a distanza. Com'è, come potrebbe essere (pp. 1-170). Gius. Laterza & Figli spa.
Please note that further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
Programme
The course "Designing and evaluating in e-learning and media education" provides the student with the opportunity to reflect systematically and consciously on the educational actions implemented by her/him or by others, in real space and in virtual space. The course offers in the first instance an overview of the basic tools of education in e-learning, addressed to the educator and trainer who wish to design concrete teaching and learning experiences, based on questionnaires, evaluation tests, with the aim of gathering useful elements to assess the quality of the training course both at the level of the class group and at the systemic level, questioning the effectiveness of the tools used. The course aims to develop students' understanding of the key concepts and basic principles of design and assessment in e-learning and media education environments, considering its implications in making informed decisions and reflecting on its quality and ethical and philosophical foundations. Participants will be introduced to the main teaching and assessment designs in e-learning and media education, the construction of objective tests, how to use educational technologies and the main national and international educational surveys.Core Documentation
Mandatory readings:Horton, W. (2012). E-learning by design. John Wiley & Sons. Pfeiffer; 2° ed. (14 dec 2011) EXCEPT CHAPTERS 7, 8, 9 E APPENDIX
Felini, D., & Trinchero, R. (2015). Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi. -> ONLY CHAPTERS 7,8,9 & 11
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
Vertecchi, B. (2021). A distanza: insegnare e apprendere. Anicia
Bruschi, B., & Perissinotto, A. (2020). Didattica a distanza. Com'è, come potrebbe essere (pp. 1-170). Gius. Laterza & Figli spa.
Please note that further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
Type of delivery of the course
The course will consist of lectures and proposed activities that will allow students to put into practice the contents learned and to have an immediate confrontation with the teacher on the activities carried out. Distance learning activities are planned on the dedicated platform. For the purposes of self-assessment, self-assessment tests are reprinted to assist the student in understanding the text. There will also be a summary session at the end of the course, which will provide a further opportunity to explore and discuss the theoretical arguments and will be held at the end of the course to allow students to put forward their doubts and questions. In the event of health emergency, all provisions governing the way in which teaching activities and student assessment are carried out will be implemented. In particular, the following modalities will apply: lectures and examinations both at a distance on the University platform.Type of evaluation
Formative assessment: during the course lessons, structured tests will be administered (close tests or multiple choice ones). These tests will have no effect on the exam final score but will be used to adapt the teacher’s activity and to provide students with information on the adequacy of the preparation achieved. Even the activities of the laboratory will have intermediate tests that the students will use to self-assess themselves, receiving in real-time an individualized correction of any errors made. Summative assessment: as regards the final evaluation, the examination will include a multiple-choice test taken by all applicants. In the case of health emergency all the provisions that regulate the way in which teaching activities and student evaluations are carried out will be implemented. In particular, the following modalities will be applied: lessons and oral both at distance on University platform.