Educational design technologies and techniques a.y. 2026-2027 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 6
Course code: 804004030
SSD: M-PED/03
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: In-presence
Attendance: Optional
Assessment method: Oral examination – Project evaluation
Period: II semestre

Pre-requisites:
No formal prerequisites are required. Students are expected to have the foundational knowledge in educational sciences acquired during their undergraduate studies, as required by the admission criteria for the Master’s Degree in Pedagogical Sciences – SPE.

Program:
The course aims to introduce the theoretical and practical foundations of educational design, with particular attention to the integration of active methodologies, educational contexts and training objectives. Through the analysis of pedagogical models and approaches, students will acquire tools to critically analyse learning contexts and design coherent, inclusive training pathways geared towards skills development. The course is structured around three main thematic blocks. The first block is dedicated to the foundations of educational design; the second block explores the integration of digital technologies, Artificial Intelligence and active teaching methodologies, with critical attention to ethical implications and emerging trends; the third block focuses on applied design: constructing coherent training pathways for formal and non-formal contexts, documenting the design process and formative assessment. The course is characterised by a workshop-based and participatory approach. Introductory lessons on fundamental concepts alternate systematically with design activities that allow students to consolidate their knowledge and develop operational, reflective and communication skills. The course concludes with the presentation and discussion of the group project work, a moment in which the competencies acquired are integrated and rendered in project form.

Program:

The course aims to introduce the theoretical and practical foundations of educational design, with particular attention to the integration of active methodologies, educational contexts and training objectives. Through the analysis of pedagogical models and approaches, students will acquire tools to critically analyse learning contexts and design coherent, inclusive training pathways geared towards skills development.
The course is structured around three main thematic blocks. The first block is dedicated to the foundations of educational design; the second block explores the integration of digital technologies, Artificial Intelligence and active teaching methodologies, with critical attention to ethical implications and emerging trends; the third block focuses on applied design: constructing coherent training pathways for formal and non-formal contexts, documenting the design process and formative assessment.
The course is characterised by a workshop-based and participatory approach. Introductory lessons on fundamental concepts alternate systematically with design activities that allow students to consolidate their knowledge and develop operational, reflective and communication skills. The course concludes with the presentation and discussion of the group project work, a moment in which the competencies acquired are integrated and rendered in project form.

Text books:
Fiorucci A., Bevilacqua A., «Il dibattito scientifico sull’Intelligenza Artificiale in ambito educativo: una scoping review sugli approcci e sulle tendenze della ricerca pedagogica in Italia», Education Sciences & Society, XV, n. 2, 2024, pp. 416–436. https://journals.francoangeli.it/index.php/ess/article/view/18523/3209 Garofano C., «La Design-Based Research per la progettazione di artefatti educativi: un’esperienza di ricerca», Educational Reflective Practices – Open Access, n. 2, 2024. https://journals.francoangeli.it/index.php/erpoa/article/view/18993/3145 Pellerey M., «Verso una nuova metodologia di ricerca educativa: la Ricerca basata su progetti (Design-Based Research)», Orientamenti Pedagogici, LII, n. 5, 2005, pp. 721–737. Pentucci M., Rossi P.G., La progettazione come azione simulata. Didattica dei processi e degli eco-sistemi, Franco Angeli, Milano 2021. Vergani E., Progettare. Dialoghi intorno a una pratica generativa, Navarra Editore, Palermo 2016.

Text books:

Fiorucci A., Bevilacqua A., «Il dibattito scientifico sull’Intelligenza Artificiale in ambito educativo: una scoping review sugli approcci e sulle tendenze della ricerca pedagogica in Italia», Education Sciences & Society, XV, n. 2, 2024, pp. 416–436. https://journals.francoangeli.it/index.php/ess/article/view/18523/3209
Garofano C., «La Design-Based Research per la progettazione di artefatti educativi: un’esperienza di ricerca», Educational Reflective Practices – Open Access, n. 2, 2024. https://journals.francoangeli.it/index.php/erpoa/article/view/18993/3145
Pellerey M., «Verso una nuova metodologia di ricerca educativa: la Ricerca basata su progetti (Design-Based Research)», Orientamenti Pedagogici, LII, n. 5, 2005, pp. 721–737.
Pentucci M., Rossi P.G., La progettazione come azione simulata. Didattica dei processi e degli eco-sistemi, Franco Angeli, Milano 2021.
Vergani E., Progettare. Dialoghi intorno a una pratica generativa, Navarra Editore, Palermo 2016.

Educational goals and expected learning outcomes:
The course aims to develop the design and technological competencies required by educational professions, in accordance with the training objectives of the Master’s Degree in Pedagogical Sciences – SPE and with the professional profiles of pedagogist, trainer and educational designer in formal and non-formal contexts. By the end of the course, students will be able to: – Understand the fundamental principles of educational design – Analyse and evaluate the variables that contribute to defining learning contexts and assess them from a design perspective – Analyse and critically evaluate digital technologies for learning, with a focus on the applications of Artificial Intelligence (AI) in teaching – Design training courses, effectively integrating active teaching technologies and methodologies – Develop practical skills for developing training projects KNOWLEDGE AND UNDERSTANDING: Students will acquire a solid knowledge of the principles and models of training design. They will be able to critically integrate teaching methodologies and digital technologies in order to design effective learning experiences that correspond to contextual variables. They will be able to understand and evaluate the ethical implications and challenges related to the use of AI in teaching, and to analyse emerging trends in an argued and reasoned manner. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be able to apply the knowledge and competencies acquired to design training interventions in formal and non-formal contexts, with attention also to adult learning. They will be able to select and adapt teaching technologies according to the objectives and specificities of the context, plan coherent training pathways and construct appropriate tools for the evaluation of the project developed. MAKING JUDGEMENTS: Through the analysis of case studies, group discussion and the design of individual/group projects, students will develop the ability to critically evaluate the effectiveness and usability of the methodologies and technologies addressed during the course. They will also be able to formulate independent judgements on the integration of teaching technologies from different backgrounds and connect them in a functional way to educational objectives. COMMUNICATION SKILLS: Students will develop their communication skills through active participation in classroom discussions, the presentation of group projects and the discussion of results. They will be able to communicate complex concepts related to educational design and the use of technologies clearly and effectively, both to specialists and non-specialists. LEARNING SKILLS: The course will promote students’ capacity for continuous learning, encouraging them to explore, both collaboratively and independently, adequate and innovative solutions for complex training contexts of various kinds (formal, non-formal, pedagogical, andragogical), maintaining a strong and explicit connection with the relevant scientific literature and with the deontological horizon proper to the educational role.

Educational goals and expected learning outcomes:

The course aims to develop the design and technological competencies required by educational professions, in accordance with the training objectives of the Master’s Degree in Pedagogical Sciences – SPE and with the professional profiles of pedagogist, trainer and educational designer in formal and non-formal contexts.
By the end of the course, students will be able to:
– Understand the fundamental principles of educational design
– Analyse and evaluate the variables that contribute to defining learning contexts and assess them from a design perspective
– Analyse and critically evaluate digital technologies for learning, with a focus on the applications of Artificial Intelligence (AI) in teaching
– Design training courses, effectively integrating active teaching technologies and methodologies
– Develop practical skills for developing training projects
KNOWLEDGE AND UNDERSTANDING:
Students will acquire a solid knowledge of the principles and models of training design. They will be able to critically integrate teaching methodologies and digital technologies in order to design effective learning experiences that correspond to contextual variables.
They will be able to understand and evaluate the ethical implications and challenges related to the use of AI in teaching, and to analyse emerging trends in an argued and reasoned manner.
APPLYING KNOWLEDGE AND UNDERSTANDING:
Students will be able to apply the knowledge and competencies acquired to design training interventions in formal and non-formal contexts, with attention also to adult learning. They will be able to select and adapt teaching technologies according to the objectives and specificities of the context, plan coherent training pathways and construct appropriate tools for the evaluation of the project developed.
MAKING JUDGEMENTS:
Through the analysis of case studies, group discussion and the design of individual/group projects, students will develop the ability to critically evaluate the effectiveness and usability of the methodologies and technologies addressed during the course.
They will also be able to formulate independent judgements on the integration of teaching technologies from different backgrounds and connect them in a functional way to educational objectives.
COMMUNICATION SKILLS:
Students will develop their communication skills through active participation in classroom discussions, the presentation of group projects and the discussion of results. They will be able to communicate complex concepts related to educational design and the use of technologies clearly and effectively, both to specialists and non-specialists.
LEARNING SKILLS:
The course will promote students’ capacity for continuous learning, encouraging them to explore, both collaboratively and independently, adequate and innovative solutions for complex training contexts of various kinds (formal, non-formal, pedagogical, andragogical), maintaining a strong and explicit connection with the relevant scientific literature and with the deontological horizon proper to the educational role.

Methods and criteria for verifying the learning:
Learning is assessed through an oral exam divided into several parts, which aims to evaluate both the theoretical and practical skills acquired during the course. Students will present and discuss an educational project, developed individually or in groups, which will be assessed for its pedagogical coherence, the quality of its design and the ability to justify the choices made in relation to the context and educational objectives. The exam also includes an individual interview, aimed at assessing the student’s understanding of the main models and approaches covered, as well as their ability to apply them critically to real or simulated educational situations. There is also a peer assessment component: each student will be asked to reflect on their own contribution to the group work and that of the other group members, through a brief written report. This assessment, combined with ongoing observation by the lecturer, contributes to the final mark. The assessment criteria include: mastery of the content, clarity of presentation, relevance of arguments, quality of the teaching project and active participation in collaborative work. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

Learning is assessed through an oral exam divided into several parts, which aims to evaluate both the theoretical and practical skills acquired during the course.
Students will present and discuss an educational project, developed individually or in groups, which will be assessed for its pedagogical coherence, the quality of its design and the ability to justify the choices made in relation to the context and educational objectives.
The exam also includes an individual interview, aimed at assessing the student’s understanding of the main models and approaches covered, as well as their ability to apply them critically to real or simulated educational situations.
There is also a peer assessment component: each student will be asked to reflect on their own contribution to the group work and that of the other group members, through a brief written report.
This assessment, combined with ongoing observation by the lecturer, contributes to the final mark.
The assessment criteria include: mastery of the content, clarity of presentation, relevance of arguments, quality of the teaching project and active participation in collaborative work.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
The course is held in person, alternating between theory lessons, workshops and collaborative activities. The teaching approach is based on the active participation of students, with extensive use of guided discussion, case studies and group design. The lectures introduce fundamental concepts and provide keys to understanding educational design models and practices, while the workshops allow students to apply what they have learned in a practical way through exercises, simulations and project development. Working on real or realistic situations promotes situated learning, critical reflection and the development of design, communication and interpersonal skills. Attendance is optional but strongly recommended for full participation in workshops and group activities.

Attendance modalities:

The course is held in person, alternating between theory lessons, workshops and collaborative activities. The teaching approach is based on the active participation of students, with extensive use of guided discussion, case studies and group design. The lectures introduce fundamental concepts and provide keys to understanding educational design models and practices, while the workshops allow students to apply what they have learned in a practical way through exercises, simulations and project development. Working on real or realistic situations promotes situated learning, critical reflection and the development of design, communication and interpersonal skills.
Attendance is optional but strongly recommended for full participation in workshops and group activities.