Educational design technologies and techniques a.y. 2025-2026 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 6
Course code: 804002964
SSD: M-PED/03
Master’s Degree: Scienze pedagogiche
Language: Italian

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

Pre-requisites:
– Knowledge of the AI Act of 13 June 2024, which establishes harmonised rules on artificial intelligence – Knowledge of UNESCO Recommendations on AI Ethics

Program:
The course aims to introduce the theoretical and practical foundations of educational design, with a particular focus on 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 programmes geared towards skills development. The training programme is characterised by a workshop-based and participatory approach: case studies, group work and practical design activities will allow students to consolidate their knowledge and develop operational, reflective and communication skills. Particular emphasis will be placed on documenting the design process, formative assessment and the ability to adapt strategies and models to different areas of formal and non-formal education.

Program:

The course aims to introduce the theoretical and practical foundations of educational design, with a particular focus on 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 programmes geared towards skills development. The training programme is characterised by a workshop-based and participatory approach: case studies, group work and practical design activities will allow students to consolidate their knowledge and develop operational, reflective and communication skills. Particular emphasis will be placed on documenting the design process, formative assessment and the ability to adapt strategies and models to different areas of formal and non-formal education.

Text books:
Panciroli C., Rivoltella P.C., Pedagogia algoritmica. Per una riflessione educativa sull’Intelligenza artificiale, Scholè, Brescia, 2023 Rossi P.G, Pentucci M., Progettazione come azione simulata. Didattica dei processi e degli eco-sistemi, Franco Angeli, Milano, 2021 Pierno F., Stampa meretrix. Scritti quattrocenteschi contro la stampa, Marsilio, Venezia, 2011

Bibliography:

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: At 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 evaluate 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 learn to critically link teaching methodologies and digital technologies in order to design an effective learning experience that corresponds to contextual variables. They will be able to understand and evaluate the ethical implications and challenges associated with the use of AI in teaching and critically analyse emerging trends. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be able to apply the knowledge and skills acquired in different fields of learning: formal and non-formal, with a focus on activities related to adult learning. MAKING JUDGEMENTS: Through case study analysis, 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 covered in class. They will also be able to make independent judgements on the integration of different educational technologies and link them functionally to educational objectives. COMMUNICATION SKILLS: Students will develop their communication skills through active participation in classroom discussions, presentation of group projects and discussion of results. They will be able to communicate complex concepts related to educational design and the use of technologies clearly and effectively to both specialists and non-specialists. LEARNING SKILLS: The course will promote students’ continuous learning skills by encouraging them to explore appropriate and innovative solutions for complex educational contexts of various kinds (formal, non-formal, informal) in groups and independently. The course will promote students’ ability to learn continuously, encouraging them to explore, both in groups and independently, appropriate and innovative solutions for complex educational contexts of various kinds (formal, non-formal, pedagogical, andragogical), maintaining a strong and explicit link with the relevant scientific literature and with the ethical framework of the educational role.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
At 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 evaluate 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 learn to critically link teaching methodologies and digital technologies in order to design an effective learning experience that corresponds to contextual variables.
They will be able to understand and evaluate the ethical implications and challenges associated with the use of AI in teaching and critically analyse emerging trends.
APPLYING KNOWLEDGE AND UNDERSTANDING:
Students will be able to apply the knowledge and skills acquired in different fields of learning: formal and non-formal, with a focus on activities related to adult learning.
MAKING JUDGEMENTS:
Through case study analysis, 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 covered in class.
They will also be able to make independent judgements on the integration of different educational technologies and link them functionally to educational objectives.
COMMUNICATION SKILLS:
Students will develop their communication skills through active participation in classroom discussions, presentation of group projects and discussion of
results. They will be able to communicate complex concepts related to educational design and the use of technologies clearly and effectively to both specialists and non-specialists.
LEARNING SKILLS:
The course will promote students’ continuous learning skills by encouraging them to explore appropriate and innovative solutions for complex educational contexts of various kinds (formal, non-formal, informal) in groups and independently.
The course will promote students’ ability to learn continuously,
encouraging them to explore, both in groups and independently, appropriate and innovative solutions for complex educational contexts of various kinds (formal, non-formal, pedagogical, andragogical), maintaining a strong and explicit link with the relevant scientific literature and with the ethical framework of 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.