DIDACTICS OF MODERN LANGUAGES MOD.1

Teaching is one of the basic educational activities of the course of study Languages, Civilizations and Language Sciences that allow students to acquire the knowledge and understanding of basic principles in the language-related area related to foreign languages. The purpose of this course is to introduce students to the foundations and the main theories of Educational Technology, as applied to the teaching of modern languages. The course will be developed on three levels: a) fundamentals, approaches and interdisciplinary perspectives of educational technologies and their impact on literacy in education, b) constructing theories and design models through the employment of technologies (Instructional Design and Universal Design for Learning) and digital teaching strategies/methods; C) practical application of design and evaluation of a language learning activity through digital technologies.

Knowledge and understanding: demonstrate knowledge of the fundamentals, theories, design and strategies/methods of Educational Technologies, applied to the field of language teaching.
Applying knowledge and understanding: demonstrate the ability to apply the basic principles of educational design for the construction of digital environments for learning language, based on the constraints of the context and the project required.
Making judgements: demonstrate critical computing skills and assessment skills showing how digital environments can change learning/teaching and communication in educational practice.
Communicative skills: demonstrate mastery of the specialized lexicon typical of the discipline in order to communicate clearly and unambiguously a project realized with the main participants in the school environment (pupils, parents, school manager etc.).
Learning skills: demonstrate acquired autonomy in learning abilities and strategies that allow practitioners to continue to update themselves autonomously in their sector, in order to operate in a qualified way in future teaching and training work contexts.

The course of Didactics of modern languages mod. 1 and mod. 2 are complementary: the mod. 2 deals with the evaluation and it is an integral part of the topics of the Educational Technology and the Instructional Design developed in mod. 1.

I: Introduction and basics, with examples of application in the field of language teaching
1) Educational Technology (ET)
2) Ethics, Foundations and Frameworks
3) Educational Technology: learning / teaching
4) Literacy, multilietarcies, and digital literacy
5) Technologies to support learning and integrated approaches

II: Theoretical perspectives Educational Technology with examples of application in the field of language teaching
6) Educational Technology: Learning Theories
7) Information and communication theories
8) Introduction to the theories of Instructional Design

III: Laboratories of practical application
9) Strategies and methods of teaching / learning in digital learning environments for language teaching (example: online / blended collaborative learning, digital storytelling, serius game, web problem based learning, computational thinking)
10) Design and evaluation of a language learning activity through digital technologies.

The following study program is for attending students, there is:
a) Mandatory volume:
Banzato M. (2011) Digital Literacy’ Culture and education for the knowledge society. Milan: Mondadori.
b) Materials and lessons provided by the teacher
c) Material created by the student during the course

For those not attending the course, there is the following program of study a), b), c):
a) Mandatory volume:
Banzato M. (2011) Digital Literacy. Culture and education for the knowledge society. Milan: Mondadori.

b) A text chosen from the following:
J.P. Gee, Like a videogame, Raffaello Cortina, Milan 2013.
Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
Young, C. A., & Moran, C. M. (Eds.). (2017). Applying the Flipped Classroom Model to English Language Arts Education. IGI Global.
Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. Corwin Press.
Connolly, T. M. (Ed.). (2013). Psychology, pedagogy, and assessment in serious games. IGI Global.
Fiorella, L., Mayer, R. E. (2015). Learning as a Generative Activity. Cambridge University Press.
Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.

c) an article from the following issue number:
• 2013 | December - Issue theme: Teaching foreign languages with ICT PDF | eBook
http://bricks.maieutiche.economia.unitn.it/Numeri/2013/4/BRICKS_4_2013.pdf

For attending students, the evaluation will be obtained through the analysis of the productions and the activities carried out by the student during the course (activities in attendance and online) and the discussion of the project realized with an oral interview.
For students not attending the course, the final exam consists of an oral interview (see sections of this syllabus: 1) reference texts; 2) educational objectives).

- Informative lectures on principal theories and practices - Workshop
activities - Simulations of educational methods - Collaborative activities,
physically present and online (Moodle) - Problem-based project - Games
and team-building games

Italian

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development