TEACHING INNOVATION AND EDUCATIONAL PLANNING

Modern teaching methods form a part of a mass educational reform, brought on by the advent of technology and the need to not only educate but also inspire and generate curiosity. This results in the need to modify the traditional style of teaching in such a manner that the new teaching methods are demonstrative, explanatory and practical.
The course aims to provide students with the tools, methods and strategies for innovative teaching (including AI) and with design models to be used at secondary school.
The course includes two field trips to educational institutions and organizations within the local community

1) Knowledge and understanding: Knowledge and evaluation of educational models, teaching methods, tools and strategies for active learning.
2) Applying knowledge and understanding: Ability to apply the knowledge acquired
in formal (school and academic), non-formal (professional and social) and informal (personal and experiential) training situations, to face and solve teaching problems.
3) Making judgements: Ability to analyse, compare and evaluate proposals, techniques and strategies useful for designing innovative educational paths (Critical use of AI). Ability to justify the methodological choices made.
4) Communication: ability to communicate the acquired knowledge, demonstrating an adequate capacity of synthesis and abstraction, a clear and rigorous language
5) Ability to learn: acquisition of the concepts and of the tools related to teaching innovation and training design.

While there are no mandatory prerequisites, students will find that having taken the previous Didactics course greatly facilitates the understanding of the topics covered

Teaching and Learning.
Designing teaching and its innovation.
Teacher as a classroom coach.
Training design.
The ethical aspects of training design.
Expert teaching methods.
Methodologies, strategies and tools for active teaching.
Storytelling and Digital Storytelling.
Learning through serious games.
Learning in the Age of AI.
Design for active and generative learning experiences.
Universal Design for Learning.

- Bonaiuti, Giovanni, Le strategie didattiche, Carocci, Roma 2014.
- Cottini, Lucio, Universal Design for Learning e curriculum inclusive, Giunti, Milano 2019.
- Ellerani, Piergiuseppe, Metodi e tecniche attive per l’insegnamento. Creare contesti per imparare ad apprendere, Anicia, Roma 2012.
- Ligorio, Maria Beatrice, Come si insegna, come si apprende, Carocci, Roma 2015.
̶- Limone, Pierpaolo, Ambienti di apprendimento e progettazione didattica. Proposte per un sistema educativo transmediale, Carocci, Roma 2012.
- Rivoltella Pier Cesare, Rossi Pier Giuseppe, L’agire didattico. Manuale per l’insegnante, La Scuola, Brescia 2017.
- Cuomo S., Ranieri M., Scuola e Intelligenza Artificiale. Percorsi di alfabetizzazione critica, Carocci Editore, Roma, 2024.
- Fabris A., Perla L., Insegnare con l'intelligenza artificiale, Schole' 2025.

Project work (written).
The achievement of the learning objectives if verified by means of a case study, elaborated by a team of 3 students, and a discussion. Written test (24/30), discussion (6/30).

written

The lecturer has a duty to ensure that the rules regarding the authenticity and originality of exam tests and papers are respected. Therefore, if there is suspicion of irregular conduct, an additional assessment may be conducted, which could differ from the original exam description.

Grading Criteria
The final grade will be determined based on the following assessment levels:
A. Scores in the 18–22 range will be awarded for:
• Sufficient knowledge and applied understanding of the course syllabus.
• Limited ability to gather and/or interpret data to formulate independent judgments within specific professional practice contexts.
• Sufficient communication skills, particularly regarding the use of specialized terminology related to adult education and organizational training.
B. Scores in the 23–26 range will be awarded for:
• Satisfactory knowledge and applied understanding of the course syllabus.
• Satisfactory ability to gather and/or interpret data, formulating independent judgments based on both theoretical frameworks and specific professional practice contexts.
• Satisfactory communication skills, specifically in the use of technical language pertaining to both professional practices and the primary theoretical models analyzed.
C. Scores in the 27–30 range will be awarded for:
• Good to excellent knowledge and applied understanding of the course syllabus and real-world case studies.
• Good to excellent ability to gather and/or interpret data, formulating independent judgments within specific professional practice contexts.
• Fully appropriate communication skills, demonstrating mastery of the specialized language related to training practices in adult and organizational settings.
D. Honors (30 cum laude) will be awarded for:
• Outstanding knowledge, applied understanding, independent judgment, and communication skills, demonstrating excellence in both the analysis and application of professional practices.

Lectures and active learning methodologies.

Further information
Ca' Foscari applies the Italian law (Law 17/1999; Law 170/2010) for the support and services available to students with disabilities or specific learning disabilities. Students with a motor, visual, hearing or other disability (Law 17/1999) or a specific learning disorder (Law 170/2010) who require support (classroom assistance, technological aids during exams, personalised exams, accessible material, notes, personalised study tutoring, interpreters or other) please contact the Disability and DSA office.

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