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Bibliography mandatory
Bibliography not mandatory
Summary Teaching Assignment
Academic Year 2019/2020
Type of Teaching Doctorate
Course 051987 - INNOVATIVE TEACHING SKILLS
Professor Magli Giulio
Cfu 5.00 Type of Course Mono-Disciplinary Course

Phd Programme From (included) To (excluded) Course
MI (1300) - SCUOLA DI DOTTORATOAZZZZ051987 - INNOVATIVE TEACHING SKILLS

Detailed program and learning outcomes

By exploring the wide field of “innovative teaching skills”, the students will be able to:

expose and share with the correct disciplinary language the basics contents about:

the main pedagogical frameworks applied in higher education

the state of the art of active learning methodologies

the new strategies for assessment

the connection between innovative teaching and the communication of science to the general public

design a course based on a coherent application of the cognitive alignment principles (deep coherence among learning outcomes, assessment strategies, pedagogical framework, contents and activities)

integrate in the design of a course the various dimensions of digital learning in order to improve the achievement of intended learning outcomes

apply critical thinking about learning innovation opportunities

The learning outcomes expected in terms of soft skills are mainly focused on the development of the abilities connected to:

learning to learn (through to the autonomous study of a MOOC about teaching skills among those provided by the POK Platform

  • creative team working (through the use of creative group methodologies for the innovative course design)


Notes on methods of assessing

1) The students form groups of 3 people each. Each group will develop a written project which will be discussed orally. At the delivery of the project in view of the exam each member of the group must have already achieved the completion certificate of at least one of the MOOCs for teachers available on the POK platform (http://www.pok.polimi.it)

 

2) The project work must be based on an existing experience of (so-called) Innovative Didactics in one of the Departments of Politecnico. If the students are already directly involved in one such projects, it will be wellcome, otherwise they should individuate a teacher/course and interview her/him about the experience being conducted. In the work, the group must discuss theoretical issues and possible improvements on the basis of what they have seen in the course and of the suggested bibliography.

 


Teaching activities
Start date
End date

Schedule planning

2nd May

14.00-15.00 : Cognitive alignment as a key for the learning experience design (Arianne Dumont)

15.00-17.00: Workshop: a model to design innovative learning process: the “learning innovation network” (Susanna Sancassani)

 

9th May

14.00-15.00: Video-communication of science: from TV broadcasts to MOOCS (Giulio Magli)

15.00-17.00: Workshop: Storytellers and explorers: from the "lectio" to "rhizomatic learning" (Susanna Sancassani)

 

16th May

14.00-15.00: Strategies for students engagement

1 5.00-17.00: Workshop:Making the classroom active: from saying to doin g(Susanna Sancassani)

 

23th May

14.00-15.00: The role of feedback in education

15.00-17.00:Workshop: The drama of the assessment: making the mark meaningful (Susanna Sancassani)

 

30th May

14.00-15.00: Experiences of flipped classroom

15.00-17.00 : Workshop: Mission impossible and proximal challenges: how to build a consistent path (Susanna Sancassani)

 

The course is a blended learning experience that integrates as a fundamental part one MOOC chosen by the students in the track MOOCs for teachers ( Flipped classroom, Open Educational Resources, Active Learning, New strategies for learning assessment) of the portal www.pok.polimi.it. The estimated (minimal) time to attend the course is of 10 hours

 


Bibliography
Risorsa bibliografica obbligatoriaconole, G. (2013). Designing for learning in an open world. Berlin: Springer.
Risorsa bibliografica obbligatoriaGhislandi, P. M. M., & Raffaghelli, J. E. (2015). Forward-oriented designing for learning as a means to achieve educational quality. British Journal of Educational Technology, 46: 280-299. doi:10.1111/bjet.12257
Risorsa bibliografica obbligatoriaInamorato dos Santos, A., Punie, & Y., & Castao-Muoz, J. (2016). Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report. http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/jrc101436.pdf
Risorsa bibliografica obbligatoriaKarabulut-Ilgu, A., Jaramillo Cherrez N., & Jahren, C. (2017). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology,http://onlinelibrary.wiley.com/doi/10.1111/bjet.12548/pdf
Risorsa bibliografica obbligatoriaSancassani S., Marenghi P., Casiraghi D. (2017) The Learning Innovation Network a design tool for fitting teaching styles to learning innovation, Conference " MOOCs Digital Universities in the MOOC Era: Redesigning Higher Education" International Council for Multimedia Education, Conference, Naples September 2017
Risorsa bibliografica obbligatoriaSiemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. elearnspace. http://www.elearnspace.org/Articles/connectivism.htm


Information in English to support internationalization
Course offered in language English

Note Professor
schedaincarico v. 1.6.1 / 1.6.1
Area Servizi ICT
20/01/2020