B5346 - Media and Technology in Education (1) (LM)

Learning outcomes

At the end of the course the student acquires knowledge of the epistemology and methodology of media-educational work with reference to various fields: school, prevention and socio-educational work, organisations. Specifically, he/she will be able to: recognise the basic constructs of Media Literacy Education; identify criteria, models and theories of media and technology-supported didactics and Media Literacy Education; describe the forms of youth media consumption and the main strategies of prevention and educational intervention in relation to it; know issues and methods related to the design, management and evaluation of blended and on-line didactic situations. He/she will also be able to: analyse media texts in didactic situations; apply theoretical frameworks to the design of a technological setting; assess students' media consumption and prepare educational intervention strategies in this regard.

Course contents

The course focuses on the relationship of media and communication technologies with education. The content covered corresponds to the modules that make it up.
1. Communication today: acceleration, mediatisation, platformisation
2. Media Literacy and Education Technology: areas, specificities, differences
3. Areas and tools of Media Literacy: school, prevention and socio-educational work, organisations
4.Digital technologies and didactics: environments and tools
5. Artificial Intelligence: cooperation and creativity

Readings/Bibliography

Rivoltella, P.C., Rossi, P.G. (2023). Tecnologie per l'educazione. Milano: Pearson.

Rivoltella, P. C. (2020). Tempi della lettura. Media, pensiero, accelerazione. Brescia: Scholé -Morcelliana.

Teacher's contents available on line.

Students with SLD or temporary or permanent disabilities. It is suggested that they get in touch as soon as possible with the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) and with the lecturer in order to seek together the most effective strategies for following the lessons and/or preparing for the examination.

Teaching methods

This course participates in the University's teaching experimentation project.

The teaching activity is based on 5 modules of one week (6 hours) each.
Each module, with the exception of the opening one, which will conventionally be delivered entirely in the classroom, has the structure of an ESL (Episode of Situated Learning). It is delivered in three steps:
(a) preparatory (2 hours): distance learning. The student watches a video lesson, investigates the indicated pages of the texts in the programme and carries out a micro-activity with the support of a worksheet (job aid) prepared by the teacher.
b) Operational (2 hours): in the classroom. The teacher starts the lesson with a conceptual framework and launches a small group work. Once the work is completed, the groups share and discuss.
c) Restructuring (2 hours): in the classroom. The lecturer picks up errors and misconceptions and traces the elements that have emerged back to the conceptual framework (a posteriori lesson).
The use of generative Artificial Intelligence is expected to support the activities.

Assessment methods

The course assessment is carried out in three stages:
1) the student produces a micro-activity for each module (except the initial one). For assessment purposes, he/she chooses two that he/she considers the best. Of these two he carries out self-assessment with the support of AI. He/she hands over to the teacher: the activity, the assessment produced by the IA, his/her commentary notes.
2) The teacher assesses the group work on the basis of the presentation and discussion held in the classroom during the lesson on the operating phase.
3) The lecturer assesses the final examination in written form.
For the purposes of composing the final grade, the percentage weighting of each stage of the assessment is as follows:
1) Self-evaluation: 25%
2) Group work: 25%
3) Final examination: 50%.

Students with SLD or temporary or permanent disabilities. It is necessary to contact the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) with ample time in advance: the office will propose some adjustments, which must in any case be submitted 15 days in advance to the lecturer, who will assess the appropriateness of these in relation to the teaching objectives.

Teaching tools

The course makes use of the Panopto platform for watching video lectures and the Virtual Learning Environment for the availability of teaching materials and didactic communication related to the course.

Office hours

See the website of Pier Cesare Rivoltella