Formation in the knowledge-based society

Educational objectives:
The course sets out to explore the concept of formation in the knowledge-based society in light of the revolution digital technology has operated by supplying pedagogic categories for coordination and planning of educational interventions in different professional areas, as well as for the setting up of online educational environments through cooperative and collaborative forms and styles, thus rethinking education in a complex and plural manner, for the common good.
Expected learning outcomes:
Knowledge and understanding: At the end of the course the student will have matured knowledge regarding the transformations connected to the concept of formation in light of the arrival of new information technology in the knowledge-based society. Thus understanding the evolution of knowledge’s organization and of its construction and transmission, keeping the concept of common good as a paradigm and complexity as a challenge.
Applying knowledge and understanding: Through the critical and conscious use of communication technology, keeping in mind how distinctive present formation is, with its being continuous and diffuse, and reflecting on the real meanings of pedagogic work, at the end of the course the student will be able to choose and integrate the most suitable methodologies for setting up learning environments in the planning of formative paths.
Making judgements: At the end of the course the student will have matured autonomy in orienting him/herself in the analysis and construction of texts and audio-visual and multimedia products, evaluating ethic and social implications for the planning and managing of creative, expressive and partecipatory formation interventions.
Communication skills: At the end of the course the student will know how to organize effective communication within the coordination structures of socio-educational services, but also how to create a network among experts, choosing forms and products which can better add value to the processes.
Learning skills: Through a critical and conscious use of instruments and analysis, at the end of the course the student will know how to autonomously enhance and update his/her knowledge and professional competence, as well as knowing how to detect widespread formation needs while taking into account the results of the contemporary scientific and cultural debate.

Criminal Law of Cyber and Media Comunication
Educational objectives:
The course aims to tackle information and media law, with specific attention to be paid to new technologies. The aim of the course is to understand the influence of the technological evolution of information on constitutional rights (not only on the freedom of expression) and State organization, especially in the internet age.
Expected learning outcomes:
Knowledge and understanding:
- know the information and media law, in its constitutional, primary or supranational dimension;
- know the influence of the technological evolution of information on constitutional rights and State organization.
Applying knowledge and understanding:
- recognize the legal implications of the use of new technologies in the field of information and media.
Making judgements:
- develop the ability to critically evaluate the functioning of information and media, in the light of its legal framework.
Communication skills:
- acquire technical-legal language, at least in the field of information and media law.
Learning skills:
- develop the ability to observe the evolution of information and media, understanding the legal consequences of the use of different technologies.

Philosophy and ethics of technology
Educational objectives:
The course aims at giving the students awareness, understanding, and autonomy of judgment in regard to the ethical implications of the introduction of the new technologies in the field of media education and e-learning. In this light, we will discuss questions such as the pervasiveness of algorithmically-based decision-making, the right to privacy, the morally controversial advancements of Artificial Intelligence, and the risks that the infosphere poses to individual autonomy.

Expected learning outcomes:
Knowledge and understanding: the students will be able to understand the ethical dimensions and problems generated by the development of artificial intelligence.
Applying knowledge and understanding: the students will be able to figure out their way in the complex world of A.I, by identifying its most problematic features.
Making judgements: The students will acquire critical abilities in regard to the world of AI and will be able to understand both its potentialities and risks from the ethical point of view.
Communication skills: the students will be able to deal with and elucidate the information connected with the ethical problems of AI, in its various forms.
Learning skills: the students will be able to use the analytic tools and methods learned during this course in order to understand the ethical problems of the future development of AI.

History of Education and Communication Processes

Educational objectives:
The course aims to introduce the study of the history of education and communication processes as the history of education; to promote awareness of the application of historical-educational knowledge in the educational professions and in different contexts of training; to stimulate autonomy in the consultation of scientific literature; to encourage the development of listening skills, relationship, communication in the context of educational processes; to build, in a historical perspective, reflective skills aimed at critically interpreting the complexity of phenomena and communication processes.
Expected learning outcomes:
Knowledge and understanding: Understand the epistemological foundations of the discipline and today's communicative context in its complexity and historical-educational perspective.
Applying knowledge and understanding: Acquire and apply knowledge of the history of education and communication processes and specific historiographic methodologies.
Making judgements: To be able to critically and independently rework disciplinary knowledge, identifying the relationships that historically exist between communicative and educational processes, with particular reference to the evolution in the technological and digital fields and the symbolic reality constructed by media.
Communication skills: Acquire disciplinary vocabulary and know how to socialize acquired knowledge in the group dimension.
Learning skills: Knowing how to construct autonomous paths of in-depth study of the specific themes addressed in the course through the interpretive tools proper to the methodology of historical-educational research. Knowing how to consult the sources and the scientific literature of reference.

Instructional design for e-learning and media education

Educational objectives:
The course is structured as follows: a theoretical part (6 CFU), a seminar for further study (3CFU) and a part based on workshop (3CFU). The course is meant as an introduction to the theoretical and methodological foundations of learning design starting from the different models developed from the second half of the last century. More specifically, the course will focus on the role of ICT in the design and development of online learning environments with practical examples developed also through workshop activities. The main models of media education related to formal education contexts will also be presented and discussed.
Expected learning outcomes:
Knowledge and understanding:
- knowledge of the main educational design models with particular reference to the integrated use of digital environments;
- knowledge of and understanding the characteristics of environments and resources for online learning;
- knowledge of and understanding educational principles, models and practices related to the different approaches to media education.
Applying knowledge and understanding:
- design and implement examples of learning units for online learning environments;
- knowing how to manage of the various resources of an online learning environment;
- analysis of the forms of media experience of students and definition of an educational intervention strategies for a critical approach to the use of media.
Making judgements:
- critically and independently evaluate the educational dimensions of digital environments for learning and multimedia products;
- analyzing and critically evaluating the pedagogical, ethical and social dimensions involved in planning and management of online training interventions and in media education.
Communication skills:
- promoting and managing effective communication processes in the context of socio-educational structures;
- promoting communication relationship for the construction of a network between experts-professional figures of the educational and training services in carrying out coordination, supervision and management. functions;
- Contributing to scientific dissemination processes in the field of e-learning and media education;
- interacting face-to-face and online, creating networks with other training and education operators.
Lifelong Learning skills:
- being able to identify the tools and training courses suitable for the development of students’ cultural and specialized knowledge and students’ professional skills.
- being able to use the tools of analysis and applying the learning methods developed to deepen and update students’ knowledge independently.

EDUCATIONAL AND E-LEARNING PSYCHOLOGY

Educational objectives: The course of Educational and E-Learning Psychology aims to analyze the cognitive, metacognitive, emotional, motivational and relational processes involved in multimedia learning and their role in developing the knowledge, skills and attitudes of learners. Adopting the perspective of the Developmental and Educational Psychology, the features of learning and teaching through the Information and Communication Technologies (ICT) will be highlighted, as well as effective approaches and strategies in different educational contexts.
Expected learning outcomes:
Knowledge and understanding:
• of the psychological processes involved in multimedia learning.
• of the theoretical and methodological models of Educational Psychology explaining online and blended learning effectiveness.
• of the teacher's competencies in instruction with the Information and Communication Technologies (ICT).
Applying knowledge and understanding:
• on the design of educational and instructional interventions with the use of ICT;
• on the identification of educational models consistent with the characteristics and needs of the learning contexts.
• on the construction of the educational relationship in online environments.
Making judgements:
• in finding connections between psychological theories on distance learning and educational contexts;
• in evaluating technological innovations as a function of the advancement of research in Educational Psychology;
• in acquiring self-assessment competencies related to ICT skills.
Communication skills:
• in the specialized language of online environments;
• in modulating communication strategies in order to motivate and support learning and relationships;
• related to active listening and feedback.
Learning skills:
• related to basic and applied research in the field of Educational Psychology and ICT;
• related to Lifelong Learning on the psychosocial aspects involved in multimedia learning.

English language

Educational objectives:
The course aims to allow the development of the linguistic skills necessary to enact relational as well as communicative, and organisational abilities and competences acquired within the educational path of the CdLM on media education and distance learning. Furthermore, the course will propose the enhancement of linguistic skills and abilities allowing to understand, critically interpret, and use in original ways the languages of the technologies of communication, in order to analyse social texts and practises, to produce communicative texts, and to plan training and education paths.
Expected learning outcomes:
Knowledge and understanding: the student will acquire the linguistic structures to sustain him or her in understanding: documentary sources of the mediatic production; contaminations of new narratives and new languages; cinema texts and audio-visual texts.
Applying knowledge and understanding: this student will be able to produce and analyse audio, video and cross-media texts, developing the ability to recognise and analysie gender formulas in cinema and audio visual texts, and to critically evaluate the linguistic medium in the conscious use of mass-media in the educational field.
Making judgements: the student will acquire linguistic competences aiming to: acquire critical sense, orientation autonomy, as well as capacities of analysing texts and audio-visual and multimedia products; formulate judgments on the planning, managing, and evaluation phases of educational interventions in media education perspective; perfecting the linguistic instruments of critical analysis of mass-media production.
Communication skills: the student will acquire linguistic competences aiming to: manage and spread information through efficacious communication processes; promoting communicative relationship; interacting in presence and online.
Learning skills: students will be able to: use language analysis tools and to apply them to learning methods developed to autonomously deepen and update their own knowledge; spot linguistic instruments and tools adequate to the synergic development of their linguistic, cultural and specialised competences in their professional field.

Computing tools and methodologies for e-learning

Educational objectives: The course aims to provide students with the notions of IT technologies and methodologies in the field of e-learning and media education. In particular, the course introduces students to basic IT notions that allow them to understand the mechanisms and software underlying the development and utilisation of systems for e-learning, distance learning, promotion and communication of socio-educational activities, cultural animation and digital publishing. Aspects of artificial intelligence related to education will also be covered.
Expected learning outcomes:
Knowledge and understanding: Solid knowledge of IT methodologies and tools to be applied in e-learning and media education, knowledge and utilization of new media and the role of artificial intelligence in innovating teaching and learning processes.
Applying knowledge and understanding: Application of knowledge related to IT methodologies and technologies in an effective and intelligent way in the fields of e-learning and media education and development of awareness of the use of these tools.
Making judgements: Development of self-assessment and selection of the most suitable teaching strategies and intelligent solutions that can be proposed in the field of e-learning and media education.
Communication skills: Communicating, conveying and developing knowledge and skills in the field of education using appropriate vocabulary.
Learning skills: Being able to navigate the constant innovations in technology and intelligent systems for distance learning, e-learning and media education.

Designing and assessing e-learning in media education

Educational objectives:
At the end of the course, students should be able to: Examine the planning of curricula and designing digital learning experiences; explore instructional design models to support synchronous and asynchronous learning; understand the role of assessment in determining the effectiveness of online learning; measure the effectiveness of e-learning design, development and delivery; synthesise key features of behaviourism, cognitivism and constructivism to facilitate online learning; select best practices for encouraging experiential learning in an online community.
Expected learning outcomes:
With the course "Designing and assessing e-learning in media education" the student will be able to achieve the following learning objectives.
Knowledge and understanding:
Knowledge and understanding of the basic concepts of behaviourism, cognitivism and constructivism in relation to e-learning; knowledge and understanding of the theoretical and methodological foundations of empirical research in the field of distance education; knowledge and understanding of the theoretical, methodological and technical foundations of educational evaluation in online learning contexts.
Applying knowledge and understanding:
To analyse the relationship between learning and technological media, to know how to use and manage platforms for e-learning and networked learning; to distinguish propositions related to in-presence learning versus those peculiar to distance education; to establish paths for critical review of online learning courses; to design effective networked learning paths aimed at maximising outcomes in relation to the set learning objectives.
Making judgements:
Distinguish between different approaches to networked learning; identify the strengths and weaknesses of different methods that can be used in digitally supported distance education.
Communication skills:
Subject words and concepts of educational language to critical review with particular reference to distance education environments.
Learning skills:
To deepen one's knowledge using manual and scientific texts in the field.

Digital Humanities and Digital Publishing

Educational objectives:
The course aims to provide participants with a general knowledge of the fields of digital humanities and digital publishing, together with a more specific focus on the evolution of digital textuality, on reading and learning devices and tools, and on the editorial features of learning content. Specific laboratorial activities will be devoted to the practices of content production and curation, providing participants with a practical introduction to the main tools and methodologies used in the field.

Expected learning outcomes:
Knowledge and understanding: Upon completion of the course, the participants will have acquired essential knowledge and skills in the fields of digital publishing and digital humanities, and more specific knowledge and skills on the practices of editorial production of learning content, with the ability to understand the main strategies for their organization and digital care. They will also have acquired a general understanding of the practices and of the market reality of educational digital publishing, including the main roles and competencies involved.

Applying knowledge and understanding: Upon completion of the course, the participants will be able to apply the acquired competencies in evaluating the effectiveness and the editorial quality of digital content and in choosing the most appropriate practices for their design, production and distribution, also in the context of work teams.

Making judgments: Upon completion of the course, the participants will be able to independently and critically assess the effectiveness and features of different types of editorial and learning content, and to analyze their structural organization; they will also be able to evaluate costs and benefits in choosing between different methods of production, selection, organization of editorial content.

Communication skills: Upon completion of the course, also by means of the collaborative activities provided, the participants will be able to actively participate in a work team in the field of digital publishing, and to master the specific language used in the field.

Learning skills: Participants will acquire the skills and autonomy necessary for fostering the acquisition of new knowledge and competencies in the field, both in the context of collaborative content production activities, and through training and self-organized learning.

Modalities of connection with other courses:
The course will be closely connected with the course ‘Learning design for e-learning and media education’ and with the course ‘Tools and methodologies for e-learning’. Furthermore, it will be connected, in the form of integrated learning and within the laboratory and project work activities, with the audio-video laboratory and the platform laboratory.

Laboratory – On-line e-learning platforms
Educational objectives: The laboratory aims to provide participants with basic operational knowledge on the functioning of some among the most popular LMS (Learning Management System) and LCMS (Learning Content Management System) platforms. The knowledge and skills acquired will allow participants to select the most suitable platforms in different teaching and learning contexts and to use them both as end users and as back office managers.
Expected learning outcomes:
Knowledge and understanding: Participants will understand the basic features and functionalities and the operating principles of some among the most popular LMS and LCMS platforms.
Applying knowledge and understanding: Participants will be able to apply the acquired knowledges in the management and use of the platforms used, both as user and as manager.
Making judgements: Participants will be able to evaluate, within the vast offer of e-learning platforms, the most suitable for specific teaching and learning needs and will be able to evaluate the best ways to organize and use the relevant learning content.
Communication skills: Participants will be able to illustrate the features and functionality of different platforms to non-expert teachers and students and will be able to provide competent advice on their choice and use; participants will also be able to use in the most suitable ways the communication tools offered within e-learning platforms.
Learning skills: Participants will be able to further develop their knowledge and skills in the field of e-learning platforms, and will be able to profit from user feedback in order to improve platform features and configurations.

Laboratory - direction and audio-video editing
Educational objectives:
The workshop aims to provide participants with basic operational knowledge on the principles of audio-video directing and editing. The acquired knowledge and skills will allow participants to use audio-video editing software for the creation of multimedia learning contents.
Expected learning outcomes:
Knowledge and understanding: Participants will understand the principles of audio-video direction and editing and the basic functionalities of audio-video editing software.
Applying knowledge and understanding: Participants will be able to apply this knowledge to direct and edit multimedia learning contents.
Making judgements: Participants will be able to evaluate the methods of audiovisual organization of multimedia learning contents, according to the different needs and types of such contents.
Communication skills: Participants will be able to illustrate to teachers and to the other figures involved in the production of multimedia learning contents the best strategies for good results from the point of view of the audiovisual rendering of such contents.
Learning skills: Participants will be able to further develop their knowledge and skills in the field audio-video directing and editing and will be able to profit from user feedback in order to improve the quality of their work in this field.