General didactics (Teaching methodologies) a.y. 2026-2027 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof.ssa Angela Spinelli

CFU: 12
Course code: 804002516
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Period: I semester
Course delivery modalities: distance
Attendance: Optional
Assessment method: Oral examination – Written test

Pre-requisites:
The module presupposes knowledge of the contents addressed in Module A. Students are advised to have already taken or attended the main courses of the first year of the degree programme.

Program:
The module approaches teaching methodologies as choices that reflect values, visions of the person and conceptions of knowledge, exploring their critical dimension in the context of a society shaped by the digital paradigm and artificial intelligence. The course is organised around three progressive thematic units, each anchored to a set text. The first unit addresses participation as a methodological category: drawing on Partecipazione digitale, it examines the conditions that make democratic teaching possible in formal and non-formal contexts, with attention to the role of digital mediators in teaching and learning processes. The second unit introduces the question of writing and assessment in the age of artificial intelligence. Drawing on the construct of reflective distance, it analyses how the use of AI tools transforms academic writing practices and assessment processes, raising new questions on the methodological and ethical plane. The third unit opens onto a critical perspective on tools, examining prompting as a cultural and pedagogical practice and interrogating its implications for education and for the development of a conscious and responsible use of AI.

Program:

The module approaches teaching methodologies as choices that reflect values, visions of the person and conceptions of knowledge, exploring their critical dimension in the context of a society shaped by the digital paradigm and artificial intelligence. The course is organised around three progressive thematic units, each anchored to a set text.
The first unit addresses participation as a methodological category: drawing on Partecipazione digitale, it examines the conditions that make democratic teaching possible in formal and non-formal contexts, with attention to the role of digital mediators in teaching and learning processes.
The second unit introduces the question of writing and assessment in the age of artificial intelligence. Drawing on the construct of reflective distance, it analyses how the use of AI tools transforms academic writing practices and assessment processes, raising new questions on the methodological and ethical plane.
The third unit opens onto a critical perspective on tools, examining prompting as a cultural and pedagogical practice and interrogating its implications for education and for the development of a conscious and responsible use of AI.

Text books:
Spinelli A., Distanza riflessiva. Scrittura, valutazione e fiducia nell’era dell’intelligenza artificiale (in press). Spinelli A., Partecipazione digitale. Ipotesi didattiche per la scuola democratica, Anicia, Roma, 2022. Monti N., Prompting. Poetiche e politiche dell’intelligenza artificiale, Tlon, Roma, 2025. Study materials in Moodle

Educational goals and expected learning outcomes:
The module develops knowledge of the main teaching methods and introduces students to critical reflection on teaching and learning practices in formal and non-formal contexts, with particular attention to the role of digital technologies and artificial intelligence in contemporary educational processes. Building on Module A, it encourages a critical reading of didactic practices and a conscious use of digital tools in education. KNOWLEDGE AND UNDERSTANDING By the end of the module, the student knows the main distinctions between formal, non-formal and informal learning; understands the influence of the digital paradigm on teaching and learning processes; and is familiar with the educational implications of the use of artificial intelligence, with reference to writing, assessment and prompting practices. APPLYING KNOWLEDGE AND UNDERSTANDING The student is able to critically read certain didactic practices, recognising the methodological choices that underpin them and applying the concepts acquired to concrete educational situations. MAKING JUDGEMENTS The student is able to offer reasoned evaluations of the use of digital tools and artificial intelligence in educational contexts, recognising their potential and limitations from a pedagogical perspective. COMMUNICATION SKILLS The student is able to express their views on course topics and issues clearly and with pertinent arguments, using the lexicon of didactics and the educational sciences. LEARNING SKILLS The student has developed the ability to observe educational practices reflectively and to autonomously update their understanding of the topics addressed through reading and engagement with diverse sources.

Educational goals and expected learning outcomes:

The module develops knowledge of the main teaching methods and introduces students to critical reflection on teaching and learning practices in formal and non-formal contexts, with particular attention to the role of digital technologies and artificial intelligence in contemporary educational processes. Building on Module A, it encourages a critical reading of didactic practices and a conscious use of digital tools in education.
KNOWLEDGE AND UNDERSTANDING
By the end of the module, the student knows the main distinctions between formal, non-formal and informal learning; understands the influence of the digital paradigm on teaching and learning processes; and is familiar with the educational implications of the use of artificial intelligence, with reference to writing, assessment and prompting practices.
APPLYING KNOWLEDGE AND UNDERSTANDING
The student is able to critically read certain didactic practices, recognising the methodological choices that underpin them and applying the concepts acquired to concrete educational situations.
MAKING JUDGEMENTS
The student is able to offer reasoned evaluations of the use of digital tools and artificial intelligence in educational contexts, recognising their potential and limitations from a pedagogical perspective.
COMMUNICATION SKILLS
The student is able to express their views on course topics and issues clearly and with pertinent arguments, using the lexicon of didactics and the educational sciences.
LEARNING SKILLS
The student has developed the ability to observe educational practices reflectively and to autonomously update their understanding of the topics addressed through reading and engagement with diverse sources.

Methods and criteria for verifying the learning:
The assessment of learning consists of: ongoing assessment activities available on the platform throughout the academic year; review of a text of the student’s choice (practical test); in-person written test. The examination assesses the student’s overall preparation, ability to relate knowledge to the various parts of the syllabus, coherence of argumentation, analytical ability and autonomy of judgement. The student’s command of written and oral language is also assessed. The final grade is based on the evaluation of the practical test (review) and the written test (questionnaire) according to these criteria: Not passed: significant deficiencies and inaccuracies; topics are stated inconsistently and with inappropriate language. 18-20: Barely sufficient knowledge and understanding of the topics, with generalisations and imperfections and little analytical/argumentative ability. 21-23: Fair knowledge and understanding of the topics, but with generalisations and imperfections and little analytical/argumentative ability. 24-26: Good knowledge and understanding of the topics; good analytical and synthetic skills with clearly expressed arguments, but with not always adequate vocabulary and a mnemonic approach. 27-29: Very good knowledge and understanding of the topics; ability to analyse and synthesise. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate vocabulary. 30-30 with distinction: Excellent level of knowledge and understanding of topics. Excellent analysis, synthesis and independent judgement. Arguments are expressed in an original manner and with appropriate vocabulary.

Methods and criteria for verifying the learning:

The assessment of learning consists of:
ongoing assessment activities available on the platform throughout the academic year;
review of a text of the student’s choice (practical test);
in-person written test.
The examination assesses the student’s overall preparation, ability to relate knowledge to the various parts of the syllabus, coherence of argumentation, analytical ability and autonomy of judgement. The student’s command of written and oral language is also assessed.
The final grade is based on the evaluation of the practical test (review) and the written test (questionnaire) according to these criteria:
Not passed: significant deficiencies and inaccuracies; topics are stated inconsistently and with inappropriate language.
18-20: Barely sufficient knowledge and understanding of the topics, with generalisations and imperfections and little analytical/argumentative ability.
21-23: Fair knowledge and understanding of the topics, but with generalisations and imperfections and little analytical/argumentative ability.
24-26: Good knowledge and understanding of the topics; good analytical and synthetic skills with clearly expressed arguments, but with not always adequate vocabulary and a mnemonic approach.
27-29: Very good knowledge and understanding of the topics; ability to analyse and synthesise. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate vocabulary.
30-30 with distinction: Excellent level of knowledge and understanding of topics. Excellent analysis, synthesis and independent judgement. Arguments are expressed in an original manner and with appropriate vocabulary.

Attendance modalities:
The course is delivered in a blended format, combining in-person lessons and distance learning activities on the Moodle platform (https://e-learning.uniroma2.it/). The two modes are not alternatives but complements, following a coherent didactic logic: classroom lessons are devoted to the introduction of thematic units, discussion and engagement with the programme contents; the platform supports in-depth study, self-assessment and the progressive development of competencies through structured activities. In person, frontal teaching is integrated with guided discussion and feedback activities on work in progress, with particular reference to the AI Writing Laboratory. On the platform, the following are available throughout the academic year: study and in-depth materials correlated to the thematic units of the programme; self-assessment tests to verify understanding of the contents; discussion forums (e-tivity) for the shared elaboration of open questions; guided activities for the development of the AI Writing Laboratory, accessible and independently usable by all students, including those who do not attend lessons in person (https://e-learning.uniroma2.it/).

Attendance modalities:

The course is delivered in a blended format, combining in-person lessons and distance learning activities on the Moodle platform (https://e-learning.uniroma2.it/). The two modes are not alternatives but complements, following a coherent didactic logic: classroom lessons are devoted to the introduction of thematic units, discussion and engagement with the programme contents; the platform supports in-depth study, self-assessment and the progressive development of competencies through structured activities.
In person, frontal teaching is integrated with guided discussion and feedback activities on work in progress, with particular reference to the AI Writing Laboratory.
On the platform, the following are available throughout the academic year: study and in-depth materials correlated to the thematic units of the programme; self-assessment tests to verify understanding of the contents; discussion forums (e-tivity) for the shared elaboration of open questions; guided activities for the development of the AI Writing Laboratory, accessible and independently usable by all students, including those who do not attend lessons in person (https://e-learning.uniroma2.it/).