Innovative Distance Teaching Methods
About the Course
The MOOC includes lessons based on digital creativity topics and strategies and solutions for the management of distance teaching for children between 4-7. The course offers online materials, such as videos and slides and it is defined in order to provide a mix of theoretical and practical inputs for teachers in formal and informal contexts. The Innovative Distance Teaching Methods course aims to provide a complete scheme of information in order to fill the gap in the application of new tools for teaching in distance education. This represents an important asset after the revolution in teaching and learning brought by the COVID-19 outbreak. The MOOC aims to furnish innovative solutions, with detailed road maps, easily to implement in the real learning environments. Each lesson contains two different sections, one theoretical unit that provides information about the models and the methodologies that represents the fundamental concepts and the basis for the application. A second unit has a practical approach, giving to all the teachers the keys to learn how to implement innovative pedagogical practices in real contexts. One specific topic of the course is to present and implement solutions for the application of multisensory objects in distance education, starting from the framework of digital storytelling.Social Sciences
Training hours30
LevelIntermediate
Course ModeSelf Paced
Multilingual
Duration4 weeks
TypeOnline
Course StatusSelf Pacement
Course Agenda
Enrollments Start
Course Opens
Course Closes
Learning outcomes
Students will learn about creativity (as well as creativity characteristics in educational settings), creative pedagogical principles (that have been identified in learning, each one characterized by different components), to provide a new lens to better understand phenomenon in which multiple actors interact with common interests and aims, active learning approaches, the Tangible User Interfaces (TUIs), that play a crucial role in education and special education and basic concepts about digital storytelling.
Background and Requirements
No requirements are needed.Textbooks
- Antonaci, A., Klemke, R., Kreijns, K., & Specht, M. (2018). Get Gamification of MOOC right! How to Embed the Individual and Social Aspects of MOOCs in Gamification Design. International Journal of Serious Games, 5(3), 61–78. https://doi.org/10.17083/IJSG.V5I3.255.
- Antonaci, A., Klemke, R., & Specht, M. (2015). Towards Design Patterns for Augmented Reality Serious Games. In T. Bown & H. van der Merwe (Eds.), The Mobile Learning Voyage - From Small Ripples to Massive Open Waters. Communications in Computer and Information Science (Vol. 560, pp. 273–282). Springer, Cham. https://doi.org/10.1007/978-3-319-25684-9_20.
- Toda, A., Oliveira, W., Tomé Klock, A. C., & Toledo Palomino, P. (2019). A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation. 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/http://dx.doi.org/10.1109/ICALT.2019.00028 ● Miglino, O., Di Ferdinando, A., Di Fuccio, R., Rega, A., & Ricci, C. (2014). Bridging digital and physical educational games using RFID/NFC technologies. Journal of e-Learning and Knowledge Society, 10(3).
- Ponticorvo, M., Sica, L. S., Rega, A., & Miglino, O. (2020). On the edge between digital and physical: materials to enhance creativity in children. An application to atypical development. Frontiers in Psychology, 11, 755.
- Di Fuccio, R., Ponticorvo, M., Ferrara, F., & Miglino, O. (2016, September). Digital and multisensory storytelling: narration with smell, taste and touch. In European Conference on Technology Enhanced Learning (pp. 509-512). Springer, Cham.
- Di Ferdinando, A., Di Fuccio, R., Ponticorvo, M., & Miglino, O. (2015). Block magic: a prototype bridging digital and physical educational materials to support children learning processes. In Smart Education and Smart e-Learning (pp. 171-180). Springer, Cham.
- Prahalad, C.K., Ramaswamy, V., 2004, The future of competition: Co-creating unique value with customers, Harvard Business School Press, Boston.
- Ramaswamy, V., Ozcan, K., 2018, What is co-creation? An interactional creation framework and its implications for value creation, Journal of Business Research, 84, 196, 205, doi: https://doi.org/10.1016/j.jbusres.2017.11.027.
- Ishii, H. (2007). Tangible user interfaces. Human-Computer Interaction: Design Issues, Solutions, and Applications, 141-157.
- Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centred game-design approach: Impacts on teachers' creativity. Digital Education Review, 13-22.
- Frossard, F., Trifonova, A., & Barajas, M. (2015). Teachers designing learning games: impact on creativity. In Video Games and Creativity (pp. 159-183). Academic Press.
- Somma, F., Di Fuccio, R., Lattanzio, L., Ferretti, F., & Gigliotta, O. (2020). Usability and engagement of a digital and multisensorial tool for immersive storytelling: A pilot study. In 2nd Symposium of Psychology-Based Technologies, PSYCHOBIT 2020 (Vol. 2730). CEUR-WS.
