INSTRUCTIONAL DESIGN FOR LANGUAGE EDUCATION

This is one of the main activities of the degree course in Language Sciences where students can acquire knowledge and understanding in the field of Educational Linguistics with reference to second/foreign languages.
The specific goal of the course is to develop knowledge and understanding in the field of Instructional design and promote the ability to design and develop programmes and curricula for language education as well as teaching/learning materials, learning units/lessons that take into account the variables characterizing a learning/teaching environment: type of target audience and needs, language learning goals and objectives, modes of delivery, underpinning theories of language learning/teaching approaches, educational contexts (formal/non-formal/informal), useful technologies.

Knowledge and understanding:
The student will acquire knowledge and understanding in the field of Instructional Design (curriculum design, materials design, lesson design) and its role in the development, creation and delivery of language education programmes (foreign language/second language) according to diverse variables such as: target audience’s characteristics and needs, type of learning context (formal/non-formal/informal), of delivery modes (on site, on line, etc.), of contents, and technologies involved.

Applying knowledge and understanding:
The student will learn how to analyse, design and develop proposals according to the variables mentioned above.

Making judgements:
The student will know how to make informed and autonomous judgements as to the validity and feasibility of different curriculum/material/lesson proposals.

Communication skills:
The student will be able to communicate clearly and unambiguously his/her reasoning, opinions and ideas, and show mastery of the specific language of the field.

Content pre-requisites:
It is recommended to attend the course "Theories of Language Education" before taking the course "Instructional Design for Language Education."

Alternatively:
A basic knowledge of the principles of language education and language teaching is useful.
Those without any previous basic knowledge in these fields can read:
Brown, H.D., (any edition) Teaching by principles : an interactive approach to language pedagogy (from chapter 1 to chapter 8)

Language pre-requisites:
Competence in English at least B2 level

Teaching approaches; curriculum models; syllabus: learning objectives, materials, assessment; learning units and lesson plans; ICT; modes of course delivery (e.g., flipped classroom); language learning activities and tasks.

Study materials will be indicated during the course and included on the Moodle course platform.

The exam lasts 2 hours, is written, and aims to assess the knowledge and understanding of the main theoretical and practical aspects that characterise the field of Instructional design for language education. It consists of both closed and open-ended questions (up to 15 points), and includes the creation of a teaching task/module (up to 15 points).

In addition to the grade obtained in the exam, 1 point is added as recognition for attendance (not compulsory) to online classes. To obtain 1 point, the student must attend at least 4 out of 5 online classes with a positive outcome.

written

Final Grade and Description
18-20: Basic knowledge of the main theoretical and operational aspects of Instructional Design. Limited understanding of course materials and difficulties in applying critical thinking. The creation and evaluation of teaching paths are generic or lack depth.
21-23: Fair mastery of key concepts. Satisfactory ability to apply critical thinking, with an analysis of teaching practices that demonstrates an understanding of instructional design principles. The creation and evaluation of teaching paths are sufficiently detailed.
22-26: Good understanding of the topics covered, with clear and structured knowledge of the subject matter. A critical reflection on the theories and techniques of instructional design emerges, along with a good ability to evaluate and design effective teaching paths.
27-28: Solid understanding of the topics covered and ability to develop well-supported judgments on instructional design theories and techniques. Well-developed critical approach with appropriate practical applications.
29-30: Excellent knowledge of instructional design theories and techniques. Outstanding ability to connect theories and teaching practices, with well-structured and innovative teaching proposals.
30 with Honors: Original and brilliant work, with a significant personal contribution to theoretical reflection and teaching practice.

Blended: 10 on-site lessons and 5 on-line asynchronous lessons with forum activities.
The students are kindly required required to participate actively in the class activities and in the on-line forums, so as to develop awareness of theories and practical issues in Instructional design.

Please write to the teacher (menegale@unive.it) to receive the access key to the Moodle platform of the course, where you can attend online activities and find all the info and materials of the course. Please indicate as email object: ACCESS KEY INSTRUCTIONAL DESIGN.

Students who are unable to complete the preparation in the classroom will be able to retrieve the study materials on Moodle, which will be, in any case, the same as those of the students who will be present in the classroom.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development