WEEK 1 - Perché fare innovazione didattica

  • Brandon, B. (2004). Applying Instructional Systems Processes to Constructivist Learning Environments. In: The e-Learning Developers’ Journal. Applying instructional Systems Processes to Constructivist Learning Environments.
  • Brynjolfsson, E., McAfee, A. (2014). The Second Machine Age. New York: W. W. Norton & Company.
  • Davidson, C.N. (2017). The New Education: How to Revolutionize the University to Prepare Students for a World in Flux. New York: Basic Books.
  • Ferrari, A., Cachia, R., Punie, Y. (2009). Literature Review on Innovation and Creativity. In: E&T in the EU Member States. JRC 52374 Technical Note Luxembourg: Office for Official Publications of the European Communities Retrieved from http://www.jrc.ec.europa.eu/.
  • Ford, M. (2015). Rise of the Robots: Technology and the Threat of a Jobless Future. New York: Basic Books.
  • Frey, C.B., Osborne, M.A. (2013). The Future of Employment: how Susceptible are Jobs to Computerisation? The Future of Employment: how SUsceptible are Jobs to Computerisation?
  • Granados Sanchez, J. (2011). The Challenges of Higher Education. In: The 21st Century. Global University Network for Innovation (GUNi) Articles, Barcellona.
  • Harris, K., Kimson, A., Schwedel, A. (2018). Labor 2030: The Collision of Demographics, Automation and Inequality, Bain & company Inc.
  • Harari, Y. N. (2015). Homo Deus: A Brief History of Tomorrow. Londra: Harvill Secker.
  • Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016). Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report. Opening up Education: A Support Framework for Higher Education Institutions
  • Innerarity, D. (2010). Incertesa i Creativitat, Educar per a la Societat del Coneixement. In: Debats d’Educació nº 18, Fundació Jaume Bofill, Barcellona.
  • Kaplan, J. (2015). Humans Need not Apply, A Guide to Wealth and Work in the Age of Artificial Intelligence. New Haven: Yale University Press.
  • Orr, D. (2004). Earth in Mind: on Education, Environment and the Human Prospect. Chicago: Island Press.
  • Rifkin, J. (1995). The End of Work; the Decline of the Global Labor Force and the Dawn of the Post-Market Era. New York: Putnam Publishing Group. Trad. it. La fine del lavoro: Il declino della forza lavoro globale e l’avvento dell’era post-mercato. Oscar Mondadori, 2002.
  • Sancassani, S., Brambilla, F., Casiraghi, D., Marenghi, P. (2019) Progettare l’Innovazione Didattica, Milano, Pearson.
  • Susskind, R., Susskind, D. (2015). The Future of the Professions: How Technology Will Transform the Work of Human Experts. Oxford: Oxford University Press.

WEEK 2 - I Risultati di Apprendimento Attesi

  • Arnold, L., Willoughby, T.L., Calkins, E.V. (1985). Self-Evaluation in Undergraduate Medical Education: a Longitudinal Perspective. In Journal of Medical Education, Novembre 1985, Volume 60, pp. 21–28.
  • Domenici, G. (1996). Gli strumenti della valutazione. Napoli: Tecnodid.
  • Gibbs, G.; Simpson, C. (2005). Conditions Under Which Assessment Supports Students’ Learning. In: Learning and Teaching in Higher Education (1). pp. 3-31. ISSN 1742-240X.
  • Hattie, J.A. (1987). Identifying the Salient Factors of a Model of Student Learning: a Synthesis of Meta–Analyses. In: International Journal of Educational Research, 11, pp. 187–212.
  • Piaget, J. (1971). Psychology and Epistemology: Towards a Theory of Knowledge. New York: Grossman.
  • Ramsden, P. (1991). A Performance Indicator of Teaching Quality in Higher Education: the Course Experience Questionnaire. In: Studies in Higher Education, vol. 16, pp. 129-150.
  • Tomlinson, C., McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Virginia, USA:ASCD.
  • Vertecchi, B. (2003). Manuale della valutazione: Analisi degli apprendimenti e dei contesti. Milano: Franco Angeli.
  • Weaver R.L., Cotrell H.W. (1986). Peer Evaluation: A Case Study. In: Innovative Higher Education. Settembre 1986, Volume 11, Issue 1, pp. 25–39.

WEEK 3 - La valutazione

  • Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. David McKay Company, New York.
  • Krathwohl, David R. (2002). A Revision of Bloom’s Taxonomy: An Overview. In Theory Into Practice, Routledge.
  • Nuttall, D.L. (1994). National Curriculum Assessment in the U.K. Gordon Stobart.
  • Orpen C. (1982). Student Versus Lecturer Assessment of Learning: A Research Note. In Higher Education, Settembre 1982, Volume 11, Issue 5, pp. 567–572.
  • Schwab, J. J. (1969). College Curriculum and Student Protest. Chicago: University of Chicago Press.
  • Severino, E. (2013). Capitalismo senza futuro. Milano, BUR Biblioteca Universale Rizzoli.
  • Shuell, T.J. (1986). Cognitive Conceptions of Learning. In: Review of Educational Research, 56, 411-436.
  • Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. In: International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  • Skinner, B.D. (1938). The Behavior of Organisms: an Experimental Analysis. New York: Appleton-Century-Crofts.
  • Vygotsky, L. (1978). Mind in Society. Londra: Harvard University Press.

WEEK 4 - I modelli pedagogici

  • Bandura, A. (1973). Aggression: A Social Learning Analysis. Oxford: Prentice-Hall.
  • Bandura, A. (1977). Social Learning Theory. Englewood Cliffs: Prentice Hall.
  • Barrows, H. S. (1996). Problem-Based Learning in Medicine and Beyond: A Brief Overview. In: New Directions for Teaching and Learning, n.68. Wiley, Hoboken, NJ.
  • Bruner, J. S. (1961). The Act of Discovery. Cambridge, MA: Harvard educational review.
  • Deleuze G., Guattari F. (1980). Mille plateaux. Parigi: Les Éditions de Minuit.
  • Dewey, J. (1938). Experience & Education. New York: Kappa Delta Pi.
  • Dewey, J. (1997). How We Think. New York: Dover Publications.
  • Downes, S. (2010). New Technology Supporting Informal Learning. In: Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.
  • Gagné, R.M. (1965). The Conditions of Learning. New York: Holt, Rinehart & Winston.
  • Greeno, J., Collins, A., Resnick, L. (1996). Cognition and Learning. In Berliner, D. & Calfee, R. (eds.). Handbook of Educational Psychology, Macmillan, New York: 15-46.
  • Guthrie, E.R. (1935). The Psychology of Learning. New York: Harper.
  • Kelly, G.A. (1955). The Psychology of Personal Constructs. Volume 1. New York: Norton.
  • Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice-Hall, Inc.
  • Levy, P. (2006). Living Theory: A Pedagogical Framework for Process Support in Networked Learning. In: Research in Learning Technology Vol. 14, No. 3, Settembre 2006, pp. 225–240, ALT’s Open Access Journal.
  • Mayes, T., De Freitas, S.(2004). Review of e-Learning Frameworks, Models and Theories. Londra: Joint Information Systems Committee.
  • Mazur, E. (1997). Peer Instruction: A User’s Manual Series in Educational Innovation. Upper Saddle River, NJ: Prentice Hall.
  • Piaget, J. (1971). Psychology and Epistemology: Towards a Theory of Knowledge. New York: Grossman.
  • Watson, J.B. (1913). Psychology as a Behaviorist View. In Psychological review, 20, 2, 158-17.

WEEK 5 - La Rete dell'Apprendimento: classe attiva

  • Biggs, J. (1987). Student Approaches to Learning and Studying. Melbourne: Australian Council for Educational Research.
  • Biggs, J. (1999). Teaching for Quality Learning at University. SHRE and Open University Press.
  • Biggs, J. B. (2003). Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education and Open University Press.
  • Boyle, T., Windle, R., Leeder, D., Wharrad, H., Alton, R., Cook, J. (2006). An Agile Method for Developing Learning Objects, In: Proceedings of the 23rd Annual ASCILITE Conference: Who’s Learning? Whose Technology? Tratto da: An Agile Method for Developing Learning Objects.
  • Conole, G. (2013). Designing for Learning in an Open World. New York: Springer.
  • Conole, G. (2013). Designing for Learning in an Open World. Berlin: Springer.
  • Cooper, A. (1999). The Inmates are Running the Asylum. Houndmills: Macmillan Computer Publishing. Trad. it. Il disagio tecnologico, Milano: Apogeo,1999.
  • Driscoll, M. P. (2002). How People Learn (and What Technology might have to do with it), ED470032 2002-10-00. ERIC digest article. How People Learn.
  • Entwistle, N. (1988). “Styles of Learning and Teaching”. David Fulton.
  • Entwistle, N. (2000). Promoting Deep Learning through Teaching and Assessment: Conceptual Frameworks and Educational Contexts. Presented at the TLRP Conference, Leicester.
  • Entwistle, N., Peterson, E. (2004). Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behavior and Influences of Learning Environments. In: International Journal of Educational Research, 41(6), 407-428.
  • Evenson, S. (2006). Design Studies - Theory and Research in Graphic Design. New York: Princeton Architectural Press.
  • Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., Wenderoth, M. (June 2014). Active Learning Boosts Performance in STEM Courses. In: Proceedings of the National Academy of Sciences, 111 (23) 8410-8415.
  • Ghislandi, P. M. M., Raffaghelli, J. E. (2015). Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality. In: British Journal of Educational Technology, 46: 280–299.
  • Giannatelli, A., Tomasini, A. (2020). INSYSTED pedagogical framework – Instructional booklet. Politecnico di Milano – METID Learning Innovation. INSYSTED pedagogical framework – Instructional booklet.
  • Goodyear, P., Retalis, S. (Eds.) (2010). Technology-Enhanced Learning: Design Patterns and Pattern Languages. Rotterdam: Sense Publishers.
  • Groff, J. (2013). Technology-rich Innovative Learning Environments, OECD, Technology-Enhanced Learning: Design Patterns and Pattern Languages.
  • Grunert O’Brien, J. (1997). The Course Syllabus: A Learning-Centered Approach. Bolton, MA: Anker.
  • Hassenzahl, M. (2010). Experience Design: Technology for All the Right Reasons (Synthesis Lectures on Human-Centered Informatics). Morgan Claypool.
  • Houghton, W. (2004). Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough:HEA Engineering Subject Centre.
  • Kember, D., Kwan, K. P. (2000). Lecturers’ Approaches to Teaching and their Relationship to Conceptions of Good Teaching. In: Instructional Science, 28, 469-490.
  • Koksal, H. (2013). Reducing Teacher Resistance to Change and Innovations. Prepared Address, London: Kingston University. Tratto da: Reducing Teacher Resistance to Change and Innovations.
  • Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Abingdon: Routledge.
  • Marton, F. (1983). Beyond Individual Differences. In: Educational Psychology, 3, 289–303.
  • Mayer, R. E. (1982). Learning, Encyclopedia of Educational Research, 5th edition. New York: The Free Press.
  • Meroni, A., Sangiorgi, D. (2011). Design for Services. Farnham: Gower Publishing Limited.
  • Milani, M., Pinelli, I., Perović, N., Young, C. (2017). The Secret of Abc Rapid Learning Design - “Think Globally, Act Locally”. In: Proceedings of EDULEARN17, pp. 8513-8519.
  • Ming-Zher, P., (2010). A Wearable Sensor for Unobtrusive, Long-Term, Assessment of Electrodermal Activity. In: IEEE Transactions on Biomedical Engineering, VOL. 57, NO. 5, MAY 2010.
  • Mishra, P., Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. In: Teachers College Record, 108(6), 1017-1054.
  • Norman, D. A. (2000). The Invisible Computer. Cambridge, Mass: MIT Press. Trad. it. Il computer invisibile, Milano: Apogeo, 2000.
  • Pacuit, E., Parikh R. (2005). The Logic of Communication Graphs. In: Leite J., Omicini A., Torroi P., Yolum P. (eds). Declarative Agent Languages and Technologies II. DALT 2004. Lecture Notes in Computer Science, vol 3476. Berlin: Springer.
  • Peterson, C. (2003). Bringing ADDIE to Life: Instructional Design at its Best. In: Journal of Educational Multimedia & Hypermedia, 12(3), 227-241.
  • Raijmakers, B., van Dijk, G., Lee, Y., Williams, S. A. (2009). Designing Empathic Conversations for Inclusive Design Facilitation. In: Include09, Royal College of Art, London, UK, 5-8 April 2009.
  • Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.
  • Ramsden, P. (2003). Learning to Teach in Higher Education. (2nd Ed.). London: Routledge.
  • Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Post on eLearnspace. Tratto da: Connectivism: A Learning Theory for the Digital Age
  • Svinicki, M.D. (2004). Learning and Motivation in the Postsecondary Classroom. MA: Anker Publishing Company Bolton.
  • Trigwell, K., Prosser, M., Waterhouse, F. (1999). Relations Between Teachers’ Approaches to Teaching and Students’ Approaches to Learning. In: Higher Education, 37, 57–70.
  • Wilson, K., Korn, J. (2007). Attention During Lectures: Beyond Ten Minutes. In: Teaching of Psychology, 34(2), 85-89.

WEEK 6 - La Rete dell'Apprendimento: contenuti e connessioni utili

  • Adell, J. & Castañeda, L. (2013). Entornos Personales de Aprendizaje: Claves para el Ecosistema Educativo en Red. Alcoy: Ed. Marfil.
  • Arnkil, R., Koski P., Järvensivu, A., Piirainen, T. (2010). Exploring Quadruple Helix. Outlining User-oriented Innovation Models. Working Papers 85/2010. Tampere: University of Tampere - Work Research Centre.
  • Brame, C.J. (2015). Effective Educational Videos. Tratto da: Effective Educational Videos
  • Cleveland, B., Fisher, K. (2014). The Evaluation of Physical Learning Environments: a Critical Review of the Literature. In: Learning Environ Research (17), 28.
  • Corti, P., Tomasini, A., Brambilla, F., Baudo, V. (2016). Storytelling and MOOCS: the Experience of Two Courses in Pok - Polimi Open Knowledge. In Design the Future!. EMEMITALIA 2016, Modena.
  • Deleuze, G., Guattari, F. (1980). Mille Plateaux – Capitalisme et Schizophrénie 2. Parigi: Les Éditions de Minuit. Trad. it. Mille piani – Capitalismo e schizofrenia, Castelvecchi, 2003.
  • Downes, S. (2010). New Technology Supporting Informal Learning. In: Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.
  • Etzkowitz, H., Leydesdorff, L. (1998). The Endless Transition: A “Triple Helix” of University–Industry–Government Relations. Minerva 36, 203–208.
  • Giannatelli, A., Corti, P., Sancassani, S. (2018). MOOCs as Drivers of Open Education Culture in Universities. In: Book of Abstracts Open Education Global Conference 2018, Delft, Netherlands.
  • Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., Trow, M. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: SAGE.
  • Hessels, L., Van Lente, H. (2008). Re-Thinking New Knowledge Production: A Literature Review and a Research Agenda. In: Research Policy, 37(4), pp.740-760.
  • Horizon Report (2016). NMC Horizon Report: Edición Educación Superior 2016. Aprendevirtual
  • Joint Information Systems Committee. (2009). Designing Spaces for Effective Learning. A Guide to 21st Century Learning Space Design. Bristol, UK: Joint Information Systems Committee. Designing Spaces for Effective Learning
  • Lankshear, C. & Knobel, M. (2008). Nuevos Alfabetismos. Su Práctica Cotidiana y el Aprendizaje en el Aula. Madrid: Ed. Morata.
  • Ling, P. & Fraser, K. (2014). Pedagogies for Next Generation Learning Spaces, Theory, Context, Action. In K. Fraser (Ed.), The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12, pp. 65-84). Bingley, UK: Emerald Group Publishing Limited.
  • Marmot, A. (2014). Managing the Campus; Facility Management and Design, the Student Experience and University Effectiveness. In Temple, P. (Ed.), The Physical University: Contours of Space and Place in Higher Education (pp. 14). London: Routledge.
  • Murray, R., Caulier-Grice, J., Mulgan G. (2010). The Open Book of Social Innovation, Social Innovator Series, The Young Foundation and Nesta.
  • Oblinger, D. (2005). Leading the Transition from Classrooms to Learning Spaces. In: Educause Quarterly, 28(1), 14-18. https://www.learntechlib.org/p/103691/.
  • Observatory of Educational Innovation, Tecnológico de Monterrey, Augmented and Virtual Reality, EduTrends, Marzo 2018. Augmented Reality and Virtual Reality.
  • Radcliffe, D., Wilson, H., Powell, D. & Tibbetts, B. (2009). Learning Spaces in Higher Education: Positive Outcomes by Design. In: Proceedings of the Next Generation Learning Spaces 2008 Colloquium. Australia: The University of Queensland.
  • Rudd, T., Gifford, C., Morrison, J., Facer K. (2006). What if…Re-Imagining Learning Spaces. Futurelab: www2.futurelab. org.uk/resources/publicationsreports-articles/opening-education-reports/Opening-Education-Report128.
  • Sancassani, S., Baudo, V., Trentinaglia, N. (2017). Embracing Diversity as Soft Skills: an International MOOC Experience. In: Proceeding of EMEMItalia Conference, Bolzano.
  • Sancassani, S., Brambilla, F., Marenghi, P., Menon, S. (2011). E-collaboration. Il senso della rete. Milano: Apogeo.
  • Sancassani, S., Corti, P., Baudo, V. (2017). An International Collaboration in the Design Experience of a MOOC Series. In: Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol 10254. Springer, Cham.
  • Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. In: International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  • Sparrow, J., Whitmer, S. (2014). Transforming the Student Experience through Learning Space Design. In Fraser, K. (Ed.), The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12, pp. 299-315). Bingley, UK: Emerald Group Publishing Limited.
  • Sternberg, R.J., Preiss, D.D. (2005). Intelligence and Technology. The Impact of Tools on the Nature and Development of Human Abilities (eds R.J. Sternberg & D.D. Preiss), Preface. pp. xxii–xviv. Erlbaum,Mahwah, NJ.
  • Temple, P. (2014). The Physical University: Contours of Space and Place in Higher Education. London: Routledge.
  • “The convergence of technology, pedagogy and space can lead to exciting models of campus interactions.” Fraser, K. (2014). The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12). Bingley, UK: Emerald Group Publishing Limited.
  • Toschi, L. (2001). Il linguaggio dei nuovi media. Milano: Apogeo.
  • White, B., Williams, G., England, R. (2014). Diverse Pictures of Learning, The Hidden Work of Shaping Next Generation Learning Spaces. In Fraser, K. (Ed.), The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12, pp. 23-46). Bingley, UK: Emerald Group Publishing Limited.
  • Zanden, A. H. W. v. d. (2015, Mar 2-4). Transforming Education Spaces to Sustain Pedagogical Change. 9th International Technology, Education and Development Conference, Madrid, Spain.