WEEK 1 - Which is the relationship between active learning and soft skills?

Supporting research

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WEEK 2 - How do we formulate effective intended learning outcomes for soft skills?

Supporting research

  • Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives : complete edition;
  • Athanassiou, N., McNett, J. M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom's taxonomy as a learning tool. Journal of Management Education, 27(5), 533-555.10.1177/1052562903252515;
  • Biggs, J. B. (2003). Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education and Open University Press.
  • Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., & McGaw, B. Assessment and Teaching of 21st Century Skills, Dordrecht, Springer.
  • Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing management curriculum for workplace readiness: Developing students’ soft skills. Journal of Management Education, 42(1), 80-103. 10.1177/1052562917703679;
  • Wilson, L. O. (2016). Anderson and Krathwohl–Bloom’s taxonomy revised. Understanding the New Version of Bloom's Taxonomy. Retrieved January 7th, 2021, from Quincycollege.

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WEEK 3 - How do we assess ILOs achievement when working on soft skills?

Supporting research

  • Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Formative and summative assessment: Can they serve learning together. AERA Chicago, 23. Paper presented at AERA Chicago 23 April. SIG Classroom Assessment Meeting 52.028. Retrieved January 7th, 2021, from https://www.researchgate.net;
  • Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD
  • Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70–120.10.3102/0034654312474350
  • Gibb, S. (2014). Soft skills assessment: Theory development and the research agenda. International journal of lifelong education, 33(4), 455-471.Soft skills assessment: Theory development and the research agenda
  • Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379. Assessment and learning: differences and relationships between formative and summative assessment
  • Hood, L. (2011). Examples of Classroom Assessment Techniques for Larger Classes. Schreyer Institute for Teaching Excellence, Penn State University. Retrieved December, 2020, from Schreyerinstitute Psu
  • Nicol, D., & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback practice. C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. & Smith, B.(2004) Enhancing student learning through effective formative feedback, York, The Higher Education Academy. Retrieved January 7th, 2021, from Resource Isvr Soton Ac
  • Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. Assessment for Learning: Meeting the Challenge of Implementation, 311–326. 10.1007/978-3-319-39211-0_18
  • Vaughan, N., (2014). Student Engagement and Blended Learning: Making the Assessment Connection. Education Sciences. 2014; 4(4):247–264. 10.3390/educsci4040247
  • Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), 10-16. Retrieved January 7th, 2021, from Pdo Ascd
  • Zhang, A. (2012). Peer assessment of soft skills and hard skills. Journal of Information Technology Education: Research, 11(1), 155-168. Retrieved January 7th, 2021, fromPeer assessment of soft skills and hard skills

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WEEK 4 - Fostering soft skill dimension: how to design the learning activity?

Supporting research

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Week 5 - Look at your work from above: evaluate and monitor what's going on

Supporting research

  • Ebert-May, D., Brewer, C., & Allred, S. (1997). Innovation in large lectures: Teaching for active learning. Bioscience, 47(9), 601-607.Innovation in large lectures: Teaching for active learning;
  • Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American journal of pharmaceutical education, 77(1). DOI: Redesign of a Large Lecture Course Into a Small-Group Learning Course;
  • Frick, T. W., Chadha, R., Watson, C., & Zlatkovska, E. (2010). Improving course evaluations to improve instruction and complex learning in higher education. Educational Technology Research and Development, 58(2), 115-136. Retrieved January 7th, 2021, from Idp Springer
  • Oppezzo, M., & Schwartz, D. L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of experimental psychology: learning, memory, and cognition, 40(4), 1142. Retrieved January 7th, 2021, from Apa;
  • Sancassani, S. (2019), Progettare l'innovazione didattica, Person.

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