4 Contributo in Atti di Convegno (Proceeding)

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Celestial Influence and Astral Magic. Between the Ghāyat al-Ḥakīm and the ‘Kindī-circle Alexander’

FLEXIBLE DESIGN TOOLS AND TRAINING FOR TEACHERS: RESULTS FROM A EUROPEAN PROJECT

The need to design courses in diverse teaching scenarios, i.e. face-to-face, blended, or online requires flexibility and modularity, becoming nowadays an increasingly urgent and imperative necessity. Among the teaching flexibility options, the well known Flipped Classroom (FC) model has been recognized and appreciated in the educational field, but the literature highlights the lack of adequate support for teachers in developing teaching skills for effective learning. To this end, the Erasmus...

THE PRIMM METHOD FOR TEACHING PROGRAMMING: EXPERIMENTATION AND VALIDATION

The project "Algorithmically: from problem-solving to computer science" is a research-action project funded and carried out in the academic year 2022-23 by the Scientific High School “Leonardo da Vinci” (Trento, Italy), in collaboration with the University of Trento. The goal of the project was to validate the PRIMM (Predict, Run, Investigate, Modify, Make) methodology for teaching programming, which subverts the traditional approach based on early program writing. Instead, students are encou...

THE IMPACT OF COMMUNITIES OF PRACTICE AT THE UNIVERSITY OF TRENTO: RESEARCH-BASED LESSONS LEARNT

The University of Trento Teaching and Learning Centre (called FormID) promotes educational leadership and strategic initiatives that consolidate the processes of teaching, learning and assessment continuous enhancement [1] by supporting the professional development of academics, with the ultimate goal of promoting student success [2]. FormID offers both formal and non-formal initiatives [3] tailored to individual needs, such as consultancies with an academic developer or Communities of Practi...

Educational Leadership for Academic Development: Practices and Reflections at University of Trento

Research indicates that effective and transformative academic development requires establishing structures fostering organisational change and continuous improvement. Institutional cultures can either support or hinder teaching quality and innovation. Commonly, there is a noticeable disinterest in discussions about teaching, with innovations being isolated efforts amidst a broader resistance to change, thereby impeding the promotion and sustenance of innovative teaching practices. This case s...

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