[Autom. eng. transl.] When working in distance learning, whether working in a school, university or corporate context, the design action in its macro and micro dimensions must be carefully supervised. In fact, it is a crucial aspect of didactic action which, if on the one hand it expresses in an incisive way the intentionality of those who are responsible for the teaching-learning processes (didactic designers, teachers, e-tutors), on the other it can significantly impact both the training outcomes and the perceived quality of the training experience. The macro-design action of a course - which in the case of fully digital or blended courses could be carried out with the accompaniment of a team of experts - has the syllabus as its output; having developed the system of the reified course in the syllabus, it is necessary to go into detail, declining what is suggested in the last phase: the explicit action of micro-design is in fact realized in the lesson planning, or rather the detailed description of the "learning trajectory" of limited portions of the path outlined in the syllabus, the lessons. Having defined the lesson plan in its constituent parts and presented a possible format, the contribution illustrates possible lesson planning scenarios by making explicit reference to the learning cycles envisaged by Diana Laurillard's Conversational Framework.
|Translated title of the contribution||[Autom. eng. transl.] He lesson plan|
|Title of host publication||Apprendere a distanza. Teorie e metodi|
|Number of pages||13|
|Publication status||Published - 2021|
- lesson planning
- distance learning