Teaching mode

The CdS is delivered in mode Mostly Telematic in accordance with the 635 DM of the 8 August 2016 and the DM6 of the 7 January 2019 and in accordance with the ANVUR Guidelines.
Provision of the predominantly telematic teaching includes: at least the 2 / 3 of educational activity in telematic mode and the remaining amount of activities in presence
The activities supported by Information and Communication Technology are carried out for a number of CFUs not lower than 67% and not higher than 95% of total CFUs. 
The quota related to the activities in presence will be primarily dedicated to relational activities related to the professional training of the figure and functions of Educator and technologist / designer of the training processes and in any case to the activities that can be defined 'in situation'. 

Educational objectives

The teaching organization of the CdS in a mainly telematic way maximizes the potential of information technology and education - from a constructivist viewpoint - and in particular multimedia, interactivity with didactic materials, human interactivity, the possibility of personalizing the sequencing of educational paths, the interoperability of the systems used and / or generated during use of technological systems, accessibility of content and flexibility of use by the student.

The entire teaching activity takes place in a web-based environment (The Learning Management System - LMS) which has as its main objective the creation of a training environment within which, even in situations of space-time distance, the aspect of the interpersonal relationship is predominant over that of simple transit of information.

By adopting a predominantly telematic approach, the following objectives can be achieved:

  • greatly reduce the logistic pressure on the structures;
  • reduce the disadvantages due to student movements from one university to another;
  • improve the teaching offer by adapting the teaching structure to the different needs of the student population (student-workers, students-off-site, students with disabilities);
  • improve students' ability to participate in the training process;
  • improve teaching effectiveness and student performance;
  • improve the student-university relationship both from the didactic point of view (relationship with the teacher and with peers), and from the administrative point of view (access to secretarial procedures);
  • to enhance, from the educational point of view, the interactive moments of the classroom;
  • continuous monitoring of the learning level, by tracking the course;
  • increase the frequency of evaluation and self-assessment moments;
  • adopt a training model of a constructivist type, favoring the active participation of students - also by making use of their own experiential baggage - to the training path and to the achievement of both training and skills profiles objectives.

Online education

Online educational activities are divided into:

  • Educational Teaching (DE)
  • Interactive Teaching (DI)

Educational Teaching (online)
By educational provision (DE) is meant the set of those didactic actions similar to classroom lectures, focused on the presentation-illustration of contents by the teacher (for example audio-video recordings, live-streaming lessons, pre-structured courseware or variants similar, etc). 
The teaching provision is guaranteed by a set of studio video-recordings ('formative pills') of approximately 20-30 minutes each) or live-streaming sessions of the standard one-hour duration. Provisional teaching can include, in addition, any live-streaming web-seminars.

Interactive Teaching (online)
Interactive teaching (DI) means the complex: 
  • of the didactic interventions addressed by the teacher / tutor to the whole class (or to a subgroup thereof), typically in the form of demonstrations or additional explanations present in faqs, mailing list or web forum (for example demonstration or operational suggestions on how to solve a problem, exercise and similar)
  • short interventions carried out by students (for example in discussion or collaboration environments: web forums, blogs, wikis);
  • structured e-activities (individual or collaborative), typically in the form of reports, exercises, case studies, problem solving, web quests, projects, artifact production (or similar variants), carried out by the students, with relative feedback;
  • interactive web-conference sessions for in-depth analysis, case discussions, training recovery, etc ...;
  • of the typical forms of formative evaluation, with the character of questionnaires or ongoing tests. 

At least one 1 weekly session is scheduled during the one-hour teaching delivery, in interactive web-conference to deepen and interact remotely with students on specific topics and aspects.

Furthermore, educational-training relationship activities are provided through the relational tools provided by the LMS environment adopted (forums, wikis, collaboration environments, training feedback tools, etc.).

Training planning

Each lecturer in charge of teaching provides for the design of the course structure according to the educational objectives and contents of the lecture itself and to the characterization of the ICT support that it intends to adopt within its teaching.
Training planning is made explicit through a didactic design document (DPD). The DPD, for each teaching, is published on the dedicated CdS website by the July 15 preceding the start of the teaching activity.
The training planning is supported by a Instructional Designer team made available by the Interuniversity Center Edunova. 
The DPD contains, among other things:

  • the name of the Teaching and the number of credits awarded;
  • the educational objectives and the competences to be developed;
  • the module-based teaching program;
  • the structure of the teaching supported by the ICT and of the possible didactic in presence with clarification - both quantitative and qualitative - of the activities that are scheduled in presence;
  • the quantification and nature of self-assessment tests;
  • the methods and criteria for evaluating the examination papers;
  • the textbooks adopted and the recommended in-depth materials.


The evaluation for the purpose of passing the exam may also take into account the educational objectives achieved by the student following the results achieved in the intermediate tests deposited in the dedicated section in the reserved area of ​​the student portal as well as the constancy in the effective participation in online activities, first and foremost the frequency of lessons. It is the teacher's discretion to take these activities into account.
The final exam for the individual discipline is carried out exclusively in the presence of the University offices, according to the methods indicated in the current Academic Regulations.

Teaching hours

The ANVUR guidelines state that there may be an 1 to 2 relationship between online payment and equivalent in attendance. 
That is, an hour of online teaching can be equated to 2 hours of face-to-face teaching. Furthermore it is foreseen that a portion of teaching supported by ICT ('Didattica on-line') must contain at least one hour of Interactive Education (DI) and at least one hour of Didactic Education (DE).

Indicatively and as a rule - unless expressly provided for in the didactic planning of the course - each CFU, equal to 25 hours of commitment for the student, includes 8 hours of teaching and 17 hours of individual study.
The 8 teaching hours, for a CFU, will be - normally - paid according to the following scheme:

  • 2 hours of face-to-face teaching;
  • 4 hours of online teaching (DE) in the form of pre-recorded (asynchronous) or live streaming (synchronous) videolessons (following the Anvur guidelines, the 4 hours of On-Line Dispensing Education will be provided in the form of 2 hours total video-lesson);
  • 2 interactive teaching hours (DI) consistent with the ANVUR guidelines in the form of interactive videoconferencing, disciplinary discussion forums, assignment of tasks, online formative assessment, ...

The teaching model involves all the teachings of the CdS, except those of a technical-practical, laboratory, relational or experiential nature (which may enjoy exceptions depending on the training purposes) and is based on an ad-hoc design and on the use of both some moments in the classroom and, mainly, activities and / or online content (both synchronous and asynchronous). 

The educational material

The teaching material that the course of study provides for each lesson is, as a rule, in multimedia format and can be integrated with further digital documents in text, image, animation, audio, video format, etc.
The Program selects and / or prepares or in any case prepares and authorizes according to parameters of authority, completeness and quality, also taking care of updating them, the study and in-depth materials made available online.
The educational material made available integrates and does not replace any textbooks indicated by the teacher which must be purchased by the student or acquired on loan from university libraries. 

Evaluation of teaching

At the end of each course and before taking the exam, students are asked to complete a didactic evaluation questionnaire.
In addition to the questionnaire on teaching evaluation, students are invited to complete a specific assessment questionnaire on the provision of telematic services to measure the degree of user satisfaction.
This questionnaire will be integrated into the University system for the acquisition of student questionnaires.
The results of this evaluation are periodically analyzed by the University Quality Assurance system and based on the AVA System of the ANVUR.