In the past decades, e-learning courses — originally created for specific professional purposes — have become increasingly frequent in university education thanks to the extraordinary growth of the technological innovation. The pandemic has given an extraordinary acceleration to the possibilities of universities to provide distance courses. Teachers and students were forced to rapidly experiment teaching methods and practices based on the use of digital and online tools and techniques. With the increase of distance university courses, it seems that not only the times, places and ways of learning are redefined but huge transformations emerge into the way university teachers work. In particular, e-learning - with the need of digital skills for both students and teachers - seems to convey a redefinition of the disciplinary competences. On the one hand, the digital tool acts as a medium for transmitting specific disciplinary knowledge, on the other hand, starting from its technical possibilities, it triggers in the teacher a new reflection on disciplinary teaching. In this scenario each teacher can design its own course with the selection and organization of disciplinary contents, e-tivities and learning models. What are the reflections that e-learning promotes on disciplinary teaching? The use of digital learning tools specifically designed for disciplinary teaching can add value to a course or a curriculum? But above all, what are the training processes and skills required to improve a specific disciplinary teaching? Is it possible that it needs some sort of interdisciplinary co-construction?
Starting from the interaction of different disciplines, the session aims to collect and analyze e-learning practices that focus on curricular teaching experiences. It is mainly aimed at teachers and researchers interested on the learning of disciplinary teaching, on its training processes and its pedagogical consequences.
Fabrizio Barpi, Politecnico di Torino, Italy
Fiorella Vinci, eCampus University, Italy
Davide Dalmazzo, Politecnico di Torino, Italy
Antonella De Blasio, eCampus University, Italy