Design and Methods

Delivering learning experiences, online or face-to-face, means to design effectively course contents and learning objectives and to select the most appropriate methods for your target. We support faculty members in both stages of the process.

Please, explore the two areas below to know more design framework and methods.

We propose a methodology to support the design of successful learning experiences based on: identification of learning targets and outcomes; selection of delivery methods and educational resources; definition of assessment methods; selection of appropriate evaluation tools.

In order to create unique learning experiences, we focus on:

1. engagement of learners and faculty members;
2. processes of interaction and discussion;
3. continuous assessment of learning progress;
4. support and feedback.

We co-design education technology together with academic instructors, by assembling a wide array of cross-disciplinary talents and skills.

As a member of the Bocconi Faculty, we are more than available to have a conversation with you to discuss your session or course and help you re-design the learning experience offered to your students, as well as help you developing new teaching ideas and course projects.

Interested in discussing how to provide an effective learning experience? Let’s meet ASAP!

One method doesn't fit all, so we support the analysis and identification of the set of methods that best fit the intended learning objectives of your course.

Appropriate methods contribute to creating learning experiences where both learners and teachers positively interact as they address the learning resources.

Either at the experimental stage or at a large-scale implementation, we are currently working on the following learning methods:

• Adaptive Learning to support our students’ learning needs in a more personalized manner;
• Case-Based Learning to actively involve our students in the analysis of real-world scenarios and improve their decision-making skills;
• Project-Based Learning to make our students use acquired knowledge and skills for the solution of complex problems and challenges;
• Simulation-Based Learning to improve our students' knowledge and awareness of a given subject with the help of virtually generated scenarios.

In addition, we are very keen to continuously research and explore new educational methods.

Do you want to find out about new learning methods? Let's talk! 

REFERENCES

Adaptive Learning

Chen et al. (2017). A context-adaptive teacher training model in a ubiquitous learning environment. Interactive Learning Environments 25(1), 113-126

Case-Based Learning

Nkhoma, M., Lam, T., Richardson, J., Kam, K., & Lau, K. H. (2016). Developing case-based learning activities based on the revised Bloom’s Taxonomy. Proceedings of Informing Science & IT Education Conference (InSITE) 85-93.

Project-Based Learning

Spoelstra H., Rosmalen P., Sloep P. (2014). Toward Project-Based Learning and Team Formation in Open Learning Environments. Journal of Universal Computer Science, vol.20, no. 1, 57-76

Rice, M., Shannon, L. Y. (2016). Developing Project Based Learning, Integrated Courses from Two Different Colleges at an Institution of Higher Education: An Overview of the Processes, Challenges, and Lessons Learned. Information Systems Education Journal, 14(3) pp 55-62. http://isedj.org/2016-14/ ISSN: 1545-679X.

Simulation-based Learning

Jiafang Lu, Philip Hallinger, Parinya Showanasai, (2014). Simulation-based learning in management education: A longitudinal quasi-experimental evaluation of instructional effectiveness.  Journal of Management Development, Vol. 33 Issue: 3, pp.218-244

Anderson, P.H. and Lawton, L., 2014. The effectiveness of a simulation exercise for integrating problem-based learning in management education. Developments in business simulation and experiential learning, 32.