# data[].attributes.headline
(for background, see also the other Padlet)

# data[].attributes.subject
(for background, see also the other Padlet)

# data[].attributes.headline
Scaffolding - logical and chronological structure

# data[].attributes.subject
Scaffolding - logical and chronological structure

# data[].attributes.body
tentative:
Lectures + tutorials  (for 4-5 weeks)   >
essay    >                                                                                                              Week 4 or 5
lectures (for 2-3 weeks)   >
group project    >                                                                  Weeks 6-8
lectures (for 2-3 weeks)  >
personal project            Weeks 10-12

essay to come first (on a limited range of topics): uses early stage of module for writing, focuses students on reading from the start;
lectures + tutorials to be interspersed to projects, to correct and consolidate learning (constant feedback);
personal project to come last, as the exercise on which students invest most personally.

# data[].attributes.body
- Bibliography (including items uploaded on Brightspace)
- Lecture slides, uploaded
- lecturettes, short 1-page summaries, one for each
- CLIC: Cultura e lingua italiana on CD (multimedia resource)

Multiple representation: activities involve (sometimes require) clips, images, as well as texts;
Multiple action/expression: essay writing, but also personal presentation and group project, open about preferred medium/media (eg no bar to a video review)
Personal engagement: presentation relates work to personal sphere; problem-solving makes room for personalized paths and choices (connecting them to general skills); group problem-solving task requires students to structure their work and formulate intermediate/end goals.

# data[].attributes.headline
Why this module? Rationale in context                            (design brief + analysis; needs analysis + challenges)

# data[].attributes.subject
Why this module? Rationale in context                            (design brief + analysis; needs analysis + challenges)

# data[].attributes.body
Situational factors
- students profile/competences in 2yr
- place of module in curriculum
- higher-level goals; link of programme outcomes and attributes/skills

Students' needs
- awareness of cultural relativity: ability to go beyond their cultural horizon to meet another cultural world
- ability to experience distant cultural expressions: engage first-hand with defining aspects of Italian culture, not just written, without much training
- awareness of the place of this in the Italian and Arts curriculum
- ability to articulate its relevance in their personal path

Challenges
- facilitate direct experience of content and direct discovery of key interpretive concepts (especially threshold concepts); lectures/
- guide the articulation in reflective self-feedback
- develop verbalizing skills without going to the expense of inclusiveness (Universal Learning)
- devise assessment that matches outcomes, is integrated in learning, and is varied

Goals - learning outcomes
... a demonstrable ability to:

- [analysis] identify the key linguistic and cultural features of early Italian culture (before the 17th century);
- [valuing] interpret specific cultural expressions making explicit the values underlying them;
- [problem solving] source relevant information about early Italian cultural expressions and discuss them competently;
- [communication] articulate an informed and reasoned view about specific aspects of Italy's early cultural history