Progettare il curricolo digitale con gli Episodi di Apprendimento Situato: un caso di studio in didattica a distanza

The research stems from the need to verify the robustness of the design of a digital curriculum according to the method of Situated Learning Episodes, tested in distance education in a Secondary School. Preliminary analysis of the data reveals that the designed curriculum stimulated students; interest in very relevant topics about which they have superficial knowledge and fostered the creative use of digital technologies. Students and teachers responses also emphasize the adequacy of the method in activating inclusive practices. Time management appears to be a critical element: teachers, who chose to work with two classes in the same time, had to increase the time reserved for artifact presentation and debriefing to ensure active student participation; students, working remotely with colleagues from other classes, had to invest additional time to create the basic conditions for collaboration.