Autors
Barbara Bocchi.
Abstract
This paper explores the role of homework within instructional design, conceptualising it not merely as a tool for assessment or consolidation, but as a dialogic space where implicit conceptions of learning, teachers’ design choices, and opportunities for student action intersect. Homework is understood as a device through which pedagogical intentionality becomes visible and the relationship between objectives, activities, and assessment is made explicit. The unit of analysis is the task-mediated design episode, examined as a situated configuration of practices, discourses, and artefacts. In light of the limited attention given to homework in Italian scholarly literature, and its often individual and non-collaborative management, the project aims to rethink homework as a lever for dialogic, reflective, and inclusive teaching. Particular attention is given to the potential use of artificial intelligence–based tools to support teachers in designing tasks aligned with learning objectives, thereby fostering greater intentionality and coherence in instructional design.
Keywords
Homework; Instructional design; Dialogic space.
Bibliografia
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Caronia, L., & Colla, V. (2024). I compiti a casa. Linguaggio e apprendimento. Quando la scuola entra in famiglia. Milano, Raffaello Cortina Editore.
Cooper, H. (2006). The Battle over Homework: Common Ground for Administrators, Teachers, and Parents. New-York, Corwin Press.
Montalbetti, K., & Lisimberti, C. (2020). Dal confine alla soglia. I compiti a casa tra scuola e famiglia. Pedagogia Oggi, XVIII, n. 1, pp. 309-322.
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