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Barbara Bocchi.<\/p>\n\n\n\n
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\u2019 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\u2013based tools to support teachers in designing tasks aligned with learning objectives, thereby fostering greater intentionality and coherence in instructional design.<\/p>\n\n\n\n
Homework; Instructional design; Dialogic space.<\/p>\n\n\n\n
Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective.<\/p>\n\n\n\n
Theory into Practice<\/em>, 43,3, pp. 189-196.<\/p>\n\n\n\n Bolognesi, I., Dalledonne Vandini, C. (2020). Fare i compiti a casa. Uno studio etnografico di un\u2019attivit\u00e0 quotidiana in famiglia. Rivista di educazione familiare<\/em>, 16, pp. 157-177.<\/p>\n\n\n\n Caronia, L., & Colla, V. (2024). I compiti a casa. Linguaggio e apprendimento. Quando la scuola entra in famiglia<\/em>. Milano, Raffaello Cortina Editore.<\/p>\n\n\n\n Cooper, H. (2006). The Battle over Homework: Common Ground for Administrators, Teachers, and Parents<\/em>. New-York, Corwin Press.<\/p>\n\n\n\n