Storytelling and AI for teaching

First workshop
AI-enhanced lecture: from storytelling to assessment

Tuesday, June 16, 9 am – 1 pm
Sala Atti, Building D

This experiential workshop guides lecturers in designing and delivering more effective and engaging lessons by leveraging the potential of generative Artificial Intelligence. Through an integrated pathway combining educational storytelling techniques and AI tools, participants will learn how to structure a learning narrative arc (emotional hook, presentation of the challenge, data-driven development, meaningful conclusion) to enhance students’ understanding and motivation.

The workshop explores how to transform complex content into clear and visually engaging materials, following the show, don’t tell principle, and examines methods to orchestrate active classroom participation, including interactive polls and peer instruction strategies. It also addresses the AI-assisted generation and validation of exam questions and assessment rubrics, ensuring alignment with learning objectives while maintaining academic integrity.

The workshop alternates short theoretical inputs with guided practical exercises using reusable prompt sheets, culminating in the production of a concrete deliverable: a 6-slide storyboard including an interactive activity and a structured draft of at least 6 exam items. Innovative narrative approaches such as Six Words, Bing-Bang-Bongo, and the Hook arc (Challenge, development, payoff) will be used, already successfully tested in academic and training contexts. This workshop is designed to provide lecturers with practical skills applicable to the creation of teaching modules.

Learning objectives

• Understand the fundamentals of educational storytelling and its application in designing engaging lessons
• Be able to build an effective learning narrative arc with phases of hook, challenge, data development, and final payoff
• Be able to transform complex content into readable and visual slides according to the show, don’t tell model
• Be able to design interactive activities to foster engagement and active student participation (polls, peer instruction)
• Learn how to generate and validate AI-supported exam items aligned with learning objectives
• Be able to design assessment rubrics that ensure transparent, consistent, and high-quality feedback for students
• Be able to integrate AI prompting tools into a sustainable and replicable workflow for creating teaching modules, with attention to rigor, integrity, and adaptability
• Produce a concise storyboard and a structured set of exam items as a concrete output of the workshop

Lecturers: Enrico Maso (University of Udine) and Corrado Lanera (University of Padua)

Second workshop

Beyond the classroom: syllabus, communication, and bibliographies with AI

Tuesday, June 16, 2 pm – 6 pm
Sala Atti, Building D

A hands-on workshop aimed at lecturers who want to optimize teaching support activities through the use of generative AI.

Participants will learn how to design coherent and readable syllabi, following the latest best practices for clarity, constructive alignment, and accessibility.

They will also develop efficient response macros and FAQs for communication with students, reducing email management time and improving the quality of communication.

The workshop includes the creation of practical guidelines for exams and theses, clear instructions for preparing bibliographies with automated source verification, and a digital tool to help navigate official administrative information.

Through customizable models and templates, lecturers will create reusable toolkits such as communication playbooks (tone, policies), exam guides and thesis guidelines, and integrated digital processes that support teaching and administrative continuity.

The workshop concludes with the delivery of a customizable, ready-to-use package designed to concretely improve course management and student relations.

Learning objectives

• Be able to write clear, coherent, and functional syllabi aligned with learning objectives and accessible to students
• Learn how to design effective response macros and manage FAQs for quick student communication, reducing time and misunderstandings
• Be able to develop practical guidelines for exams and operational instructions for thesis writing, with a focus on clarity and completeness
• Understand best practices for creating robust and reliable bibliographies, including automated source verification with AI support
• Be able to develop digital tools for administrative guidance that facilitate access to official information and procedures
• Design reusable toolkits (templates, playbooks, guides) customizable to optimize course management and student relations
• Deliver a complete, editable, and immediately usable package

Lecturers: Enrico Maso (University of Udine) and Corrado Lanera (University of Padua)

Participants may attend both workshops or choose between the morning and afternoon sessions. 
Coffee break and light lunch included in the full-day workshop

Knowledge Building and active learning in STEM: designing participatory and research-based learning environments

Thursday, June 11, 9:15 am - 16:30 am
Rooms D and T19, Building F (Department of Physics), Piazzale Europa Campus

Over the past thirty years, research in Physics, Mathematics, and Science education has explored numerous areas, integrating findings from neuroscience with those of cognitive psychology, pedagogy, and the disciplines themselves, in order to address recurring failures in teaching/learning processes at all levels, the declining interest in scientific disciplines, and the growing need to develop critical thinking skills and scientific competencies, which are essential for tackling future challenges.

On the one hand, innovative teaching approaches have been designed and tested, focusing on student-centered learning, competency-based education, and epistemologically “sound and authentic” approaches to the construction of disciplinary knowledge. On the other hand, monitoring and diagnostic tools have been validated to support processes of change and innovation in the implementation of teaching practices.

The aim of this workshop is to present and illustrate the use of some of these tools, show how they are applied in innovative university teaching contexts for STEM subjects, and provide examples of ongoing practices and experiments, both in laboratory activities and exercises, as well as in lectures, including those involving very large classes (over 100 students). The workshop also seeks to stimulate reflection on participants’ current teaching practices, offering alternative, research-based approaches, and to create a space for design and discussion aimed at demonstrating that change is possible, even by adopting different approaches to lecture management and exam design.

The workshop therefore aims to support university lecturers in their ongoing efforts to improve teaching practices, promoting innovation, self-reflection, and experimentation.

Programme outline:

• Group brainstorming activity to identify key challenges in teaching/learning disciplines and sharing (management of large classes and/or other contextual difficulties, intrinsic disciplinary challenges, assessment methods and exam formats)
• Diagnostic tools for monitoring the learning process
• Group work starting from the initial brainstorming: how interventions address the identified challenges
• First case study: ISLE-based exercises and problems + question time
• Second case study: tutorial-like sessions focused on conceptual understanding
• Group work: implementing design
• Feedback and workshop conclusion

Coffee break and light lunch included in the workshop

Lecturers:
Valentina Bologna (University of Trieste) 
Marta Carli, Stefania Lippiello, Lucia Gabelli (University of Padua)
Elena Angeli (University of Genoa)

STACK 101: Writing my first question in STACK

Wednesday, 27 May 2026, 4 pm - 5 pm
Room Morin, Building H2, Piazzale Europa Campus

STACK (System for Teaching and Assessment using a Computer algebra Kernel)** is a Moodle plug-in for innovative digital teaching in STEM subjects and for continuous, automatically graded assessment. Students can practise as much as they need without requiring additional resources from teaching staff: exercises are generated parametrically, so they are always different, can also be interactive, and are marked by the system with targeted feedback and fully worked solutions.

STACK is particularly suited to introductory STEM courses with large cohorts. UniTS was the first Italian university to install it, in 2022, and has developed its own open-source question bank for courses such as Linear Algebra, Calculus, Probability and Statistics, Physics 1, and others, benefiting around 1,000 students each year.

This session is designed for absolute beginners who, in one hour, will be guided through accessing STACK and creating a simple STACK question from start to finish, covering all its parts. The session will be led by Christopher Sangwin, Professor of STEM Education at the University of Edinburgh and creator of the software around 20 years ago, on the occasion of the European STACK Conference hosted by the Mathematics, Informatic and Geosciences - MIGe.

Lecturer: Prof. Christopher Sangwin (STEM Education, University of Edinburgh)

Masterclass on Team-Based Learning in Health Professions Degree Programmes

25–26 March and 15 April 2026, 9 am –1 pm and 2 pm–6 pm
Room 9, Cattinara Teaching Centre

The masterclass is structured over three full days (8 hours each) and aims to provide participants with the foundational knowledge and practical tools needed to design, implement, and facilitate Team-Based Learning (TBL) sessions within their own courses. Participants will develop authentic teaching materials (cases, tests, and application exercises) and will have the opportunity to experience firsthand the role of facilitator.

The first day will focus on “designing backwards” (Backward Planning). It will include a brief review of the core principles of TBL, a guided in-depth exploration of backward design, the mapping of a course, and the presentation and discussion of participants’ draft designs.

The second day will concentrate on constructing problem situations for Team Application exercises. Participants will analyse examples of cases used in the health professions, explore the characteristics of an effective “good problem” for team application, engage in a case-writing workshop, and conclude with peer review and collective revision of the cases developed.

The third and final day will take place after participants have had the opportunity to apply some of the concepts in their own teaching contexts. It will be divided into two parts: the first will focus on developing multiple-choice questions for the Readiness Assurance Process (RAP), and the second will be dedicated to a simulated in-class TBL session.

Lecturer
Nicola Pagnucci, University of Pisa 

Designing and evaluating new approaches to instruction: Common challenges and different strategies across the disciplines

Thursday, 19 February 2026, 5 pm
Room A, Building F (Department of Physics), Piazzale Europa Campus

The seminar, organized within the framework of the PLS (Piano Lauree Scientifiche) - Physics activities for the innovation of university teaching, will be held in English.

Results from research indicate that many students emerge from traditional courses without having developed a functional understanding of important basic concepts.  These findings have motivated significant changes how we teach the sciences, mathematics, and engineering at the university level.  We now recognize that students enter our classrooms with a wealth of ideas derived from their previous experiences and that those ideas have profound consequences for their subsequent learning.  We also recognize that active engagement during class time is essential for restructuring their previous ideas and bringing them into alignment with expert views.  Designing and evaluating new teaching strategies based on these principles is a complex process that requires the involvement of faculty in the disciplines, who combine deep subject-matter knowledge with appreciation for the educational culture of those disciplines. Examples will be used to illustrate the process of designing and evaluating instructional approaches and materials.  The context will be physics, but analogies can be made to other disciplines.

Lecturer
Paula Heron, University of Washington

Assessing learning at University: functions, procedures, tools

Friday, 6 February 2026, 10 am – 1 pm
Room 2C, Building H3, Piazzale Europa Campus

This module aims to introduce some key conceptual issues related to the complexity of assessing learning in higher education. In particular, the proposed reflections and discussions will focus on the different functions of assessment (diagnostic-formative and summative), the procedures required to ensure the validity and reliability of assessment processes, and the general characteristics of different types of assessment tools.

Lecturer
Alessandra Rosa, Professor of Experimental Pedagogy at the University of Bologna. She works on learning assessment in school and university contexts.

Using Wooclap in teaching

Thursday, 5 February 2026, 11 am – 12 pm
Online module

During this online module, the features of the Wooclap platform will be presented. Wooclap is a tool that enables lecturers to interact quickly and instantly with their class, encouraging debate and the active engagement of students. Participants will acquire the basic skills needed to set up instant polling activities and will explore the versatility of this tool, integrated with the digital learning platforms used by the University of Trieste (Moodle and Teams).

Lecturer
Martino Luigi Borin, expert in business development and marketing in the EdTech sector, is Marketing and Customer Success Manager at Wooclap Italy.

Rethinking University teaching with team-based learning

Monday, 26 January 2026, 9 am – 1 pm
Room 2C, Building H3, Piazzale Europa Campus

Team-Based Learning (TBL) is an innovative teaching methodology, ideal for university lecturers who wish to move beyond traditional lectures and make their courses more engaging and effective. Based on collaborative work, TBL promotes active learning through structured team activities, fostering critical thinking and real-world problem solving.

This methodology enhances student participation, promotes both individual and group responsibility, and encourages a deeper understanding of course content.

In this workshop, participants will experience a TBL module from the students’ perspective and reflect on the distinctive features of this method. At the end of the training, participants will be able to:

• explain how TBL works and why
• discuss the benefits and challenges of TBL
• identify its critical aspects

Lecturer
Marina Di Carro, Associate Professor of Analytical Chemistry at the University of Genoa. She is a member of the Board of the European Team-based Learning Collaborative (ETBLC), the European section of the TBLC, where she serves as the Italian representative.

Students in contemporary university contexts

Tuesday, 20 January 2026, 9:30 pm – 1:30 pm
Room 2C, Building H3, Piazzale Europa Campus

This workshop aims to examine the challenges that younger generations are facing today—challenges that can turn into processes of “modern” vulnerability, adding to traditional forms that still persist, such as those associated with social class, gender, migration background, and disability.

These conditions may generate demotivation, loss of meaning, and a lack of future perspectives. The workshop will also explore possible pathways within our university contexts, in light of eco-social justice approaches, with the aim of weaving and reweaving new intergenerational alliances to restore energy and momentum to the value of education, training, and intellectual engagement, and to co-construct high-quality societies for all.

Lecturers
Laura Nota, Full Professor of Developmental and Educational Psychology at the University of Padua, where she directs the La.R.I.O.S. Laboratory (Research and Intervention Laboratory for Career Guidance).
Sara Santilli, Associate Professor of Developmental and Educational Psychology at the University of Padua and member of La.R.I.O.S.

Artificial intelligence in Education: pedagogical approaches and practical tools

Friday, 12 December 2025, 1:00 p.m. – 4:00 p.m.
Online module

Artificial Intelligence offers new opportunities to support teaching and learning processes. This workshop provides a critical reflection on the pedagogical approaches guiding the integration of AI, also addressing issues related to equity, ethics, and privacy.

Practical tools and use cases for instructional design and assessment will be presented, including hands-on examples and guidance for a responsible and informed use of AI.

Lecturers
Maria Ranieri, Full Professor of Didactics and Special Education at the University of Florence. She works on new technologies for education and training. In 2025, she published (with Cristina Gaggioli) the volume Innovazione didattica e ambienti inclusivi all’università: dalle competenze digitali all’intelligenza artificiale (ETS, Pisa).
Gabriele Biagini, PhD candidate in Learning Sciences and Digital Technologies at the University of Florence.

Team Based Learning (TBL): learning in small groups in large classes

Monday, 23 June 2025, 2.00 p.m. - 6.00 p.m.
Sala Atti, Building D (DEAMS), Piazzale Europa Campus

Team Based Learning (TBL) is a teaching method that makes it possible to use small-group work both in person, even in very large classrooms, and online. Team Based Learning literally means learning based on teamwork and immediately evokes the image of a close-knit group of students learning together. How can groups of students be created and supported so that they work well together, to the point that they can learn from one another and solve even complex problems? This is a challenge that TBL takes up and successfully addresses. The module offers the opportunity to: - gain direct experience of TBL; - assess the possibility of introducing TBL into one’s own teaching.

By the end of the module, participants should be able to understand the characteristics of TBL and plan their own course backwards using backward planning.

Lecturer
Antonella Lotti, Full Professor of Didactics and Special Education at the University of Foggia, has long been involved in the application of Team Based Learning and is the author of the book Team Based Learning per le università italiane (QuiEdit, 2021).

Introduction to TEAMS

Thursday, 17 April 2025, 10.00 a.m. - 1.00 p.m.; 2.00 p.m. - 5.00 p.m.
Sala Atti, Building D (DEAMS), Piazzale Europa Campus

The module aims to enable teaching staff to become familiar with the tools needed to use the TEAMS features designed for teaching. The introductory section will illustrate how Teams for distance learning are generated using data from UGov/Esse3. The working environment will then be described, with particular attention to the interface and basic features, as well as to the differences and specific aspects of managing teaching Teams compared with personal Teams. Some of the topics covered in the module will include: 

• description of the interface and working environment
• Teams and channels: how to activate and use those generated automatically
• creation of personal Teams
• management of instant and scheduled meetings; configuration of the available options
• use of integrated tools and apps

• troubleshooting any issues related to the lack of audio/video during the lesson. 

  In addition to the use of TEAMS for teaching purposes, other features related to communication and collaboration will also be considered, such as: managing audio and video calls, participating in online meetings, sharing screens and files, managing recordings, and creating and assigning tasks.

  During the module, practical examples will be provided to support a better understanding of the platform.

  Lecturer
  Corrado Kert, works in the University’s Active Directory, Institutional and Cloud Services Staff Unit.

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  What Moodle is at the University

  Thursday, 10 April 2025, 10.00 a.m. - 1.00 p.m.; 2.00 p.m. - 5.00 p.m.
  Nettuno Computer Lab, Building C1, Piazzale Europa Campus

  The module focuses on the Moodle platform and its features for supporting teaching.
  In detail, the following topics will be covered:
  - Introduction. What Moodle is: structure and purposes of the platform
  - Access: users, authentication and public access
  - Interface elements: navigation, dashboard, blocks, profile, etc.
  - Course activation: course fisher and teaching planning, courses on request, CEL courses, ...
  - Course deletion
  - Student enrolment in courses, enrolment methods, unenrolment and consequences
  - Roles and permissions
  - Creating a course: structure, settings, content
  - Activities and resources: overview, purposes, differences, settings
  - Exams via Moodle
  - Support
  - Possible advanced topics: groups, completion tracking, access conditions
   

  Lecturer
  Luca Bencina, is a member of the University’s E-learning, In-house Systems and Logistics Office.

Innovative teaching methods: Training university students conforming to the ResearchComp Framework

Thursday, 21 May 1 pm– 3 pm
webinar 

This webinar introduces innovative, student-centred teaching methods aligned with the ResearchComp Framework, aimed at developing core research competences from the early stages of study. It focuses on practical approaches to embedding inquiry-based learning, critical thinking, and realworld problem-solving into everyday teaching practices. Join us to explore how your courses can actively shape adaptable, analytical, and evidence-driven professionals for the future of work.

Lecturer : Albena Antonova (Sofia University St. Kliment Ohridski)

Co-design in teaching: how to involve students  in shaping your course

Friday, 15 May 10 am – 12:30 pm
webinar

This training session will introduce practical ways to apply co-design principles in higher education, helping academic staff engage students more actively in shaping learning processes. Drawing on experience from creative education and curriculum development, the webinar will focus on simple, implementable methods that support student involvement, feedback loops, and collaborative learning. The session will combine short inputs with practical reflection tasks.

Intended Learning Outcomes (ILOs):

By the end of the session, participants will be able to:

• understand the principles of co-design in teaching and its relevance in higher education

• identify practical ways to involve students in shaping course content and learning processes

• apply at least one co-design method in their own teaching context
 

Lecturer
Marleen Soosaar (Estonian Academy of Arts - EKA)
 

National and local regulations on Teaching, functions and use of Esse3

Thursday, 30 October 2025, 2:00 p.m. – 6:00 p.m.
Room 1_A Conference Hall, Building D, Piazzale Europa Campus

In the first part, the module aims to provide an overview of national legislation, as well as University regulations and guidelines for the definition of planned and delivered teaching activities, particularly for first- and second-cycle degree programmes. The following topics will be addressed:

• national reference regulations (Ministerial Decree 270 and subsequent amendments, decrees on degree classes, Ministerial Decree 1835)
• university regulations: University statutes, regulations and guidelines
• general concepts related to study plans

In the second part, the focus will shift to Esse3, one of the main tools that academic staff must use in managing their teaching duties. Esse3 is an IT system that interfaces not only with teaching staff, but also with administrative staff and students. Through this platform, exam sessions, student transcripts, class registers, and much more are managed.

The aim of this module is to introduce the main functions of Esse3, with particular attention to those related to course delivery, namely:

• opening, managing and closing exam sessions
• grade registration and digital signature
• completion of the class register and teaching diary

Lecturers
Paolo Edomi, Vice-Rector for Teaching and the Right to Education.
Donatella Fabbro, Head of the ESSE3, ANS and Student Contributions Staff Unit