The platform is a project conceived of creating a basic support tool for BYOD in (school and corporate) educational contexts.These symbols are used in the examples on this page to illustrate the different scenarios in detail.| Symbol | Meaning |
|---|
| š | Space where the course will be created |
| š | Folder that contains the course (used for organization and access control) |
| š | Course that has been created and is available to manage or view |
| š¦ | Module ā a container grouping multiple chapters or subjects |
| š
| Chapter or term ā a time-based or thematic subdivision within a module |
| š | Subject ā the main thematic area covered in a chapter |
| š | Lesson ā an individual teaching unit, without live interaction |
| š¹ | Lesson with a digital room (meet) |
| š¤ | Shared event ā a session or activity shared across multiple courses |
Teaching Models#
Teaching models represent different organizational methods for managing teaching and learning. Each model has specific characteristics that make it more or less suitable for certain educational contexts, also in relation to the age group on which the training to be delivered is based.
In this document, we will explore the three main models that can be replicated on the platform:Static Group Teaching (Synchronous Multisubject Class)
Individual Rotation Teaching (Single-subject Class)
Advanced Mixed Teaching (Multisubject Class with Convergence of Common Lessons between Static Groups)
the planning of study programs, if carried out with logical rigor, is hierarchically structured into Subjects, which contain Learning Modules, which in turn are divided into Lessons.This approach derives from the principle that a multisubject planning created by a single individual can hardly reach the quality achievable by specialists who each operate in their own area of expertise.A trainer already active in the market and following a correct planning model should already have documentation structured in this way.
If this is not the case ā whether at the beginning of their career, or their model is not yet fully aligned with best practices ā we recommend reviewing course planning and aligning it with the model outlined below.If this is the first experience of course creation, it is recommended to use the model below as a logical programming base, also following the guidelines on how to structure and propagate content within the platform.Schema#
The correct use of Chapters plays a fundamental role in digitalizing in an orderly way on Aladia, starting from the logical foundation described above and choosing one of the three supported models.
The meaning and function of Chapters vary depending on the teaching model adopted: static group teaching (multisubject class) or individual rotation (single-subject class).SCENARIO 1 ā Teaching with a Static Group (Multisubject Class)#
Concept#
The student follows multiple subjects within a single delivery timeframe (a school week for example).
In this context, the Chapter exclusively represents a temporal subdivision, and not a disciplinary content.
Each Chapter collects lessons from different subjects, belonging to various learning modules (for example Mathematics Module 1, Italian Module 1, Science Module 1, etc.).
Chapter Titles#
They must reflect the temporal dimension, for example:
Unit/Module 1 (September 01ā15)
Schema#
Below is a brief comparative analysis that highlights the main differences and distinctive features between the two scenarios.SCENARIO 2 ā Individual Rotation Teaching (Single-Subject Class)#
Concept#
Each course is dedicated to a single subject (only mathematics for example).
Chapters coincide with learning modules, meaning each time window corresponds to a disciplinary topic.
Chapter Titles#
They can directly be the name of the module, for example:
Schema#
Below is a brief comparative analysis that highlights the main differences and distinctive features between the two scenariosSCENARIO 3 ā Advanced Blended Education (Uni-Multisubject Class)#
This approach derives from the principle that a multisubject planning created by a single individual can hardly reach the quality achievable by specialists who each operate in their own area of expertise.Schema#
What this diagram shows#
| Element | Function |
|---|
| š Different Courses | Static and rotating models coexist within the same Space |
| š
Consistent Chapters | Some are temporal, others are thematic/modular |
| š¦ Modules + Lessons | Classic hierarchical nesting |
| š„ Meet Link | Each lesson has its own video room |
| š Shared Rooms | Some lessons span multiple courses ā Blended teaching |
Modified atĀ 2025-05-06 13:35:48
