In this presentation, we aim to investigate the engagement strategies implemented in an online language pedagogy course targeted at pre-service language teachers at an Italian university. The course was designed using a flipped learning approach implemented within a Universal Design for Learning (UDL) framework. The course was targeted at fostering pre-service language teachers’ pedagogical and digital skills through co-construction of knowledge, critical thinking, and metacognition.

In the course, pre-service language teachers engaged in asynchronous interactive activities, including social annotation and peer feedback, and synchronous interactive classes featuring various forms of collaborative activities and breakout room discussions. In asynchronous and synchronous activities, students were provided with multimedia materials and engaged in digitally-enhanced activities also using AI-powered platforms. In line with Universal Design for Learning (CAST 2024), pre-service language teachers were provided with multiple means of engagement and options to choose between a set of digital tools and task formats made available by the instructor. At the end of each synchronous class, pre-service language teachers filled in self-assessment questionnaires targeted at helping them detect their learning processes and preferences.

At the end of the course, pre-service language teachers engaged in a visually-supported feedback activity and prior to the final exam they were administered a semi-structured questionnaire. Findings show that pre-service language teachers especially appreciated the value of visually-supported activities promoting inclusion and active learning, ice breaker activities fostering group cohesion, collaborative activities promoting knowledge co-construction, and game-driven activities instrumental in developing personalization processes.

The online course design may be used to model similar highly interactive courses at other institutions.

References:
[1] CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

Keywords: Teacher training, technology, engagement, inclusion.