Italian Journal of Health Education, Sports and Inclusive Didactics
RETHINKING HOMEWORK BETWEEN DIALOGIC SPACE AND INSTRUCTIONAL DESIGN
Abstract
This paper explores the role of homework within instructional design, framing it not merely as an assessment tool, but as a dialogic space where implicit conceptions of learning, design choices, and student agency intersect. Homework is understood as a mechanism through which pedagogical intentionality becomes visible, clarifying the relationship between objectives, activities, and evaluation. The unit of analysis is the Task-Mediated Design Episode (TMDE), observed as a situated configuration of practices, discourses, and artifacts. Addressing the limited attention this topic has received in Italian literature and its often individual, non-collegial management, this project aims to rethink homework as a lever for dialogic, reflective, and inclusive teaching. It also explores the integration of Artificial Intelligence tools to support teachers in designing tasks aligned with learning goals.
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DOI: https://doi.org/10.32043/gsd.v10i4.1843
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Italian Journal of Health Education, Sports and Inclusive Didactics
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