The NABA Foundation Course, in addition to the on-campus mode, also offers a blended delivery option.
The structure of the blended course includes two delivery methods: some lessons must be carried out in asynchronous mode, while others are to be carried out in synchronous mode, during live sessions with the professor.
The programs are equivalent to those of the course delivered on campus, in person.
This method is only available for the first semester and the related exams, while for the second semester it is necessary to attend lessons in person at the Academy.
No distance learning methods are foreseen for the second semester.
The percentage of synchronous and asynchronous activities depends on the subjects covered in the first semester: in some cases it can be 30% asynchronous and 70% synchronous, while in other cases the percentage can be 50-50.
Even the blended path, like the in-person one, requires compulsory attendance to obtain the attendance certificate.
Asynchronous activities involve individual or group participation, and are divided into the following learning objects:
- Discussion board
- Theoretical video lessons
- Video screencasts
- Reading materials
- External resources (videos, articles, interviews, film excerpts, links, tools, etc.)
- Project work
- Case studies
The Course involves active participation on the part of the students, who will have to participate in all the activities, take part in the discussion boards and submit the tasks respecting the deadlines, in order to make the live lessons more effective and applicable.
During live lessons, the teacher facilitates and moderates debate among students, answers questions and provides timely feedback on submitted assignments and projects, as well as on work done asynchronously during the week.
Live lessons will be designed to actively engage students, using tools integrated into Blackboard, such as:
- Instant poll (wooclap)
- Whiteboard with collaborative projects (Miro)
- Word cloud (Mentimeter)
The objective of the Course is to instill a sense of participation in the class group on the part of the students, thus anticipating the teamwork dynamics that will be encountered at NABA during classroom teaching.