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Learning to learn
Learning to learn
How to Learn More Effectively and Mindfully
Course description
Learning how to learn has become increasingly important in higher education and throughout every stage of academic study and professional development.
In this course, you will find practical strategies and actionable insights to help you become more aware of the way you learn.
Together, we will explore how to make the most of the different learning situations you will encounter throughout your educational journey: classroom lectures, independent study, group work, and the management of time and distractions.
For each of these situations, you will have access to reference frameworks, practical methodologies, self-assessment checklists, reflection tools, templates, infographics, action plans, and other resources designed to help you identify your strengths and areas for improvement, enabling you to develop an increasingly conscious, effective, and long-lasting approach to learning.
Finally, upon successfully completing the course and passing the assessed tests, you will be awarded an Open Badge certifying the competencies you have acquired.
Total workload of the course: 25 hours
The MOOC is structured into four weeks:
- Week 1 – Classroom Learning
Week 1 introduces practical strategies that enable you to maximise learning during classroom lectures. The topics covered focus on the role that memory and attention play in the learning process, as well as the mechanisms that support the consolidation of knowledge in long-term memory, leading to more effective and lasting learning outcomes. - Week 2 – Group Work
Week 2 focuses on collaborative learning and group work. It presents practical strategies to support the shared construction of knowledge through a conscious analysis of one's own collaborative behaviours and the development of teamwork skills aimed at improving the quality of group work. - Week 3 – The Study Process
Week 3 explores strategies for making study more effective and for promoting the consolidation of knowledge in long-term memory, thereby fostering deeper and more durable learning. More specifically, it provides a framework for categorising these strategies according to their primary focus (planning and managing study time and distractions, processing complex content, and actively retrieving information from memory). - Week 4 – Time Management and Distractions
Week 4 presents effective strategies for improving the management of study time and sources of distraction. Starting from an analysis of the main causes of procrastination, it introduces practical methods for overcoming this tendency through time-management techniques, self-regulation strategies, and prioritisation methods that help optimise study time, enhance learning effectiveness, and support the successful achievement of planned deadlines.
For a wider diffusion of the course, learning materials including texts, infographics, templates and videos were translated from Italian to English through Artificial Intelligence software. Therefore they may contain inaccuracies.
This MOOC was produced as part of the Edvance project – Digital Education Hub per la Cultura Digitale Avanzata. The project is funded by the European Union – Next Generation EU, Component 1, Investment 3.4 “Didattica e competenze universitarie avanzate".
Intended Learning Outcomes
By actively participating in this course, you will be able to:
- Identify and understand key insights from cognitive psychology and neuroscience to gain a deeper understanding of how the learning process works and which factors can enhance its effectiveness.
ESCO: demonstrate willingness to learn - Recognise and apply effective learning strategies and methodologies to make the most of the main learning contexts you will encounter throughout your educational journey, including classroom lectures, group work, independent study, and the management of time and distractions.
ESCO: Use learning strategies - Develop a learning-to-learn mindset, metacognitive awareness, and responsible autonomy that will support you throughout your studies and in your future professional life.
ESCO: Exercise self-reflection
Prerequisites
No prior knowledge or specific background is required to participate in this course.
Activities
In addition to engaging with the course materials, which include videos and a variety of online resources such as infographics, templates, checklists, and more, you will have the opportunity to discuss and exchange ideas on the MOOC topics with fellow participants through the discussion forum.
The forum is open to all participants and is not moderated by the instructor.
You will also be invited to engage in non-assessed metacognitive activities designed to increase your awareness of your own learning process, as well as exercises and quizzes to help you evaluate and consolidate your knowledge.
Section outline
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Week 1 introduces practical strategies that enable you to maximise learning during classroom lectures. The topics covered focus on the role that memory and attention play in the learning process, as well as the mechanisms that support the consolidation of knowledge in long-term memory, leading to more effective and lasting learning outcomes.
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Week 2 focuses on collaborative learning and group work. It presents practical strategies to support the shared construction of knowledge through a conscious analysis of one's own collaborative behaviours and the development of teamwork skills aimed at improving the quality of group work.
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Week 3 explores strategies for making study more effective and for promoting the consolidation of knowledge in long-term memory, thereby fostering deeper and more durable learning. More specifically, it provides a framework for categorising these strategies according to their primary focus (planning and managing study time and distractions, processing complex content, and actively retrieving information from memory).
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Week 4 presents effective strategies for improving the management of study time and sources of distraction. Starting from an analysis of the main causes of procrastination, it introduces practical methods for overcoming this tendency through time-management techniques, self-regulation strategies, and prioritisation methods that help optimise study time, enhance learning effectiveness, and support the successful achievement of planned deadlines.
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Video transcripts Folder
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Assessment
Your final grade for the course will be based on the results of your answers to the assessed quizzes. You have an unlimited number of attempts at each quiz, but you must wait 15 minutes before you can try again. You will have successfully completed the course if you score 60% (or higher) in each one of the assessed quizzes. The maximum score possible for each quiz is given at the beginning of the quiz. You can view your score in the quiz on your last attempt or on the 'Grades' page.
Certificate
You can achieve a certificate in the form of an Open Badge for this course, if you reach at least 60% of the total score in each one of the assessed quizzes and fill in the final survey.
Once you have completed the required tasks, you will be able to access ‘Get the Open Badge’ and start issuing the badge. Instructions on how to access the badge will be sent to your e-mail address.
The Badge does not confer any academic credit, grade or degree.
Information about fees and access to materials
The course is delivered in online mode and is available free of charge.
Course faculty
Susanna Sancassani
Teacher
Managing Director of METID (Methods and Innovative Technologies for Teaching) at Politecnico di Milano, where she teaches Teaching Strategies, supports faculty in adopting innovative approaches, designs and develops digital learning services, and participates in numerous research and training projects. She is also the coordinator of the Edvance project, the first Digital Education Hub for advanced higher education.
Nicoletta Trentinaglia
Teacher
Nicoletta Trentinaglia holds a degree in Educational Sciences from the University of Milano-Bicocca. Since 2007, she has been working at METID as a Project Manager and Instructional Designer. She is involved in national and international projects on educational innovation, digital learning, and faculty development, with a particular focus on pedagogical approaches and metacognitive processes.
Glenda Pagnoncelli
Teacher
Glenda Pagnoncelli is an educationalist and has been working at METID since 2022 as a Project Manager and Faculty Development Trainer. She is involved in national and international projects on faculty development and educational innovation, with a particular focus on active learning and transdisciplinary approaches.
Marta Pampanin
Teacher
Marta Pampanin holds a degree in Human Resource Development and Training from the University of Milano-Bicocca. Since 2020, she has been working at METID as a Project Manager and Instructional Designer. She is involved in projects on faculty development, digital learning, and educational innovation, with a particular focus on the design of online learning experiences and methodological support for teaching.
Credits
Filming, post-production and set design: Amedeo Longeri, Luca Tantimonaco, Marco Frascarelli.
Graphic design: Alessandro Pennacchioni
Contact details
If you have any enquiries about the course or if you need technical assistance please contact pok@polimi.it. For further information, see FAQ page.