PLANNING IN EDUCATIONAL CONTEXTS
PROGETTAZIONE DEI CONTESTI EDUCATIVI
| A.Y. | Credits |
|---|---|
| 2023/2024 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Silvia Fioretti | By appointment via email at the Department in via Bramante 17. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course presents design methodologies in educational contexts (socio-educational services, schools, training of trainers) and aims to provide tools for understanding and realising educational experiences and practices.
First part: knowledge and in-depth study of the social dimension of learning (community, social practice, meaning and identity) and of the 'community of practice' as an 'operational community' formed by people carrying out activities in common over a certain period of time. Learning is a social, participatory and shared process.
Part two: knowledge and in-depth study of skills, tools and contexts useful for educational planning. In particular, the design competence will be deepened through the analysis of: theoretical models; tools and concrete examples useful for constructing projects in the educational and training field, conducting their formal drafting, starting their implementation and defining adequate evaluation plans.
Program
The course will focus on the following key concepts (one lesson corresponds to two hours)
- Introduction to the course (one lesson)
- Learning: meaning and identity (one lesson)
- The 'community of practice' (three lessons)
- Designing learning: contexts (one lesson)
- Designing learning: identity (two lessons)
- Designing learning: architectures (two lessons)
- Designing competence (two lessons)
- Designing and evaluating educational interventions: definitions and principles (one lesson)
- Needs analysis: tools and methods (one lesson)
- From needs to objectives: formulating verifiable goals (one lesson)
- Structuring interventions and the formal project structure (one lesson)
- Evaluation: models, phases, tools (one lesson)
- Final synthesis (one lesson)
Bridging Courses
None
Learning Achievements (Dublin Descriptors)
Knowledge and understanding: having acquired the contents of the syllabus, understanding the fundamentals and specific aspects of educational design.
Applying knowledge and understanding: knowing how to apply the concepts, ideas, theories and methodologies learned also in contexts other than the original one; knowing how to use knowledge and concepts to hypothesise interventions and projects on specific issues; knowing how to identify relations also at interdisciplinary level.
Autonomy of judgment (making judgments): developing critical, autonomous, and flexible thinking through reasoning and reflection on the various contents learned; being open to the complexity of the reality of teaching through an exploratory and research attitude; questioning one's own and others' theories.
Communication skills: to demonstrate a secure command of the basic vocabulary of the discipline and to be able to use it in a coherent and logically structured manner (use of analysis and synthesis, inductive and deductive processes).
Learning skills: at the end of the course, the student must have acquired the ability to clearly express the course contents, to communicate them through correct disciplinary language, and to argue on themes and problems of educational design.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
None
Teaching, Attendance, Course Books and Assessment
- Teaching
Teaching is structured through participatory lectures (during which students are asked to reflect and discuss specific aspects of the discipline with the lecturer), in-depth seminars and classroom practice workshops.
- Innovative teaching methods
Experiences will be proposed based on the design and implementation of teaching activities organised according to the Flipped Classroom strategy.
- Attendance
None
- Course books
Wenger E. (2006), Comunità di pratica. Apprendimento, significato e identità, Raffaello Cortina Editore, Milano.
Torre E.M. (2014), Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori, Carocci, Roma.
- Assessment
Written test, or interview, aimed at ascertaining knowledge, the ability to use it and critical concepts of the discipline.
The assessment criteria used for the tests are - relevance and effectiveness of the answers in relation to the programme content; - level of articulation of the answer; - adequacy of the disciplinary language used.
The writing of individual reports, as a development and deepening of the activities carried out in the classroom, constitutes an element of assessment.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
The teaching is structured through in-depth seminars and workshop activities that are also open to non-attending students.
- Attendance
None
- Course books
Wenger E. (2006), Comunità di pratica. Apprendimento, significato e identità, Raffaello Cortina Editore, Milano.
Torre E.M. (2014), Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori, Carocci, Roma.
- Assessment
Written test, or interview, aimed at ascertaining knowledge, the ability to use it and critical concepts of the discipline.
The assessment criteria used for the tests are - relevance and effectiveness of the answers in relation to the programme content; - level of articulation of the answer; - adequacy of the disciplinary language used.
The writing of individual reports, as a development and deepening of the activities carried out in the classroom, constitutes an element of assessment.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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