Università Roma Tre

Comparing the voices of pedagogical research that analysed and commented on the impact of change on learning, social, communicative, expressive, emotional styles of new generations with Danilo Dolci’s pedagogical voice and the educational and socio-educational approach.

Piccione V.A., Academic teaching, internationalisation, innovation, in V.A. Piccione, M. Geat (eds.), Le ragioni di Erasmus: ricerche e intersezioni scientifiche, 1, 2017, pp. 17-43

The Museum of History of Education in Roma Tre

The text will be provided during the lesson.

The workshop, for the part dedicated to Italian children's literature, aims to promote theoretical-practical experiences of analysis and discussion on the texts of some of the main genres and authors of Italian children's literature in order to develop a reflective, critical, participative and collaborative attitude.
With this part of the workshop, students will be able to achieve the following formative objectives
- introductory knowledge in the field of Italian children's literature, with particular attention to authors and genres also in their historical development;
- ability to analyze literary texts intended for children;
- ability to argue starting from a theoretical text on children's literature.

S. Barsotti, The house and the forest in the fairy tale as educational spaces. The case of the picturebok C’era una volta una bambina, in “History of Education & Children’s Literature”, n. 2, 2019, pp. 971-987.

The workshop, for the part dedicated to Italian children's literature, aims to promote theoretical-practical experiences of analysis and discussion on the texts of some of the main genres and authors of Italian children's literature in order to develop a reflective, critical, participative and collaborative attitude.
With this part of the workshop, students will be able to achieve the following formative objectives
- introductory knowledge in the field of Italian children's literature;
- ability to analyse literary text for children and to recognise the image of childhood, with particular reference to gender representation;
- ability to argue starting from a theoretical text on children's literature.

C. Lepri, Education on diversity. The contribution of Early Childhood’s Literature, in “Studi sulla formazione”, (22)2, 2019, pp. 225-236, open source:
https://oajournals.fupress.net/index.php/sf/article/view/10825/10789

The **BRICKS x TIPS International Lab** is designed to promote the development of soft skills through an experiential learning methodology based on LEGO Serious Play and Kolb’s Experiential Learning Model.

The activity focuses on teamwork, communication, leadership, and self-awareness, encouraging students’ active participation in small working groups with different roles (Inventor, Communicator, Builder, Leader, Observer).

The laboratory includes a structured collaborative challenge, role rotation, a final collective collaborative phase, and an in-depth debriefing and guided reflection session.

The experience is then reinterpreted through the main theoretical models:

* Kolb’s Experiential Learning Model
* Mehrabian Communication Model
* Goleman’s Leadership Styles
* Johari Window

The laboratory also includes a Theory After Experience phase, during which students connect practice with academic reflection through the analysis of scientific articles and group presentations.

The entire process is supported by pre-test and post-test activities aimed at reflection and at measuring students’ perception of their soft skills before and after the laboratory experience.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Golemen, D. (2000). Leadership that gets results. Harvard business review, 78(2), 78-90.
Luft, J., & Ingham, H. (1961). The johari window. Human relations training news, 5(1), 6-7.
Mehrabian, A., & Ksionzky, S. (1972). Categories of social behavior. Comparative Group Studies, 3(4), 425-436.
Caggiano, V. V. (2015). Teachability and entrepreneurship education: Summer school, teaching and learning way to be happy. Editorial Autores de Argentina.


Selected research papers developed within the BRICKS x TIPS International Summer School experiences on teamwork, communication, leadership and experiential learning.

Suggested papers for group reflection:

Ragusa, A., Bastos, S. M., & Caggiano, V. (2024). Levelling up leadership: Harnessing gamification to cultivate soft skills in Italian and Portuguese master's students. Italian Journal of Educational Technology, 32(3), 25-37.

Caggiano, V., Schleutker, K., Petrone, L., & González-Bernal, J. (2020). Towards identifying the soft skills needed in curricula: Finnish and Italian students’ self-evaluations indicate differences between groups. Sustainability, 12(10), 4031.

Caggiano, V., & Ragusa, A. (2023). Not cognitive skills for master students. Reflective practice and pedagogical reflections. Educational Reflective Practices-Open Access, (2).

Caggiano, V., & D'Amante, M. F. (2020). Soft skills and Jazz in Curriculum design. Educazione. Giornale di pedagogia critica, 9(2).

Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2).