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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22910709 -
Bioethics and health ethics
(objectives)
The course of Bioethics and health ethics aims to encourage reflection on the moral dimension of the progress of biomedical sciences and in general of the sciences applied to life.
With the study of Bioethics the student will be able to achieve the following educational objectives.
1. In terms of knowledge and understanding:
Critical knowledge of the main concepts of bioethics, both in historical development and in the theoretical dimension and in the connections with other disciplines and fields of research (psychology, human sciences, educational sciences). For this reason, the course aims to: 1. To retrace the main moments and figures for the development of bioethical reflection; 2. To analyze the main bioethical issues related to birth, death, health, environmental protection.
2. In terms of ability to apply knowledge and understanding:
- ability to use bibliographic tools and reference works for the understanding of bioethics texts.
- ability to apply methodologies of reading texts.
3. In terms of autonomy of judgment:
ability to formulate a reasoned judgment on questions of bioethics; to establish relations between bioethics and the sciences of education; to identify ethical principles that characterize autonomy and responsibility in professional and social life.
4. In terms of communication skills:
practice philosophical discussion as an exercise in respectful dialogue and critical argument.
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6
|
M-FIL/03
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
Optional Group:
SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/01 - (show)
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12
|
|
|
|
|
|
|
|
|
22910042 -
TEORIA E METODI DELLA CONSULENZA PEDAGOGICA
(objectives)
The pedagogical reflexion is rooted in the philosophical tradition of educational sciences. Nevertherless the practical involvemnt of educators in the field is nowadays more and more demanding.
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12
|
M-PED/01
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72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910076 -
TEORIE MODERNE DELL'EDUCAZIONE E PEDAGOGIA DELL'ESPRESSIONE
(objectives)
To integrate knowledge about the most interesting voices of contemporary pedagogy with the results of international interdisciplinary research in order to explore the phenomenology of human expression and the problems related to pedagogical action aimed at the expressive realization of the other.
The course aims to achieve the following educational objectives for the student.
In terms of knowledge and comprehension:
- describe the epistemological field and the methodological procedures that characterize the discipline;
- to identify the problematic nodes that pertain to the discipline.
In terms of ability to apply knowledge and understanding:
- to experiment with the methodological knowledge acquired;
- devising paths of pedagogy of expression suitable for different educational contexts.
In terms of autonomy of judgement:
- Linking the theoretical dimension to educational practice in the expressive field;
- Evaluate paths of pedagogy of expression in relation to different educational contexts.
In terms of communication skills:
- to convey the meaning and value of pedagogical attention to expressive dynamics;
- Contribute to the realization of educational projects that develop relational and expressive skills.
In terms of learning capacity:
- interpreting a poetic and theatrical text;
- integrate educational proposals that are inattentive to the dynamics of human expression and understanding.
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12
|
M-PED/01
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72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910075 -
PEDAGOGIA INTERCULTURALE E SOCIALE
(objectives)
Objectives of the program are acquiring knowledge of the disciplines of intercultural and community education to allow a high capacity for analysis, interpretation and action on contexts and phenomena of a social and educational nature; the acquisition of the skills necessary for the planning and implementation of educational and social intervention programs in the fields of immigration, social exclusion and marginalization, and welfare policies in general.
By the study of Intercultural and community Education the student will be able to achieve the following objectives.
- Knowledge and understanding:
- the possession of methodological, strategic and technical skills in relation to the functioning of the personal service networks and of the institutional apparatus involved in the socio-educational field;
- the adoption of a reflective, analytical, logical, planning attitude, available both to group and network work, and to group and network design.
- Applying knowledge and understanding:
- - possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change;
- Applying knowledge and understanding:
- possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change.
- Making judgements:
- ability to elaborate an autonomous judgment on the situations in which it is called to intervene and take decisions in complex situations, even in the face of partial data and information.
- Communication skills:
- ability to draw up documents aimed at programming and managing services, to prepare research / monitoring / evaluation reports and to elaborate and present operational proposals for intervention.
- possession of specific skills to act as an expert in the monitoring system for training interventions.
- Learning skills:
- acquire the skills necessary to allow any further post-graduate training courses (second level master's, research doctorate) without prejudice to the ability to continue autonomously in the process of updating the knowledge necessary for the professional profile.
How to link with other teachings:
The program is connected to the other programs of the pedagogical and sociological area, trough the analysis of cases, experiences and interdisciplinary services.
|
12
|
M-PED/01
|
72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
|
Optional Group:
LM-85 - A scelta dello studente - (show)
|
12
|
|
|
|
|
|
|
|
|
22902269 -
HISTORY OF WOMEN 6 CREDITS LM 57
|
Also available in another semester or year
|
|
22902266 -
STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57
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Also available in another semester or year
|
|
22910255 -
Modern theories of education and pedagogy of expression
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Also available in another semester or year
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|
22910704 -
Methodologies for professional training
(objectives)
The Laboratory aims at contributing to train professionals who are able to analyse, on an interpretative level, the nature and contextual constraints of training processes; to prepare, on a decision-making and operational level, training courses and actions aimed at adults in typical contexts of vocational and continuing training or at workers within the framework of specific organizational models; to identify methods and techniques of vocational training, in line with the needs of these contexts, in a lifelong and lifewide learning perspective.
Knowledge and understanding:
· identify the theoretical reference framework for training planning, in the perspective of lifelong and lifewide learning;
· identify the theoretical reference apparatus of the methodologies for vocational training;
· know the national lifelong learning and competences certification system in Italy;
· know the system of vocational and continuing training in Italy.
Applying knowledge and understanding:
· identify the appropriate training actions to be promoted in line with needs of the contexts examined and the recipients;
· identify the appropriate training methodologies in line with the planned actions;
· plan training actions within the framework of the vocational and continuing training system in Italy;
· include the actions of vocational and continuing training in the framework of the national system of lifelong learning and certification of competences.
Making judgements:
· link training theory to training situations;
· evaluate methodologies, methods and training techniques most appropriate to the organizational contexts examined.
Communication skills:
· know how to communicate the knowledge acquired, in terms of ideas, problems and solutions, relating to the topics of the course, to specialist and non-specialist interlocutors.
Learning skills:
· exercise availability for scientific research in educational contexts;
· understand challenges of vocational training, identifying problems and proposing solutions from the perspective of lifelong and lifewide learning;
· develop the learning skills necessary to undertake subsequent studies, as part of training practices, with a high degree of autonomy.
|
6
|
SPS/09
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36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910705 -
Training Philosophy
|
Also available in another semester or year
|
|
20711192 -
PSICOLOGIA DELLE EMOZIONI E DELLA COMUNICAZIONE MULTIMODALE
(objectives)
To provide knowledge in the definition and analysis of emotional processes, of their mental and neural representation, of their evolution, of their relationships with cognition, social interaction and communication, and of their role in decision, construction of the self, and learning processes.
To provide knowledge and competences in research on communication in all its modalities, words, body, media. To investigate the devices of face to face and distance communication, their cognitive, affective and interaction functions in sincere and deceptive usies of interpersonal, public, social anc institutional interaction. To develop competences in the analysis of communication and their application to professional and research domains concerning interpersonal and public communication on the work, in education, media, politics, technology, music, entertainment. To analyse the role of communication in its modalities within the psychological processes of reasoning, argumentation and persuasion, of emotional regulation, of teaching and learning, of social influence between individuals and groups.
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6
|
M-PSI/01
|
36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910707 -
Environmental ethics
(objectives)
We shall be discussing what are the ethical concerns raised by global warming, what the environment means and why that should be our concern. The world as we know it, characterized by great economic uncertainty, financial insecurity, dramatic levels of inequality both within and among countries, fast-paced technological progress, stratified and sometimes contradictory legal requirements and weak global institutions led to the rampant environmental crisis we live in. Environmental Ethics raises questions about a host of widely diverse issues: global warming, animal ethics, carbon emissions, the accountability of individuals and institutions, intergenerational justice, the galloping technological development and the overall sustainability - ecological, economic, and social - of current production and consumption patterns. This course will provide the basic ecology and environmental ethics concepts, and their relationship with globalization and society. This class will analyze the ethical problems of globalization and the impact in the ecosystems and environment. Topics that will be included are social responsibility, demography, sustainable development, contemporary eco-social crisis. Participants will overview the different solutions for globalization, environment and the social responsibility. By the end of the course, the students are expected to understand and articulate the fundamental ethical and cultural values at stake in environmental questions, as well as the history and diversity of the general frameworks out of which those values arise. Additionally, they will be expected to have good knowledge of real case scenarios in which environmental ethics is particularly relevant -from GMOs to pollution- and their connection to the socio-political contexts in which they take place globally.
Upon successful completion of this course, you will be able to:
Categorize variables leading to a defined environmental ethics situation.
Properly identify cultural models and philosophical variables explaining the current environmental crisis.
Quantify the impact of “ethical approaches.”
Set realistic strategies under a well-defined context.
Evaluate objectively and subjectively the impact of the selected alternative strategy. "
|
6
|
M-FIL/03
|
36
|
-
|
-
|
-
|
Elective activities
|
ENG |
|
22910708 -
Educational research, teaching of writing and handwriting
(objectives)
Knowledge and understanding
- Getting to know the debate about the teaching and learning of handwriting;
- getting to know the various approaches to the teaching and learning of handwriting;
- getting to know the most recent approaches to the teaching and learning of handwriting.
Applying knowledge and understanding
- Understanding correct and wrong aspects in the development of the graphic gesture;
- understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting.
Making judgements
- Reflecting on the contemporary approaches to the teaching and learning of handwriting.
|
|
|
22910708-1 -
Educational research, teaching of writing and handwriting
(objectives)
Knowledge and understanding
- Getting to know the debate about the teaching and learning of handwriting;
- getting to know the various approaches to the teaching and learning of handwriting;
- getting to know the most recent approaches to the teaching and learning of handwriting.
Applying knowledge and understanding
- Understanding correct and wrong aspects in the development of the graphic gesture;
- understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting.
Making judgements
- Reflecting on the contemporary approaches to the teaching and learning of handwriting.
|
3
|
M-PED/04
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910708-2 -
Techniques and methods of motor activity
(objectives)
Knowledge and understanding
- Getting to know the debate about the teaching and learning of handwriting;
- getting to know the various approaches to the teaching and learning of handwriting;
- getting to know the most recent approaches to the teaching and learning of handwriting.
Applying knowledge and understanding
- Understanding correct and wrong aspects in the development of the graphic gesture;
- understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting.
Making judgements
- Reflecting on the contemporary approaches to the teaching and learning of handwriting.
|
3
|
M-EDF/01
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910713 -
Metodi, strategie e strumenti della ricerca didattica
|
Also available in another semester or year
|
|
22910828 -
Metodi di ricerca in psicologia dello sviluppo organizzativo
(objectives)
At the end of the course, the student will be able to achieve the following learning objectives.
In terms of knowledge and understanding:
- Recognize the epistemological issues underlying research in organizational psychology
- Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments
- Develop a research question, knowing how to adequately focus the phenomenon under investigation
- Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations
- Know the main techniques and instruments for building the empirical base
In terms of ability to apply knowledge and understanding:
- Setting research questions about organizational processes to produce organizational change
- Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena
- Describe the criteria to be used to conduct basic data analysis
In terms of autonomy of judgement:
- Outline the main research operations to be carried out independently
In terms of communication skills:
- Knowing how to critically analyze the language used in the context of psychological research on organizational development
- Consciously read the results of empirical psychological research
In terms of learning ability:
- Deepen own’s knowledge using specialized manuals and scientific articles
|
|
|
22910828-1 -
Metodi di ricerca in psicologia dello sviluppo organizzativo
(objectives)
At the end of the course, the student will be able to achieve the following learning objectives.
In terms of knowledge and understanding:
- Recognize the epistemological issues underlying research in organizational psychology
- Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments
- Develop a research question, knowing how to adequately focus the phenomenon under investigation
- Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations
- Know the main techniques and instruments for building the empirical base
In terms of ability to apply knowledge and understanding:
- Setting research questions about organizational processes to produce organizational change
- Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena
- Describe the criteria to be used to conduct basic data analysis
In terms of autonomy of judgement:
- Outline the main research operations to be carried out independently
In terms of communication skills:
- Knowing how to critically analyze the language used in the context of psychological research on organizational development
- Consciously read the results of empirical psychological research
In terms of learning ability:
- Deepen own’s knowledge using specialized manuals and scientific articles
|
3
|
M-PSI/06
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910828-2 -
Il bilancio delle competenze come strumento per promuovere il benessere nei contesti organizzativi
(objectives)
At the end of the course, the student will be able to achieve the following learning objectives.
In terms of knowledge and understanding:
- Describe the objectives that can be pursued through the use of the Bilan de competence.
- Articulate the phases of the Bdc, knowing how to adequately circumscribe the purposes.
- Know the main tools to be applied within the Bilan de competence process in organizational contexts.
In terms of ability to apply knowledge and understanding:
- Outline the main operations and purposes of the Bilan de competence within organizations.
In terms of autonomy of judgement:
- Knowing how to use the language used in the evaluation process from the perspective of competence development within organizations.
In terms of communication skills:
- Describe the criteria to be used when conducting the Bilan de competence.
In terms of learning ability:
- Deepen own’s knowledge of qualitative evaluation practices for the development of organizational well-being.
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
|
Optional Group:
SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/03 - (show)
|
12
|
|
|
|
|
|
|
|
|
22910079 -
DIDATTICA DELL'ORIENTAMENTO IN PROSPETTIVA EUROPEA
(objectives)
-I KNOW THE MAIN THEORIES OF INTERPRETATION PROCESS GUIDANCE
E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT
-KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE
DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES
-ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP
ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES
BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION
-KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK
-Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE
-SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL
E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self
QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION
|
12
|
M-PED/03
|
72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910712 -
EDUCATIONAL LEADERSHIP AND DIDACTICS ORGANIZATION
(objectives)
People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts.
Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension skills ...
- Understanding theories, strategies and tools regarding distributed educational leadership in educational settings.
- Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem.
- Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6.
- Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities.
- Understanding the importance of the emotional dimension of leadership.
In terms of ability to apply knowledge and understanding ...
- An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership.
- An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved.
- An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing.
- An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies.
In terms of independent judgment ...
- Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection.
- Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader.
- Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice.
- Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning.
In terms of communication skills ...
- An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes.
- Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved.
In terms of learning skills ...
- Being able to access scientific literature in the field, identifying reliable sources.
- Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them.
- Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
|
|
|
22910712-1 -
MODULO BASE
(objectives)
People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts.
Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension skills ...
- Understanding theories, strategies and tools regarding distributed educational leadership in educational settings.
- Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem.
- Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6.
- Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities.
- Understanding the importance of the emotional dimension of leadership.
In terms of ability to apply knowledge and understanding ...
- An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership.
- An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved.
- An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing.
- An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies.
In terms of independent judgment ...
- Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection.
- Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader.
- Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice.
- Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning.
In terms of communication skills ...
- An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes.
- Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved.
In terms of learning skills ...
- Being able to access scientific literature in the field, identifying reliable sources.
- Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them.
- Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
|
6
|
M-PED/03
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910712-2 -
SEMINARIO
(objectives)
People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts.
Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension skills ...
- Understanding theories, strategies and tools regarding distributed educational leadership in educational settings.
- Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem.
- Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6.
- Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities.
- Understanding the importance of the emotional dimension of leadership.
In terms of ability to apply knowledge and understanding ...
- An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership.
- An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved.
- An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing.
- An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies.
In terms of independent judgment ...
- Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection.
- Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader.
- Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice.
- Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning.
In terms of communication skills ...
- An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes.
- Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved.
In terms of learning skills ...
- Being able to access scientific literature in the field, identifying reliable sources.
- Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them.
- Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910712-3 -
LABORATORIO
(objectives)
People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts.
Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension skills ...
- Understanding theories, strategies and tools regarding distributed educational leadership in educational settings.
- Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem.
- Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6.
- Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities.
- Understanding the importance of the emotional dimension of leadership.
In terms of ability to apply knowledge and understanding ...
- An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership.
- An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved.
- An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing.
- An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies.
In terms of independent judgment ...
- Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection.
- Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader.
- Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice.
- Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning.
In terms of communication skills ...
- An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes.
- Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved.
In terms of learning skills ...
- Being able to access scientific literature in the field, identifying reliable sources.
- Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them.
- Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910711 -
SPECIAL EDUCATION AND DIDACTICS FOR INCLUSION
(objectives)
Know and understand the theoretical foundations of inclusive education.
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
|
|
|
22910711-1 -
SEMINAR
(objectives)
Know and understand the theoretical foundations of inclusive education.
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
|
9
|
M-PED/03
|
54
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910711-2 -
WORKSHOP
(objectives)
Know and understand the theoretical foundations of inclusive education.
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
|
22910222 -
Psicologia dell'educazione e della formazione
(objectives)
The goal of this class is the development in the students of the competence and the critical sensitivity for managing the educational process based on the cooperation, both in adults and in children, through the knowledge of the principles, dynamics, strategies and tools for enhancing cooperation in several contexts such as learning or education groups and in dual relationships.
|
6
|
M-PSI/04
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
Optional Group:
SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/04 - (show)
|
12
|
|
|
|
|
|
|
|
|
22910834 -
Progettazione e valutazione nei servizi educativi, formativi e per la media education
(objectives)
The course is divided into two modules; the objectives of each module are broken down as follows:
- module I (6 CFU, prof. Cinzia Angelini):
o acquire the basic aspects of the design of online learning experiences;
o understand the whole life cycle of a project (planning, monitoring, evaluating);
o get to know the possible sources of financing;
o plan an educational or training course, according to defined, retractable and reproducible phases;
o define the recipients of an educational or training course and their needs, starting from an analysis of their needs previously planned and conducted;
o identify the general and specific objectives of a training or educational course;
o select the most appropriate teaching strategies and materials for achieving the objectives;
o define descriptors to measure the achievement of objectives;
o disseminate the results of a training or educational project;
o design a financial plan for the request of national or international funds.
- module II (6 CFU, prof. Francesco Agrusti):
o examine the planning of curricula and designing digital learning experiences;
o explore instructional design models to support synchronous and asynchronous learning;
o understand the role of assessment in determining the effectiveness of online learning;
o measure the effectiveness of e-learning design, development and delivery;
o synthesise key features of behaviourism, cognitivism and constructivism to facilitate online learning;
o select best practices for encouraging experiential learning in an online community
o get to know the main approaches to teaching and assessment in e-learning and media education;
o get to know the results of the most important national and international surveys on media education and e-learnin
|
12
|
M-PED/04
|
72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22910083 -
EXPERIMENTALISM, DIDACTIC INNOVATION AND MONTESSORI PEDAGOGY
(objectives)
Knowledge and understanding: the principles and methodologies of empirical research in education; the main features of the theoretical model proposed by Montessori; embodiment theories;
Knowledge and understanding skills applied: to the design of teaching innovation; to the definition of empirical research drawings;
Making judgements: choose critically and consciously methods and instruments of intervention in the field of empirical research and didactic design.
|
12
|
M-PED/04
|
72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
Università Roma Tre