Università Roma Tre

The course aims to provide basic theoretical and practical training in the areas of bibliography, library science and documentation, with a focus on information and documentation as an educational and teaching resource

The course aims to provide theoretical and methodological knowledge to learn how to conduct and interpret dialogues with people with disabilities in the context of family and work. Acquire theoretical and methodological knowledge in the field of helping relationships. To gather teaching material for the construction of the ‘University Integration Documentation Centre’.
The workshop aims to acquire basic knowledge about learning disorders (DSA), in order to understand the history of dyslexic adults. In particular, it aims to identify the creative resources used during their school career. The workshop aims to build a documentation centre on dyslexia in adults.
Analysing and understanding the specific dynamics of the helping relationship according to F. Montuschi's Counseling methodology and E. Berne's Transactional Analysis theory.
Identifying and processing stereotypes and prejudices in working with people with disabilities.

The course aims to provide some initial conceptual tools to guide the study of Developmental Psychology on a theoretical level, with particular reference to J. Piaget's Genetic Epistemology and J. Bowlby's Attachment Theory, and on a methodological level, in a dynamic perspective that takes into account the numerous social, cultural, family, individual and gender variables that interact in the developmental pathway.

The aim is to provide a predominantly pragmatic introductory approach to learning English, paying particular attention to the cultural specificity of certain text types in particular. The main objective remains that of stimulating reflection on certain specialised languages of English, including that of communication.

The course aims to provide basic notions about the various theoretical and research orientations in psychology that have contributed to our knowledge of this specific period of human development; it also aims to illustrate the main developmental tasks of adolescence and to mention the behaviours dangerous to physical health and psychological and social well-being that may be frequent in adolescence. Finally, it intends to discuss the problematic aspects of the educational relationship with adolescent pupils.

Identify and analyse the fundamental aspects of teaching that make it special and of quality;
- Understand the relevance of confrontation and cooperation between multiple professions for the purposes of integration and inclusion of diversity;
- identify educational experiences and contexts that enable dialogue and synergies between different school and non-school operators, such as music therapy;
- design individualised and customised educational plans, with a strong orientation value, centred both on cognitive, emotional and relational characteristics and on the special educational needs of pupils with disabilities or learning difficulties of various origins;
-develop and implement teaching strategies consistent with the objectives of integration and inclusion ;
- to know the formative, encouraging and proactive assessment procedures and related tools for developing the potential of learners with disabilities
- know the theoretical foundations of play and animation;
- acquire basic skills in relation to animation practices and play methodology also in the context of integration processes;
- design educational-animative interventions in school and extracurricular contexts;
- contribute to the construction and development of learning groups capable of sharing knowledge and learning experiences acquired during the course and of being able to critically discuss them in a cooperative and supportive context.

Define the theoretical and practical field of intercultural pedagogy.
Understanding the intertwining of socio-economic and cultural factors in the representations that natives make of immigrants.
Recognising the educational and cultural needs of immigrants.
Knowing the history of Italian emigration in its relations with present-day immigration into Italy.
Describing the different strategies for the inclusion of foreign pupils in school, also with reference to empirical research.
Identifying teaching strategies in an intercultural perspective.
To know the professional profile and functions of the linguistic-cultural mediator.

General objectives and output competences, understood as knowledge, skills, abilities (descriptors of Dublin) 1. The objective is to achieve a basic preparation of moral philosophy since if this discipline has a long tradition, and many are the great thinkers to draw from, however today it presents itself with new and specific features, which are figure of complexity. Therefore, the ethical issues are addressed at a particularly significant moment of reflection, in which various proposals emerge that can be summarized in "rehabilitation of practical philosophy". A specific theme will then be explored. 2. The workshop will address some moral issues through film projections and discussions. 3. The seminar will offer the reading- comment of a philosophical text knowledge and comprehension skills knowledge and comprehension skills related to theoretical dimensions, historical, epistemological and methodological of moral philosophy ability to apply knowledge and understanding ability to grasp how every thought should be translated into practice and thus govern the value of thought experience autonomy of judgment: Ability to analyse and develop theories, exercising critical judgment and independent judgement communication skills: ability to critically and systematically express arguments relating to the main theoretical nodes addressed learning abilities self-management in learning and use of context resources for this purpose

Present basic concepts for the sociological analysis of organizations, and provide some appropriate methodological guidance.

The aim of the course is to analyse the transformations of the educational process in relation to changes in society through the study of the main classical and contemporary sociological currents. Particular attention will be given to the study of the school system as the main actor in community development processes, socio-educational and cultural policies, new needs, socialisation processes, cultural marginality, and the social participation of children within the crisis of the public space of modern urban reality.

The course aims to explore the relationship between communication dynamics on an interpersonal level and body development examined from an educational-gestural point of view and understood as conscious conduct.
The most up-to-date research in the field open to interdisciplinary approaches will be taken into consideration.

The course aims to provide students with the tools to analyse the socio-cultural transformation underway. Definition and redefinition of the concept of culture in its social and scientific use through the analysis of culture, cultures, cultural landscape, creolisation process. Discussion of questions of method and search for new cultural models that allow a more adequate reading of social facts and contemporary nomadisms. Pathway for the identification of opportunities for conflict, opportunities and resources for a society of cultural difference.

The course will be based on the following objectives
- define the role of docimology;
- reflect on changes affecting assessment;
- classify assessment tools;
- define the relationship between teaching and assessment;
- identify the elements and functions of assessment;
- constructing structured knowledge tests;
- analysing data collected through tests;
- appropriately correcting the various types of tests.

Reconstructing the transformations of the economy, society and institutions over the last two centuries and exploring some keys to understanding contemporary modernity

The main objectives of the discipline are the acquisition of a basic philosophical vocabulary, a historical framing of philosophical reflection and its development within Western culture, and an understanding of the main philosophical theories.

The course aims to provide the basic scientific-disciplinary competences concerning the study of the main functions (cognitive, affective and motor) through which man, in the context of the psyche-soma integration that characterises him, interacts with the environment by elaborating representations of the environment and of himself. It also offers basic knowledge of the history of psychology and the methods and techniques of psychological research. In this regard, especially in the context of laboratory and seminar activities, students will be given the opportunity to gain direct experience of the simplest investigative techniques applied to topics of relevance to the field of educational studies (learning and thinking processes, as well as forms of communication in educational contexts; ways of using cultural heritage and the like).

The course introduces the student to some of the basic concepts of descriptive statistics. Problems of synthesis (graphic and analytical) of information are dealt with statistics relating to a single character found in a population, focusing on the properties of the arithmetic mean and the concept of variability. Then the problem of defining and measuring the relationship between two characters is introduced, distinguishing approaches according to the level of qualitative or quantitative measurement.

Social psychology deals with the study of the psychological processes (cognition, affect, behaviour) that regulate social interaction. Its applications are aimed at promoting the well-being of individuals, groups and communities. The objective of the course is the acquisition of the knowledge and skills necessary to support a correct reading of the basic processes of interest in social psychology, and its applications

The course intends to offer elements of knowledge on the history of western theatre as a useful tool also for understanding the forms of contemporary theatre. In particular, it will focus on theatre performance as a training methodology, on the social context of performance and on the pedagogy of the actor.

The course aims to analyse the educational models destined for childhood throughout history, establishing a relationship between the transformation of pedagogical practices and the most significant changes that have occurred in the family, school and society in modern and contemporary Europe. The course intends to redefine the very idea of childhood, removing it from any risk of pedagogical neutrality and restoring its subjectivity to the many differences that characterise it, starting from the different social and gender identities.

The course will provide computer literacy, the use of word processing programmes and spreadsheets for educational activities

The course aims to provide the basic scientific-disciplinary competences related to the study of the history of pedagogical ideas, of childhood and of literary production specifically intended for children. The thematic choices will take into account the most significant historiographical innovations that have matured in recent decades in the field of educational history.

The course aims to provide adequate knowledge of the current state of historical-pedagogical studies and the development of research methodologies and innovative subject areas. The aim is to develop an analysis of the main pedagogical theories developed in Europe between the eighteenth and nineteenth centuries and to establish a comparative link with the study of the condition of children marked by profound class and gender differences.

Increased awareness of one's own cognitive prefigurations and emotional pre-significations with regard to the workshop content. Development of specific relational skills in the intercultural sphere. Conscious broadening of one's repertoire of relational attitudes and behaviour. Activation of analysis and evaluation skills. Expansion of individual perceptive skills and symbolic-relational reading keys. Strengthening of the self, reduction of resistance to change. Stimulation of the desire to experiment. Development of observation and listening skills. Development of abilities to search for information sources, to collect and select data, to extract meaningful syntheses. Development of autonomy, planning skills and proactivity (ability to work towards objectives and achieve results).
Development of flexibility towards different cultural, linguistic, religious contents.

The course aims to highlight stereotypes and prejudices in the mass media, through an analysis and decoding of the image of women and men conveyed mainly through advertising messages.

Acquire a view of the media that enables them to be understood as matrices and forms of knowledge -Develop an approach to education in which traditional and new media play a determining role -Conceptualise the media as components of moving systems, in relation to both technological and socio-historical stresses -Adopt the idea of media integration and identify digital and telematic media as one of the most significant matrices for this integration