COURSE - Università Roma Tre

Degree Course: Pedagogy, Adults' Education and Long-Life Learning A.Y. 2024/2025

Expected learning outcomes Syllabus Italian version

Scienze pedagogiche / LM-85

FIRST YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910709 - Bioethics and health ethics (objectives)

M-FIL/03

Core compulsory activities

ITA

Optional Group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/01 - (show)

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.	12	M-PED/01	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.	12	M-PED/01	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)

22902266 - STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57	Also available in another semester or year
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	36	-	-	-	Elective activities	ITA
22910705 - Training Philosophy	Also available in another semester or year
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
22911133 - Etica del lavoro e delle virtù professionali	Also available in another semester or year
22911124 - HISTORY OF WOMEN AND GENDER	Also available in another semester or year

Optional Group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/03 - (show)

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

Optional Group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/04 - (show)

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

22910222 - Psychology of education and training (objectives)

M-PSI/04

Core compulsory activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional Group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/01 - (show)

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.	12	M-PED/01	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.	12	M-PED/01	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

22910077 - Social history of education (objectives)

M-PED/02

Core compulsory activities

ITA

Optional Group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/03 - (show)

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	Also available in another semester or year
22910711-2 - WORKSHOP	Also available in another semester or year

Optional Group: LM-85 - A scelta dello studente - (show)

22902266 - STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57 (objectives) The course provides basic concepts of sampling and regression. Particular attention is devoted to the comparison of types of sampling, and to the comparison between bivariate and multivariate approaches. During the course students will be introduced to the use of statistical software for computers, solving problems in new areas, placed in interdisciplinary contexts. By autonomously managing complex knowledge, the student will learn how to make critical judgments and communicate the results obtained to specialists and non-specialist interlocutors. By the study of STATISTICAL METHODS OF DATA ANALYSIS the student will be able to achieve the following training objectives. Knowledge and understanding: - have acquired in-depth disciplinary knowledge in the field of statistics such as to allow him an adequate approach to the problems of planning and carrying out socio-educational and socio-welfare activities. - possess advanced methodological and technical knowledge, able to allow him to reflect on even complex situations with adequate data analysis and interpretation tools. Applying knowledge and understanding: - possession of skills in the use of the operating systems of the new data processing methods - competent use of communication strategies with professional partners and users. Making judgements: - elaborate an independent judgment on the situations in which it is called to intervene, making decisions in complex situations, even in the face of partial data and information. - show reflexive abilities on their own methods of intervention, supporting their decisions with objective information. Communication skills: - drafting documents aimed at programming and managing services, preparing research / monitoring / evaluation reports and preparing and presenting operational intervention proposals. - know how to communicate in public and manage institutional communication. Learning skills: - appropriate acquisitions skills to allow any further post-graduate training courses (second level master's degree, research doctorate) - ability to continue independently in the process of updating the knowledge necessary for the professional profile.	6	SECS-S/01	36	-	-	-	Elective activities	ITA
22910704 - Methodologies for professional training	Also available in another semester or year
22910705 - Training Philosophy (objectives) The course aims at providing students with theoretical-critical knowledge and the ability to understand themes and problems related to the Philosophy of Education, analyzing the different perspectives of analysis and investigating their epistemological status. The primary objective will also be to grasp the central link between the theoretical dimension and the concrete experience of education and self formation, through the exercise of philosophical thought oriented to languages, models and practices in self formation contexts. Through the study of Philosophy of Education, the student will be able to develop the necessary skills to understand, interpret and deal with the problems associated with human formation and achieve the following educational objectives: in terms of knowledge and understanding - define and identify the epistemological and methodological scope of the discipline; - understand the educational meaning and significance of human education; in terms of ability to apply knowledge and understanding: - analyze the relationship between Philosophy, General Pedagogy, Philosophy of Education and Self Formation; - identify the conceptual and operational tools to move easily in the double theoretical and practical-operational dimension that underlies the Philosophy of Education; in terms of autonomy of judgment: - elaborate critical thinking relative to concrete situations in human formation; - identify and analyze tools, occasions and events related to human formation; in terms of communication skills: - critically observe and interpret the dialogical and relational dynamics of various formation contexts; - make pedagogical theories interact profitably with the educational complexity of the contemporary world; in terms of learning skills: - to know how to grasp the theoretical-operational proposals related to self formation, examining their strengths and possible criticalities; - access critically the scientific literature of reference, evaluating in advance the reliability of the sources.	6	M-PED/01	36	-	-	-	Elective activities	ITA
22910707 - Environmental ethics	Also available in another semester or year
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	Also available in another semester or year
22910708-2 - Techniques and methods of motor activity	Also available in another semester or year
22910713 - Metodi, strategie e strumenti della ricerca didattica (objectives) Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate. Knowledge and understanding: - know the reference paradigms of research in education (quantitative approach and qualitative approach). - know the methods of educational research - know techniques and tools for data collection - understand the role of educational research for the growth of school quality and pedagogical culture - understand the theoretical foundations and peculiarities of didactic research Applying knowledge and understanding: - identify objectives, perspectives and strategies of didactic research - detect, analyze, interpret and represent the data Making judgements: - construct research-based problem solving hypotheses - evaluate the impact of research results on educational contexts Communication skills: - draw up a research report in a form that can be understood by teachers and educators - simulate survey paths in groups Learning skills: - acquire a professional approach based on research and informed by research - be able to access the relevant scientific literature	6	M-PED/03	36	-	-	-	Elective activities	ITA
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	Also available in another semester or year
22910828-2 - Il bilancio delle competenze come strumento per promuovere il benessere nei contesti organizzativi	Also available in another semester or year
22911133 - Etica del lavoro e delle virtù professionali (objectives) The course focuses on work both as a topic of philosophy and as a problematic issue of our time, as today there is a tendency to evaluate work either only from the point of view of personal satisfaction, or only from the point of view of results and in terms of efficiency. The course will examine the main philosophical positions on work, including that of liberalism, Marxism and modern capitalism, and then propose a reflection on what work well done means, i.e. an activity that is formative for those who carry it out and realised with a service mentality. Gender differences will also be taken into account both in the approach to work and in the irreplaceable contribution women can make in the professional world.	6	M-FIL/03	36	-	-	-	Elective activities	ITA
22911124 - HISTORY OF WOMEN AND GENDER (objectives) To introduce to a methodologically and thematically heterogeneous field of inquiry; Examine the dominant historiographical approach to political, social and and economic history that has privileged microhistorical aspects, conjunctures and structures in which the female role has been marginal or absent; Develop critical analytical skills on the nature and possibilities of women's own history, methodological issues and the status of sources; Conduct a critical-conceptual discourse with respect to the redefinition of gender history as the social organization of gender relations, gender relations and the power exercised by gender differentiation and with respect to the more recete concept of intersectionality.	6	M-STO/04	36	-	-	-	Elective activities	ITA

Optional Group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/04 - (show)

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

SECOND YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional Group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/01 - M-DEA/01 - (show)

Optional Group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta M-STO/04 - M-FIL/03 - M-FIL/06 - (show)

22902238 - HISTORY OF PEACE 6 CREDITS LM 85 (objectives) The course aims to offer students the tools to understand the historical and social dynamics of the contemporary age, with specific reference to the themes of peace and conflict resolution. The aim of the course is to promote a reflective, analytical, logical and planning attitude in the students, available for group work. The course promotes the ability to design and plan interventions in favor of peace. By attending the History of Peace course, the student will be able to achieve the following educational goals. Knowledge and understanding: Knowledge of the historical dynamics of the contemporary age, with specific reference to the themes of peace and conflict resolution; ability to understand complex historical situations, with different institutional and non-institutional actors; Applying knowledge and understanding: To be able to conceive and plan interventions in favor of peace, through the ability of working in groups; to be able to conceive strategies of action in problematic situations that require peaceful mediation; Making judgements: Being able to elaborate an autonomous judgement on the situations in which one is called to intervene; being able to make decisions in complex situations.	6	M-STO/04	36	-	-	-	Core compulsory activities	ITA
22910043 - ETICA DELLA RELAZIONE E DELLA COMUNICAZIONE	Also available in another semester or year
22910223 - Storia dell'europa e delle istituzioni comunitarie (objectives) The teaching of European history pursues the general objective of the Degree Course, namely to train professionals endowed with autonomous and critical reasoning skills in relation to complex problems, also within the scope of the legal-regulatory aspects related to international processes. In this perspective, the teaching aims to enable educators to incorporate an EU dimension into their activity, to acquire knowledge, values, skills and competences, empowering them to think critically and form well-informed and balanced opinions, by practicing core European values of social inclusion and European and international solidarity. To that end, the teaching of European History aims to provide the student with a thorough preparation about the historical, cultural and juridical foundations of the European Union. This course also is designed to promote greater awareness of the role of the Union European as one of the most important players in an international, global and interdependent scenario, and to promote a critical reflection on the EU, its governance and decision-making processes, and on how it affects the citizens of the Member States and their democratic participation. Expected learning outcomes: knowledge of the most crucial political-cultural and institutional junctions in the history of community integration; ability to understand the dynamics and transformation processes of European society; autonomous, creative and innovative thinking on the main historical and social events of contemporary Europe and ability to express complex political, social and juridical situations by acquiring new communication skills.	6	M-STO/04	36	-	-	-	Core compulsory activities	ITA
22911134 - Filosofia, formazione e società contemporanea (objectives) The course has the fundamental objective of introducing students to the knowledge of the main philosophical issues typical of modern and contemporary society, with particular attention to the relationship between philosophy, culture and education. Specifically, the course aims to promote in the student an awareness that many of our ideas and mental constructs have a complex identity, which depends on how historically man and his relationship to the world and society was conceived. The course aims to promote the following specific training objectives for students: - distinguishing the main philosophical currents, typical of modern and contemporary culture; - using the language of philosophy appropriately; - recognizing the role of training within society and the importance of philosophy within it; - knowing how to produce a critical and reasoned reading of a text, an event or a tendency typical of a culture; - knowing how to identify emerging or underlying philosophical doctrines within socio-cultural phenomena; - recognizing different levels of relationship between philosophy and self-building; - understanding a multidisciplinary context; - organizing a speech /report using philosophical reading tools of social reality. The course aims to promote the following learning outcomes: Knowledge and understanding: Increased knowledge acquired in high school within the humanities, acquiring greater reasoning skills and offering more refined tools for personal reflection. Specific objectives include knowledge of the main lines of modern and contemporary philosophical debate and its relations with other educational sciences. Ability to distinguish and compare different cultural development trends based on different philosophical matrices. Recognition of the relationship between philosophy and education. Applied knowledge and understanding: The course will enable students to understand specific elements of the history of philosophy, providing significant interpretative keys to understand contemporary society. This includes knowledge and understanding of the concepts and theories covered in the program, as well as the ability to recognize the phases and fundamental matrices of contemporary culture. Autonomy of judgment: Increased capacity for critical reflection on all kinds of human activities at personal, cultural, socio-political, and professional levels. This involves recognizing systemic development trends in society starting from its history, rational and universal interpretative keys, and the ability to support or criticize a philosophical thesis based on historical knowledge. Addressing contemporary issues with a critical spirit and identifying the foundation of educational practices and cultural influences on them. Communication skills: Improving communication skills by broadening the language spectrum with a conscious use of fundamental philosophical notions. - Enhancing the ability to interpret human and social phenomena with greater philosophical competence - communicate knowledge of philosophy effectively, speak publicly on philosophical topics and their relation to society, - recognize theoretical assumptions and philosophical content in educational activities. Learning skills: Promoting autonomous learning skills through dialogue with the teacher, the course will improve: - the ability to analyze and critically evaluate contemporary cultural trends in their fundamental methodological aspects. - the development of skills for philosophical reflection and analysis concerning issues related to various social contexts, particularly those related to education.	6	M-FIL/06	36	-	-	-	Core compulsory activities	ITA

Optional Group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/05 -08 - (show)

Optional Group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta lingue L-LIN/03 o 07 o 10 - (show)

22902243 - SPANISH LANGUAGE AND CULTURE 6 CREDITS LM 65 (objectives) The student will be able to achieve the following educational objectives: - Knowledge and understanding: develop the four linguistic skills until the B1 level of the common European framework of reference for languages. Knowledge of the historical period preceding the Spanish Civil War and the figures of Antonio Machado and Federico García Lorca. - Applying knowledge and understanding: capacity to understand and produce a written or oral B1 level text in Spanish. Capacity to understand a literary text - Making judgements: Reflections on the methodologies of learning foreign languages. - Communication skills: knowledge of metalanguage related to language learning. - Learning skills: Knowledge of the methodologies for self-learning.	6	L-LIN/07	36	-	-	-	Related or supplementary learning activities	ITA
22902244 - LANGUAGE, CULTURE AND INSTITUTIONS IN ENGLISH-SPEAKING COUNTRIES 6 CREDITS LM 85 (objectives) Aims of the course: Students will acquire a specific vocabulary for social studies and education through the study of the text English for Educators, together with the ability to understand and express ideas on relevant and complex cultural issues found in the text The Shape of a Culture.	6	L-LIN/10	36	-	-	-	Related or supplementary learning activities	ITA
22910115 - LETTERATURA E LINGUA FRANCESE PER L'EDUCAZIONE	Also available in another semester or year

22902234 - SOCIOLOGY OF EDUCATIONAL AND TRAINING PROCESSES 6 CREDITS LM85-57 (objectives)

SPS/08

Core compulsory activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional Group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/01 - M-DEA/01 - (show)

Optional Group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta M-STO/04 - M-FIL/03 - M-FIL/06 - (show)

22902238 - HISTORY OF PEACE 6 CREDITS LM 85	Also available in another semester or year
22910043 - ETICA DELLA RELAZIONE E DELLA COMUNICAZIONE (objectives) The objective of the course is to encourage the reflection on the interpersonal relationship, declined in the mode of love, care and gift, or on the contrary, of domination and violence. It also intends to show the importance of a clear and truthful communication, both in interpersonal relationships and with regard to the community. The educational objectives of the course (according to the Dublin descriptors) are the following: 1. Knowledge and understanding: the critical understanding of the main concepts of ethics of relationship, both in their historical development and in the theoretical dimension and in connections with other disciplines and research fields (psychology, literature, education sciences). For this reason the course aims to: 1. Retrace the salient moments of the development of ethical reflection; 2. Analyze the main concepts of ethics of relationship: love, gift, forgiveness, care. 2. Ability to apply knowledge: 1) ability to use bibliographic tools and reference works for understanding texts; 2) ability to apply text reading methods. 3. Autonomy of judgment: ability to formulate a reasoned judgment on issues related to interpersonal relationships; establish relationship between ethics and educational sciences; identify the ethical principles that characterize the responsibility of communication in professional and social life. 4. Acquisition of communication skills: to practice philosophical discussion as an exercise of respectful dialogue and critical argumentation.	6	M-FIL/03	36	-	-	-	Core compulsory activities	ITA
22910223 - Storia dell'europa e delle istituzioni comunitarie	Also available in another semester or year
22911134 - Filosofia, formazione e società contemporanea	Also available in another semester or year

Optional Group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/05 -08 - (show)

22910044 - PSICOLOGIA CLINICA E GESTIONE DELLO STRESS (objectives) OBJECTIVES 1. Knowledge of the fundamental basis of Clinical Psychology and Stress Management in organisational and educational contexts. 2. Understanding and elaboration of mental disorders’ diagnostic criteria and informed application of those notions in order to detect the nosographic classification of the main psychopathologies, starting from descriptions of psychological profiles. 3. Understanding and critical analysis of an integrated explanatory model of etiopathology and of the diathesis-stress paradigm. 4. In-depth analysis of chronic stress and its negative impact on psycho-physical health and on productivity and wellbeing in the workplace. 5. Knowledge of the key-concepts of mindfulness and of the MBSR protocol (Mindfulness-Based Stress Reduction) by Jon Kabat-Zinn. 6. Experiential training in the classroom of the mindful breathing practice and communication/sharing of one’s experience with the classmates. 7. Understanding of the key-concepts of effective time-management. Application of the acquired knowledge in order to overcome procrastination issues. 8. Critical evaluation of one’s solving problems’ strategies in time management and implementation of the acquired knowledge in order to improve one’s skills in problem solving and in pursuing goals.	6	M-PSI/08	36	-	-	-	Related or supplementary learning activities	ITA
22902252 - SOCIAL PSYCHOLOGY OF GROUPS 6 CREDITS LM 50/87 (objectives) Goals - To elaborate group features and to apply the functions to social groups - To solve problems related to psychosocial processes of group (social infleces, communication, productivity, conflicts), to apply them in complex social contexts. - To integrate knowledges about theretical models explaing group processes: Social Identity Theory, - Self-categorization Theory, Theory of Social Comparison processes, etc. - To examine in depth and communicate results of the main scientific researches about group processes and to apply the conclusions to broader social fields.	6	M-PSI/05	36	-	-	-	Related or supplementary learning activities	ITA

Optional Group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta lingue L-LIN/03 o 07 o 10 - (show)

22902243 - SPANISH LANGUAGE AND CULTURE 6 CREDITS LM 65	Also available in another semester or year
22902244 - LANGUAGE, CULTURE AND INSTITUTIONS IN ENGLISH-SPEAKING COUNTRIES 6 CREDITS LM 85	Also available in another semester or year
22910115 - LETTERATURA E LINGUA FRANCESE PER L'EDUCAZIONE (objectives) The objectives of the course Literature and French Language for Education are: to raise awareness on issues related to educational problems (emotional relationships, intercultural contexts, family structure, expression of interiority) through the study of some important texts of French literature; to promote knowledge of some of the main phonetic and grammatical rules for reading and understanding words and phrases expressed in French. To develop the critical skills applied to the themes studied; the initiative for independent in-depth studies or group work; the elaboration of literary themes for projects related to educational problems.	6	L-LIN/03	36	-	-	-	Related or supplementary learning activities	ITA

22902246 - TRAINING/INTERNSHIP 4 CREDITS LM 85-57 (objectives)

Other activities

ITA

22901494 - FINAL EXAM - SEAFC (ADULT EDUCATION SCIENCE AND CONTINUOUS TRAINING) (objectives)

Final examination and foreign language test

ITA

TOTAL

120

Teachings extracurricular: (hide)

22910099 - Teorie moderne dell'educazione e pedagogia dell'espressione (Exchange Program) (objectives) Bridging a) the voices of present pedagogical research b) with the results of international interdisciplinary research in the field of educational processes of children, adolescents and with a specific attention to adults, of education, with a specific attention to genre, individual and intercultural differences, of expressive / communicational / linguistic / lexi-cal, ludic styles, cognitive styles, learning styles, social styles, c) with the usability of traditional and innovative educa-tional strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, orientation and self-orientation, creativity, active interaction, expressive appropriateness, lexical and semantic pedagogical appro-priateness, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration of educational and socio-educational projects aiming at integration and inclusion within societies and labour markets, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of human resources and of the designed lifelong learning educational projects, g) with the clear knowledge of strengths and weaknesses of national and international educational policies. By the study of Modern theories of education and pedagogy of expression (Exchange Program) the student will be able to achieve the following training objectives. Knowledge and understanding: - defining and identifying the epistemological and methodological subject field; - adopting a reflexive, observative, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links; - knowing the contents and objectives of traditional and innovative pedagogical approaches promoting the idea of projectuality as valorisation of the individual and of its reference micro-groups; - knowing the usability of traditional and innovative strategies and methodologies, techniques and tools promoting the idea of inclusion and integration within societies and labour markets as one of the main pedagogical objectives and contents; - knowing the tools of the educational policies for inclusion and integration; - knowing the usability of the tools that allow effective educational relationships; - adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal; - knowing the role and function of present educational agencies; - knowing the results of national and international research on the specific objectives of inclusive education. Applying knowledge and understanding: - analysing and deepening the meanings of the best educational and training practices with specific reference to consolidated pedagogical strategies and methods; - being available to networking and group-working; - being aware of his ethical and professional responsibility, of the need of being reliable and credible; - being able to build inclusive contexts for children, adolescents, adults with cognitive and social difficulties; - identifying and generalizing educational phenomena and processes, their contents and the impact they produce on learning, social, expressive, communicational styles; - reading, grasping, identifying, defining educational and socialisation needs within life contexts; - assessing the quality of the educational and cognitive processes fostered in different educational settings; - identifying, explaining, commenting, detailing the effects produced by changes on learning styles. Making judgements: - linking pedagogical theory to learning processes; - assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches; - using a systemic thinking. Communication skills: - using effective interaction strategies within traditional educational settings and parallel school; - listening to and understanding the needs communicated by children, adolescents, adults within operational settings implementing educational activities, training, socialisation, expression, communication, orientation, self-orientation; - adopting projectual styles based on a pedagogical thinking and a reliable educational action; - adopting a pedagogic lexicon based on keywords able to define and explain meanings, processes and objectives; - significantly interacting in a L2 and knowing its pedagogical vocabulary. Learning skills: - being available to participate in different scientific and cultural research contexts and networks; - understanding the meaning of present educational challenges; - valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics; - interacting within traditional educational settings and within parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.	6	M-PED/01	36	-	-	-	ITA
22910100 - Pedagogia Interculturale e Sociale (Exchange Program) (objectives) The aim of the course is to provide the chance to elaborate theories and apply in welfare services educational practices, aimed at educational empowerment and deepening approaches and methodologies for educational intervention and empirical research, with particular reference to the social and intercultural field.	6	M-PED/01	36	-	-	-	ITA
22910101 - Teoria e metodi della consulenza pedagogica (Exchange Program) (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.	6	M-PED/01	36	-	-	-	ITA
22910102 - Storia sociale dell'educazione (Exchange Program) (objectives) Amongst the main shifting objectivies of the course on "Social History of Education" is that of history of education from the abstractness of pedagogical theories to the reality of the subject involved in the educational processes. Such discpline is, indeed, a new frontier the historical and pedagogical researches, grounded on new methodologies and new sources, and aims at understending the actual everiday life of childood, of man, of women, of persons that have of very different educational models.	6	M-PED/02	36	-	-	-	ITA
22910104 - Didattica dell'orientamento in prospettiva europea (Exchange Program) (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	6	M-PED/03	36	-	-	-	ITA
22910108 - Sperimentalismo, innovazione didattica e pedagogia montessoriana (Exchange Program) (objectives) Discuss the meaning of experimentalism within the educational process organization -Recognize the experimental research contributions to the development of an educational model -Recognize the elements of didactic innovation in the montessori pedagogy model.	6	M-PED/04	36	-	-	-	ITA
22910714 - Leadership educativa e organizzazione della didattica (Exchange Program) (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	-	-	-	ITA
22910715 - Pedagogia e didattica speciale per l'inclusione (Exchange Program) (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)	6	M-PED/03	36	-	-	-	ITA

Scienze dell'educazione degli adulti e della formazione continua / LM-57

FIRST YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910709 - Bioethics and health ethics (objectives)

M-FIL/03

Core compulsory activities

ITA

Optional Group: LM-57 - A scelta dello studente - (show)

22902266 - STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57	Also available in another semester or year
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	36	-	-	-	Elective activities	ITA
22910705 - Training Philosophy	Also available in another semester or year
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
22911133 - Etica del lavoro e delle virtù professionali	Also available in another semester or year
22911124 - HISTORY OF WOMEN AND GENDER	Also available in another semester or year

22902234 - SOCIOLOGY OF EDUCATIONAL AND TRAINING PROCESSES 6 CREDITS LM85-57 (objectives)

SPS/08

Core compulsory activities

ITA

22902253 - EDUCATION FOR HUMAN RESOURCES AND ORGANISATIONS 12 CREDITS LM 57 (objectives)

22902253-1 - PEDAGOGIA DELLE RISORSE UMANE E DELLE ORGANIZZAZIONI (objectives)

M-PED/01

Core compulsory activities

ITA

22902253-2 - ORGANIZZAZIONE AZIENDALE E FORMAZIONE CONTINUA

Also available in another semester or year

Optional Group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - I Anno 1 insegnamento a scelta M-PED/03 - (show)

22910079 - Didactics of guidance in a European perspective (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
22910224 - Network Communication. (objectives) The frequency of the course will enable students to learn the general characteristics of digital training, in relation to its history and application of the same identifying the educational paradigms (with particular reference to instructional and constructional point of view) that underlie the different types of training in e-learning and focusing on the communicative mediation online understood as support and facilitation in the relational activities. Furthermore it will be designed a personal ePortfolio in the perspective of Training and Professional Guidance. By the study of Network Communications the student will be able to achieve the following training objectives: - Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online. - Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio. - Making judgements: Recognize the cultural and structural obstacles to the dynamics of communication online. - Communication skills: Focus the size of communicative mediation online understood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses. - Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.
22910224-1 - Comunicazione di rete	Also available in another semester or year
22910224-2 - eportfolio	Also available in another semester or year
22910224-3 - cooperative learning online	Also available in another semester or year

22910222 - Psychology of education and training (objectives)

M-PSI/04

Core compulsory activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910118 - STORIA DEI MODELLI EDUCATIVI E FORMATIVI (objectives)

M-PED/02

Core compulsory activities

ITA

22902259 - EXPERIMENTAL EDUCATION: MODELS AND PROCEDURES FOR ADULT EDUCATION 12 CREDITS LM 57 (objectives)

22902259-3 - PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI (objectives)

M-PED/04

Core compulsory activities

ITA

22902259-2 - PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI (objectives)

M-PED/04

Core compulsory activities

ITA

22902259-1 - PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI (objectives)

M-PED/04

Core compulsory activities

ITA

Optional Group: LM-57 - A scelta dello studente - (show)

22902266 - STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57 (objectives) The course provides basic concepts of sampling and regression. Particular attention is devoted to the comparison of types of sampling, and to the comparison between bivariate and multivariate approaches. During the course students will be introduced to the use of statistical software for computers, solving problems in new areas, placed in interdisciplinary contexts. By autonomously managing complex knowledge, the student will learn how to make critical judgments and communicate the results obtained to specialists and non-specialist interlocutors. By the study of STATISTICAL METHODS OF DATA ANALYSIS the student will be able to achieve the following training objectives. Knowledge and understanding: - have acquired in-depth disciplinary knowledge in the field of statistics such as to allow him an adequate approach to the problems of planning and carrying out socio-educational and socio-welfare activities. - possess advanced methodological and technical knowledge, able to allow him to reflect on even complex situations with adequate data analysis and interpretation tools. Applying knowledge and understanding: - possession of skills in the use of the operating systems of the new data processing methods - competent use of communication strategies with professional partners and users. Making judgements: - elaborate an independent judgment on the situations in which it is called to intervene, making decisions in complex situations, even in the face of partial data and information. - show reflexive abilities on their own methods of intervention, supporting their decisions with objective information. Communication skills: - drafting documents aimed at programming and managing services, preparing research / monitoring / evaluation reports and preparing and presenting operational intervention proposals. - know how to communicate in public and manage institutional communication. Learning skills: - appropriate acquisitions skills to allow any further post-graduate training courses (second level master's degree, research doctorate) - ability to continue independently in the process of updating the knowledge necessary for the professional profile.	6	SECS-S/01	36	-	-	-	Elective activities	ITA
22910704 - Methodologies for professional training	Also available in another semester or year
22910705 - Training Philosophy (objectives) The course aims at providing students with theoretical-critical knowledge and the ability to understand themes and problems related to the Philosophy of Education, analyzing the different perspectives of analysis and investigating their epistemological status. The primary objective will also be to grasp the central link between the theoretical dimension and the concrete experience of education and self formation, through the exercise of philosophical thought oriented to languages, models and practices in self formation contexts. Through the study of Philosophy of Education, the student will be able to develop the necessary skills to understand, interpret and deal with the problems associated with human formation and achieve the following educational objectives: in terms of knowledge and understanding - define and identify the epistemological and methodological scope of the discipline; - understand the educational meaning and significance of human education; in terms of ability to apply knowledge and understanding: - analyze the relationship between Philosophy, General Pedagogy, Philosophy of Education and Self Formation; - identify the conceptual and operational tools to move easily in the double theoretical and practical-operational dimension that underlies the Philosophy of Education; in terms of autonomy of judgment: - elaborate critical thinking relative to concrete situations in human formation; - identify and analyze tools, occasions and events related to human formation; in terms of communication skills: - critically observe and interpret the dialogical and relational dynamics of various formation contexts; - make pedagogical theories interact profitably with the educational complexity of the contemporary world; in terms of learning skills: - to know how to grasp the theoretical-operational proposals related to self formation, examining their strengths and possible criticalities; - access critically the scientific literature of reference, evaluating in advance the reliability of the sources.	6	M-PED/01	36	-	-	-	Elective activities	ITA
22910707 - Environmental ethics	Also available in another semester or year
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	Also available in another semester or year
22910708-2 - Techniques and methods of motor activity	Also available in another semester or year
22910713 - Metodi, strategie e strumenti della ricerca didattica (objectives) Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate. Knowledge and understanding: - know the reference paradigms of research in education (quantitative approach and qualitative approach). - know the methods of educational research - know techniques and tools for data collection - understand the role of educational research for the growth of school quality and pedagogical culture - understand the theoretical foundations and peculiarities of didactic research Applying knowledge and understanding: - identify objectives, perspectives and strategies of didactic research - detect, analyze, interpret and represent the data Making judgements: - construct research-based problem solving hypotheses - evaluate the impact of research results on educational contexts Communication skills: - draw up a research report in a form that can be understood by teachers and educators - simulate survey paths in groups Learning skills: - acquire a professional approach based on research and informed by research - be able to access the relevant scientific literature	6	M-PED/03	36	-	-	-	Elective activities	ITA
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	Also available in another semester or year
22910828-2 - Il bilancio delle competenze come strumento per promuovere il benessere nei contesti organizzativi	Also available in another semester or year
22911133 - Etica del lavoro e delle virtù professionali (objectives) The course focuses on work both as a topic of philosophy and as a problematic issue of our time, as today there is a tendency to evaluate work either only from the point of view of personal satisfaction, or only from the point of view of results and in terms of efficiency. The course will examine the main philosophical positions on work, including that of liberalism, Marxism and modern capitalism, and then propose a reflection on what work well done means, i.e. an activity that is formative for those who carry it out and realised with a service mentality. Gender differences will also be taken into account both in the approach to work and in the irreplaceable contribution women can make in the professional world.	6	M-FIL/03	36	-	-	-	Elective activities	ITA
22911124 - HISTORY OF WOMEN AND GENDER (objectives) To introduce to a methodologically and thematically heterogeneous field of inquiry; Examine the dominant historiographical approach to political, social and and economic history that has privileged microhistorical aspects, conjunctures and structures in which the female role has been marginal or absent; Develop critical analytical skills on the nature and possibilities of women's own history, methodological issues and the status of sources; Conduct a critical-conceptual discourse with respect to the redefinition of gender history as the social organization of gender relations, gender relations and the power exercised by gender differentiation and with respect to the more recete concept of intersectionality.	6	M-STO/04	36	-	-	-	Elective activities	ITA

22902253 - EDUCATION FOR HUMAN RESOURCES AND ORGANISATIONS 12 CREDITS LM 57 (objectives)

22902253-1 - PEDAGOGIA DELLE RISORSE UMANE E DELLE ORGANIZZAZIONI

Also available in another semester or year

22902253-2 - ORGANIZZAZIONE AZIENDALE E FORMAZIONE CONTINUA (objectives)

SECS-P/10

Core compulsory activities

ITA

Optional Group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - I Anno 1 insegnamento a scelta M-PED/03 - (show)

22910079 - Didactics of guidance in a European perspective (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
22910224 - Network Communication. (objectives) The frequency of the course will enable students to learn the general characteristics of digital training, in relation to its history and application of the same identifying the educational paradigms (with particular reference to instructional and constructional point of view) that underlie the different types of training in e-learning and focusing on the communicative mediation online understood as support and facilitation in the relational activities. Furthermore it will be designed a personal ePortfolio in the perspective of Training and Professional Guidance. By the study of Network Communications the student will be able to achieve the following training objectives: - Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online. - Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio. - Making judgements: Recognize the cultural and structural obstacles to the dynamics of communication online. - Communication skills: Focus the size of communicative mediation online understood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses. - Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.
22910224-1 - Comunicazione di rete (objectives) With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences: - Learn the general characteristics of digital training, in relation to its history and application of the same; - Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning; - Recognize the structural obstacles to the dynamics of communication online; - Focus the size of communicative mediation online understood as support and facilitation of relational activities; - Develop knowledge and skills in relation to online tutoring - Understand and apply the practices of peer-tutoring; - Analyze situations of training in network implemented in the field by detecting strengths and weaknesses; - Identify the characteristics that define the processes of group management in an online platform; - Carrying out online group, aimed at research, study, simulation of professional contexts. - Use the net to search for documentation. - Learn the ePortfolio general characteristics; - Know the specific use of ePortfolio; - Know and use the Mahara platform for the building of ePortfolio - Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance	6	M-PED/03	36	-	-	-	Core compulsory activities	ITA
22910224-2 - eportfolio (objectives) With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences: - Learn the general characteristics of digital training, in relation to its history and application of the same; - Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning; - Recognize the structural obstacles to the dynamics of communication online; - Focus the size of communicative mediation online understood as support and facilitation of relational activities; - Develop knowledge and skills in relation to online tutoring - Understand and apply the practices of peer-tutoring; - Analyze situations of training in network implemented in the field by detecting strengths and weaknesses; - Identify the characteristics that define the processes of group management in an online platform; - Carrying out online group, aimed at research, study, simulation of professional contexts. - Use the net to search for documentation. - Learn the ePortfolio general characteristics; - Know the specific use of ePortfolio; - Know and use the Mahara platform for the building of ePortfolio - Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA
22910224-3 - cooperative learning online (objectives) With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences: - Learn the general characteristics of digital training, in relation to its history and application of the same; - Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning; - Recognize the structural obstacles to the dynamics of communication online; - Focus the size of communicative mediation online understood as support and facilitation of relational activities; - Develop knowledge and skills in relation to online tutoring - Understand and apply the practices of peer-tutoring; - Analyze situations of training in network implemented in the field by detecting strengths and weaknesses; - Identify the characteristics that define the processes of group management in an online platform; - Carrying out online group, aimed at research, study, simulation of professional contexts. - Use the net to search for documentation. - Learn the ePortfolio general characteristics; - Know the specific use of ePortfolio; - Know and use the Mahara platform for the building of ePortfolio - Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA

SECOND YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22902262 - PERMANENT LEARNING AND ADULT EDUCATION - 12 CREDITS L.M. 57 (objectives)

22902262-3 - APPRENDIMENTO PERMANENTE ED EDUCAZIONE DEGLI ADULTI (objectives)

M-PED/01

Core compulsory activities

ITA

22902262-2 - APPRENDIMENTO PERMANENTE ED EDUCAZIONE DEGLI ADULTI (objectives)

M-PED/01

Core compulsory activities

ITA

22902262-1 - APPRENDIMENTO PERMANENTE ED EDUCAZIONE DEGLI ADULTI (objectives)

M-PED/01

Core compulsory activities

ITA

Optional Group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - II ANNO 1 insegnamento a scelta IUS/07 - SPS/09 - (show)

22910276 - PSYCHOLOGY OF ORGANIZATIONAL SYSTEMS (objectives)

M-PSI/06

Related or supplementary learning activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional Group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - II ANNO 1 insegnamento a scelta IUS/07 - SPS/09 - (show)

22910114 - Statistics for evaluation (objectives)

SECS-S/01

Related or supplementary learning activities

ITA

22902246 - TRAINING/INTERNSHIP 4 CREDITS LM 85-57 (objectives)

100

Other activities

ITA

22901494 - FINAL EXAM - SEAFC (ADULT EDUCATION SCIENCE AND CONTINUOUS TRAINING) (objectives)

Final examination and foreign language test

ITA

TOTAL

120

Teachings extracurricular: (hide)

22910109 - Pedagogia delle risorse umane e delle organizzazioni (Exchange Program) (objectives) he course aims at developing the following general learning objectives in order to develop in students the specific knowledge, skills and expertise in the human resources areas of education and in business organizations with reference to the European perspective of lifelong learning, the VET and to the demands of continuing education. The course presents the main theoretical foundations of the organization, emphasising the educational problems (in particular the company, the organizational structure, the operating systems, the different organizational forms, the development trends of the organization), the organizational shape of central structures: the central management, the personnel function (organizational structure and role); emerging perspectives in lifelong learning in observance of the Italian and European legislation and an analysis of issues related to adapting workers’ skills; an analysis of training sub-systems: training needs analysis, delivery and evaluation of results, design of the training process, basic training, specialized training, management training, different training methods and reporting systems.	6	M-PED/01	36	-	-	-	ITA
22910110 - Comunicazione di rete (Exchange Program) (objectives) Objectives With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences: - Learn the general characteristics of digital training, in relation to its history and application of the same; - Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning; - Recognize the structural obstacles to the dynamics of communication online; - Focus the size of communicative mediation online understood as support and facilitation of relational activities; - Develop knowledge and skills in relation to online tutoring - Understand and apply the practices of peer-tutoring; - Analyze situations of training in network implemented in the field by detecting strengths and weaknesses; - Identify the characteristics that define the processes of group management in an online platform; - Carrying out online group, aimed at research, study, simulation of professional contexts. - Use the net to search for documentation. - Learn the ePortfolio general characteristics; - Know the specific use of ePortfolio; - Know and use the Mahara platform for the building of ePortfolio - Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance	6	M-PED/03	36	-	-	-	ITA
22910111 - Pedagogia sperimentale. Modelli e procedure per l'educazione degli adulti (Exchange Program) (objectives) Starting from the empirical approach that characterises research in education, the course will teach students to: - learn and understand lifelong learning procedures through the study of research on adult education; - apply qualitative and quantitative research projects aiming at studying adult education; - make autonomous judgements on the interpretation of the research results; - be able to explain the results of research to specialists and non-specialists; - study and learn in an autonomous way models and procedures for adult education.	6	M-PED/04	36	-	-	-	ITA
22910112 - Apprendimento permanente ed educazione degli adulti (Exchange Program) (objectives) An advanced level of acquisition, elaboration and development of knowledge and competences related to the operational aspects of Adult Education, within the framework of the scientific-operative paradigm of lifelong learning, also referred to methods of analysis and recognition of skills.	6	M-PED/01	36	-	-	-	ITA

Università Roma Tre

Degree Course: Pedagogy, Adults' Education and Long-Life Learning A.Y. 2024/2025

Expected learning outcomes Syllabus Italian version

Autonomia di giudizio

Abilità comunicative

Capacità di apprendimento

Requisiti di ammissione

Prova finale

Orientamento in ingresso

Il Corso di Studio in breve