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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22910224 -
Comunicazione di rete
(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.
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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
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6
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M-PED/03
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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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
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3
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M-PED/03
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18
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-
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-
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-
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Core compulsory activities
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ITA |
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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
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3
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M-PED/03
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18
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-
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-
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-
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Core compulsory activities
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ITA |
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22910118 -
STORIA DEI MODELLI EDUCATIVI E FORMATIVI
(objectives)
Knowledge and understanding: knowledge and understanding the evolution of educational models and the main educational theories.
Applying knowledge and understand: Ability to contextualize the educational models in the contemporary history.
Making the judgment: develop, through the knowledge of the history of educational models, capacity of critical interpretation.
Communication skills: Knowing and using the disciplinary lexicon.
Learning ability: Knowing how to build an autonomous path of topics.
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6
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M-PED/02
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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22902259 -
EXPERIMENTAL EDUCATION: MODELS AND PROCEDURES FOR ADULT EDUCATION 12 CREDITS LM 57
(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.
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22902259-3 -
PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI
(objectives)
The adult literacy laboratory is intended to enable students to deepen existing examples, tools analysis-methodologies-the elements necessary to the understanding of educational-pedagogical work characteristics to play with adult learners. The course also aims, through individual and small groups work, to develop students’ skills related to the design, formulation and revision of open-ended questions and formulated answers literacy assessment in adulthood.
In particular, the laboratory aims to develop students ' knowledge and skills associated with the following contents:
Knowledge and understanding
- getting to know the most relevant international comparative surveys on adult skills assessment;
- identifying theoretical and methodological foundations of international comparative surveys on adult learning with specific reference to the literacy and to the definitions provided in the framework of investigations;
Applying knowledge and understanding
- the preparation and administration of the questions (types of stimulus and response, administering paper and pencil and computer based, review mode, encoding open-ends);
- understanding the results of the major international comparative surveys on adult skills assessment, with particular reference to the OECD survey PIAAC;
Learning skills
- identifying the diachronic perspectives in the analysis of the data available on a worldwide scale in relation to the skills of the adult population (OECD, UNESCO, World Bank data collections and surveys);
- identifying similarities or differences between IALS, ALL and PIAAC international surveys;
Making judgements
- analyzing the the relationship between functional literacy and ICT at the national level: critical analysis of the impact of technology on literacy and how informal and non-formal learning in adulthood.
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3
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M-PED/04
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18
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-
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-
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-
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Core compulsory activities
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ITA |
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22902259-2 -
PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI
(objectives)
Educational goals of the seminar:
Knowledge and understanding
getting to know the debate about education in which B. F. Skinner’s theories and works were developed;
getting to know the contents in B. F. Skinner’s education theory;
identifying the key topics in the text.
Applying knowledge and understanding
contextualizing the text in the historical period of its publication;
understanding, through a critical reading of the text, the innovating aspects in B. F. Skinner’s educational theory.
Making judgements
reflecting on the contemporary scenary of teaching technologies and comparing this situation to Skinners’ educational theory.
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3
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M-PED/04
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18
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-
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-
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-
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Core compulsory activities
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ITA |
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22902259-1 -
PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI
(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.
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6
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M-PED/04
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36
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-
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-
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-
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Core compulsory activities
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ITA |
Optional Group:
LM-57 - A scelta dello studente - (show)
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12
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22902269 -
HISTORY OF WOMEN 6 CREDITS LM 57
(objectives)
The course intends to provide students with the knowledge concerning the history of women’s state in the XX century. It aims at offering a historical path by rebuilding ideological roots and government policies which signed the exclusion and inclusion of women with regard to the public sphere and productive environment, with a special attention devoted to the marginalization and segregation phenomena towards a group of female categories.
By the study of Women’s History the student will be able to achieve the following training objectives.
- Knowledge of the political-institutional scenarios characterized by the exclusion of women by the access to some fundamental rights: right to vote, to extra-domestic work, and working safeguard measures;
- Understanding the ethical-legal roots perpetuating gender inequality in the second half of the XX century;
- Ability to analyze the theoretical principles which have legitimized political choices by European governments in the first half of the XIX century, with a focus on the second post world war Italy.
The course of Women’s History requires knowledge of the contemporary history space time dimension and of the deep transformations on the political-institutional and socio-economic ground, occurred in the XX century. The multifaceted dimension of the course offers a great opportunity for interaction and integration with other subject matters contemplated in the comprehensive learning path (psychological, sociological, legal and pedagogical). As the gender mainstreaming and women’s empowerment represents a priority in the agenda of the international community, starting from the Agenda 2030, conceived as a new global constitution, the knowledge of the history of denied rights and battles carried out by women is essential in order to understand the current female condition at global level.
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6
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M-STO/04
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36
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-
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-
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-
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Elective activities
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ITA |
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22902270 -
LABORATORY: METHODOLOGIES FOR PROFESSIONAL TRAINING 6 CREDITS LM 57
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Also available in another semester or year
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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.
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6
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SECS-S/01
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36
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-
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-
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-
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Elective activities
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ITA |
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20710560 -
EMOTIONS AND MULTIMODAL COMMUNICATION PSYCHOLOGY – LM
(objectives)
To provide knowledge in the definition and analysis of emotional processes, of their mental and neural representation, of their evolution, of their relationships with cognition, social interaction and communication, and of their role in decision, construction of the self, and learning processes.
To provide knowledge and competences in research on communication in all its modalities, words, body, media. To investigate the devices of face to face and distance communication, their cognitive, affective and interaction functions in sincere and deceptive usies of interpersonal, public, social anc institutional interaction. To develop competences in the analysis of communication and their application to professional and research domains concerning interpersonal and public communication on the work, in education, media, politics, technology, music, entertainment. To analyse the role of communication in its modalities within the psychological processes of reasoning, argumentation and persuasion, of emotional regulation, of teaching and learning, of social influence between individuals and groups.
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12
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M-PSI/01
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72
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-
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-
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-
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Elective activities
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ITA |
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22910255 -
Modern theories of education and pedagogy of expression
(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.
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6
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M-PED/01
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36
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-
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-
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-
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Elective activities
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ENG |
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22910306 -
Metodi, strategie e strumenti della ricerca didatica
(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
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6
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M-PED/03
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36
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-
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-
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-
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Elective activities
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ITA |
|
22910307 -
Ricerca educativa, didattica della scrittura e scrittura manuale
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Also available in another semester or year
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22902455 -
socio-emotional developmental psycology
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Also available in another semester or year
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22902253 -
EDUCATION FOR HUMAN RESOURCES AND ORGANISATIONS 12 CREDITS LM 57
(objectives)
The 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.
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22902253-1 -
PEDAGOGIA DELLE RISORSE UMANE E DELLE ORGANIZZAZIONI
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Also available in another semester or year
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22902253-2 -
ORGANIZZAZIONE AZIENDALE E FORMAZIONE CONTINUA
(objectives)
To know the interconnections between Work Organization, Organizational Development and Human Resources Management, with particular attention to Lifelong Learning and CVET and be able to apply this knowledge to different professional contexts.
To acquire open-minded and critical attitudes towards continuing changes in organizational life, enhancing the ability in analyzing scenarios and recognize which factors could modify the role and the professional practices of CVET in enterprises, both in the brief and long term.
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6
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SECS-P/10
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36
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-
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-
|
-
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Core compulsory activities
|
ITA |
|
22910222 -
Psicologia dell'educazione e della formazione
(objectives)
The goal of this class is the development in the students of the competence and the critical sensitivity for managing the educational process based on the cooperation, both in adults and in children, through the knowledge of the principles, dynamics, strategies and tools for enhancing cooperation in several contexts such as learning or education groups and in dual relationships.
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6
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M-PSI/04
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36
|
-
|
-
|
-
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Core compulsory activities
|
ITA |
Università Roma Tre