|
Course
|
Credits
|
Scientific Disciplinary Sector Code
|
Contact Hours
|
Exercise Hours
|
Laboratory Hours
|
Personal Study Hours
|
Type of Activity
|
Language
|
|
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.
|
|
|
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.
-
Richini Enea Pierluigi
( syllabus)
The Company structures: an evolutionary vision 5 hrs
‐ Metaphors and models of business organization
‐ Organizational structures: consequences on Human Resources management models
‐ Working organizations as open systems in the Digital Economy
‐ Industry 4.0: the “collaborative enterprise”
‐ The Smart Working
The role of HR in organizations that innovate and learn 5 hrs
‐ The concept of Learning Organization
‐ The High Performance Work Organizations (HPWO): model and features
‐ International and European policies supporting HPWOs
‐ “European Workplace Innovation”: a European Program promoting informal learning in enterprises
‐ HR management models in organizations that innovate
‐ Innovation skills
The Human Resources Management System 4 hrs
‐ Recruitment, selection and integration
‐ The system of individual/organization expectations
‐ Diversity management: a focus on generational diversity
‐ The evaluation (of potential, performance, skills)
‐ The professional development and mobility
European Policies concerning Continuous training in enterprises 4 hrs
‐ European policies promoting adult education
‐ The European Qualification Framework (EQF)
‐ The ECVET system
‐ From the quality of training offer to the promotion of needs’ awareness: the French case and the Spanish case
‐ The promotion of social partnership for continuing education
National Policies concerning Continuous training in enterprises 5 hrs
‐ Financing sources for continuing education in Italy
‐ The Joint Interprofessional Funds for continuing training (FPI)
‐ The monitoring of the FPI: implementation and trends
‐ Training for innovation in FPI (case studies and testimonials)
Continuing training methodologies 4 hrs
‐ Overview on training methods and their relationship with goals, needs and target characteristics
‐ The experiential methodologies (with practical exercises)
‐ Learning technologies (with practical exercises)
‐ Coaching, mentoring and reverse mentoring
The digital skills 4 hrs
‐ The 8 key competences of citizenship and digital skills
‐ The European model DIGCOMP e Minimum Standard of Digital Competence
‐ The digital soft skills: how they are developed in enterprises (case studies / testimonials)
Training of managerial skills in the Digital economy 4 hrs
‐ The evolution of the managers’ professional profile
‐ New professional and technological scenarios of management and leadership
‐ E-leaders and innovation leaders
( reference books)
1. Butera G., Scienza dell’organizzazione. Il design di strutture, processi e ruoli, Carocci Editore, Roma, 2017 (Capitoli 1, 2 3 e 7).
2. Colombo C., Donadio A., Galardi A., Marini V., Solari L., The Human Side of Digital. Era digitale, capitale umano, nuovi paradigmi, Guerini Next, Milano.
3. Richini P. (a cura di), Strumenti per la formazione esperienziale dei manager, Isfol, Libri del Fondo Sociale Europeo, Roma, 2012, scaricabile gratuitamente da www.atlantedelleprofessioni.it/content/download/6262/39655/file/863.pdf o dalla pagina Linkedin del docente https://www.linkedin.com/in/pierluigi-richini-5b016b1a/ (sezione Pubblicazioni).
Supplementary reading
1. Hatch Mary Jo, Teoria dell’organizzazione, Il Mulino, Bologna, 2013.
2. Laloux Frédéric, Reinventare le organizzazioni, Come creare organizzazioni ispirate al prossimo stadio della consapevolezza umana, Guerini Next, Milano, 2016.
3. Inapp, XVII Rapporto sulla Formazione Continua in Italia. Annualità 2015-2016, Inapp / Ministero del Lavoro e delle PS, Roma, 2017, scaricabile gratuitamente da http://inapp.org/it/inapp-comunica/sala-stampa/comunicati-stampa/xvii-rapporto-sulla-formazione-continua-italia-annualita-2015-2016
|
6
|
SECS-P/10
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902253-1 -
PEDAGOGIA DELLE RISORSE UMANE E DELLE ORGANIZZAZIONI
(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.
-
ALESSANDRINI GIUDITTA
( syllabus)
Program Module I - Education of human resources and organizations
The course is divided into three modules of 10 hours each (for a total of 30 hours). In the first module we introduce the main themes of the discipline, giving particular attention to the dimensions of the contemporary debate. The topics will cover the organizational models, the methodologies of human resources management and recruitment in different organizational contexts, the relationship between learning and knowledge with particular reference to the issue of organizational cultures and sensemaking. In the context of a reflection on the contemporary transformations of labor induced by digitalization we will study 'the theme of Industry.4 and the smart working. The second module focuses on the approach of communities of practice, as a tool for training and knowledge management in organizations. In the third area is the training in the workplace (Work-based learning) to be examined, contextualized in the European scenario and in reference to the frame work VET and CVET. In this context, we will 'also studied the issue of apprenticeship in its regulatory developments and design. It is foreseen the participation of witnesses who will share their experience with particular regard to the field of Interprofessional Funds and experience of business finance. The last area, the fourth, faces the theme of the Human Development Index (HDI the issue, the theories of Sen and Nussbaum: the capability approach and social justice). The modules will provide Students with the methodological tools to interpret the complexity of organizational development and training in the workplace and generally in public and private organizations. The course consists of lectures alternating with periods of training design and case studies. In each module there will be a workshop to exercise on issues pertaining to the module topic itself. In each workshop some works of collaborative design will be started; these works will form part of the exam.
Area 1
• The socio-organizational pedagogy of human resources and organizations: theoretical framework
• Workshop on the “Analysis of knowledge”
• Workshop “Smart Working: case studies”
Area 2
• The theoretical approach of communities of practice
• Workshop “Project Management”
Area 3
• Work based learning, CVET e VET
• The competency model: the construct analysis
• Validation and certification of competences: the European approach (ECVET, EQF)
Area 4
• The foundations of the approach Nussbaum: capabilities and educational welfare
• Dimensions educational approach to habitat capability in social and educational
( reference books)
Reference books
• Alessandrini G. (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma
• Alessandrini G. (2016), Smart Working, Cultura e Formazione, Pensa Multimedia, Lecce
• Alessandrini G. (2017), Atlante di Pedagogia del lavoro, FrancoAngeli, Milano (prima e terza parte)
Books of your choice (One book):
• Alessandrini G. (2004), Pedagogia delle risorse umane e delle organizzazioni, Guerini, Milano (prima parte)
• Alessandrini G. (2014), La “pedagogia” di Martha Nussbaum. Approccio alle capacità e sfide educative, Franco Angeli, Milano
• Alessandrini G. (2013), La formazione al centro dello sviluppo umano. Crescita, lavoro, formazione, Giuffrè, Milano (prima parte)
• Alessandrini G. (2007), Comunità di pratica e società della conoscenza, “Le Bussole”, Carocci, Roma
• Alessandrini G. & De Natale M.L. (2015), Il dibattito sulle competenze: quale prospettiva pedagogica?, Pensa Multimedia, Lecce (Introduzione, CAP. IV, V, VI, VII, IX, X, XII, XV, XVI)
• Alessandrini G. (2014), Apprendistato, Competenze e prospettive di Occupabilità, Pensa Multimedia, Lecce (prima parte)
• Alessandrini G., Pignalberi C. (2011), Comunità di pratica e Pedagogia del lavoro. Voglia di comunità in azienda, Pensa Multimedia, Lecce
* You will be agreed with the teacher the choice of a classic pedagogy of human resources.
Program Module II - Business Organisation and continuing education
Refer to the online bulletin board of the teacher (Dott. Pierluigi Richini).
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902219 -
HISTORY OF GENDER EDUCATION 6 CREDITS LM 85-57
(objectives)
Improve awarness both theorical and research plan, in reference to gender identity.
-
LEUZZI MARIA CRISTINA
( syllabus)
Storia dell’educazione di genere
AA 2017-2018
Prof. Maria Cristina Leuzzi
Secondo semestre
Titolo del corso:
Segmenti di libera scelta
Testi d’esame:
M.C. Leuzzi, Erminia Fuà Fusinato. Una vita in altro modo, Roma, Anicia, 2008.
H. Ibsen, Casa di bambola.
( reference books)
M.C. Leuzzi, Erminia Fuà Fusinato. Una vita in altro modo, Roma, Anicia, 2008.
Autori Vari, Donne della Repubblica, Bologna, Il Mulino, 2016.
M.C.Leuzzi, Ada Gobetti e l'educazione alla democrazia, Roma, Anicia, 2015.
|
6
|
M-PED/02
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
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.
|
|
|
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.
-
AGRUSTI FRANCESCO
( syllabus)
Future educators, educational designers and dedicated teacher for adult learners-of age, different skills and usually discontinuous training experiences – need tools of assessment of competences validated and aimed at supporting the implementation of flexible educational strategies for continuously directing learning activities according to learners’ needs.
The adult literacy course 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 course aims to develop students ' knowledge and skills associated with the following contents:
-most relevant international comparative surveys on adult skills assessment;
-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;
-the preparation and administration of the questions (types of stimulus and response, administering paper and pencil and computer based, review mode, encoding open-ends);
-the results of the major international comparative surveys on adult skills assessment, with particular reference to the OECD survey PIAAC;
-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). In particular, it will propose a comparison between surveys IALS, ALL and PIAAC;
-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.
( reference books)
The course consists of face-to-face lessons (18 hours).
Vertecchi, B. Percorsi di ricerca educativa. Gli editoriali di Cadmo, Milano, Angeli, 2014, pp. 41-59.
Di Francesco, G. (2014). PIAAC-OCSE. Rapporto nazionale sulle competenze degli adulti. ISFOL. http://isfoloa.isfol.it/jspui/bitstream/123456789/1262/1/Oss_1-2_2016_DiFrancesco_Amendola_Mineo.pdf
Richmond, Mark, Clinton Robinson, and Margarete Sachs-Israel. (2008). The global literacy challenge: A profile of youth and adult literacy at the mid-point of the United Nations literacy decade 2003-2012. Unesco. http://unesdoc.unesco.org/images/0016/001631/163170e.pdf
OECD. (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. OECD Publishing.
http://dx.doi.org/10.1787/9789264204256-en
OECD. (2013). The Survey of Adult Skills: Reader’s Companion, OECD Publishing. OECD Publishing.
http://dx.doi.org/10.1787/9789264204027-en
Further study material will be made available during the lessons and on the website of the course.
|
3
|
M-PED/04
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902259-2 -
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.
-
Campetella Paolo
( syllabus)
“The process goes on as long as life and learning continue”
The seminar aims at exploring the role of experience in Adult Education through the analytical reading of John Dewey’s “Experience and education”, which was published in 1938 and is considered as synthesis of his education theories.
After examining the progress education theories and the debate around the “new” schools implementation, upheld by Dewey in this publication, the seminar intends to analyse the contribution of the experience in education by identifying general principles that could fit Adult Education theories and practices. In “Education and experience” Dewey promotes the idea of a new philosophy of education of-through-for the experience that should guide the practices of those involved in formative processes.
As reported by the Dewey’s quotation selected as seminar title, the chance to base education processes on the experience, following the principle of continuity and interaction, is considered of primary importance in lifelong learning. To confirm this principle, the experience role has been included in the fundamental principles list of Malcom Knowles’ andragogy theory. The seminar offers the opportunity to critically analyse the Dewey’s theories, mainly developed for formal educational contexts, taking into account their possible influences on Adult Education theoretical approaches. In order to enhance the achievement of this task, students will be also asked to analyse reports of experimental researches carried out in informal education contexts.
Educational goals of the seminar:
− getting to know the debate about education in which Dewey’s theories were developed;
− contextualizing the contents in the broader Dewey’s progressive education theory;
− identifying the main criticisms raised about the “new” schools implementation in the text;
− identifying the publication key topics;
− identifying the experience role in education processes dealing with the principles of continuity and interaction;
− understanding the relationship between democracy development and experience-based education;
− identifying similarities or differences between Dewey’s principles and Knowles’ andragogic theories about the experience in education;
− analysing the experience role in experimental projects carried out in informal educational contexts.
( reference books)
Dewey (2014), Esperienza e educazione, a cura di F. Cappa, Milano: Raffaello Cortina Editore.
Other references will be provided during the course.
|
3
|
M-PED/04
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902259-1 -
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.
-
ANGELINI CINZIA
( syllabus)
"Experimental Education. Models and procedures for adult education" is a course for the students of "SEAFC" master's degree and is composed of a basic course (36 hours of lessons, 6 ECTS), a laboratory (18 hours of lesson, 3 ECTS) and a seminar (18 hours of lesson, 3 ECTS).
The course main objective is to teach students the theoretical and procedural aspects of research in adult education. Through the analysis of research in adult education, the course will focus on the historical and theoretical bases of experimental education from the origin until now; on the procedures for defining the research field, the methods and the data collecting tools, the data analysis and interpretation, the procedures for a critical revision of the hypotheses.
The laboratory and the seminar are integral parts of the course. The first will focus on international research on adult literacy; the latter will be devoted to reading and commenting on a classical text on education.
The whole course (lessons + laboratory + seminar) is worth 12 ECTS.
( reference books)
- for the lessons:
o C. Angelini, "Apprendere ad apprendere e capacità di comprensione della lettura. Il caso degli studenti adulti della Facoltà di Scienze della formazione dell'Università Roma Tre", Roma, Nuova Cultura, 2010.
o C. Angelini, A. Poce, I. Presta, "L’apprendimento nei musei. Un’indagine internazionale", Milano, FrancoAngeli, 2017.
o B. Vertecchi, "Manuale della valutazione. Analisi degli apprendimenti e dei contesti", Milano, FrancoAngeli, 2003. Only the last section, G. Agrusti (ed.), "Laboratorio di valutazione".
o In order for students to pass the exam, it is necessary to study also the materials that will be available on http://formonline.uniroma3.it/, in the private area. The login codes will be communicated both during the lessons and on the professor's web page.
- for the laboratory:
o study material provided by the professor
- for the seminar:
o J. Dewey, Esperienza e educazione, edited by F. Cappa, Milano: Raffaello Cortina Editore, published in 2014.
|
6
|
M-PED/04
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902234 -
SOCIOLOGY OF EDUCATIONAL AND TRAINING PROCESSES 6 CREDITS LM85-57
(objectives)
Knowledge of main categories of analysis and sociological theories about relationship education-society.
Knowledge of main transformation of education and training systems, in italy, in relationship with the current socio-economic transformations. Skills of analyse and describe the relationships between economic, social and cultural transformations (globalization, communication, innovation of technology, path of life, family, work), and mutation of the educational processes and training.
Method knowledge and skills of analyse the organizational contexts and detect training needs, focusing on disadvanteged groups.
Knowledge of learning processes concerning language and civics by migrants according to immigration rules.
-
CARBONE VINCENZO
( syllabus)
Themes:
School-Society Relationships;
Models and Theories: Socialization, education and training;
Economic development, social stratification, cultural integration;
Theories: human capital, cultural capital, rational choice;
Inequalities, differences, opportunities, social destinies;
Educational and social mobility in Italy;
Precariety, employability, labour market;
Integration paths, conditionality and merit principle.
Laboratory activities with guided field research experiences:
Training and learning: contexts, actors and processes;
Methods and techniques for socio-educational research and for the analysis of training needs;
Training and jobs in post-industrial societies: the case of young people and migrants.
Search path a) School / Work Transitions: Young people's study, work and life conditions;
Search path b) Migrant training and citizenship processes.
( reference books)
Testi di riferimento:
1. Benadusi L., Censi A., Fabretti V., Educazione e socializzazione. Lineamenti di sociologia dell'educazione. FrancoAngeli 2004.
2. Fischer L. Sociologia della scuola. La scuola e i suoi protagonisti in una introduzione sociologica. Il Mulino 2003.
Se non disponibile: Fischer L. Lineamenti di Sociologia della scuola. Il Mulino 2001.
3. Carbone V., Gargiulo E., Russo Spena M. (a cura di), I confini dell'inclusione, La Civic integration tra selezione e disciplìnamento dei corpi migranti. DeriveApprodi, 2018.
Per i non frequentanti un testo a scelta:
1. Carbone V., Città eterna, precarie vite. Aracne, 2013.(Scaricabile nella sezione Documenti del sito docente, oppure al sito https://independent.academia.edu/ecarbone)
2. Carbone V., Russo Spena M., Per giungere e per restare. La formazione dei migranti nei contesti di partenza e di approdo. DeriveApprodi 2018. Se non disponibile, Carbone V., Russo Spena M. (a cura di), Il dovere di integrarsi. Armando, 2014.
Indicazioni di lettura:
• Carbone V., Russo Spena M. (a cura di), Il dovere di integrarsi. Armando, 2014.
• Cillo R., Nuove frontiere della precarietà del lavoro. Stage, tirocini e lavoro degli studenti universitari, Cà Foscari, 2017.
• Chicchi F., Simone A., La società della prestazione. Ediesse, 2017.
• Nicoli M., Le risorse umane, Ediesse, 2015.
|
6
|
SPS/08
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
Optional group:
LM-57 - A scelta dello studente - (show)
 |
12
|
|
|
|
|
|
|
|
|
22902269 -
HISTORY OF WOMEN 6 CREDITS LM 57
(objectives)
The course aims at rebuilding he history of women’s’ condition in the contemporary era, through the XIX and XX century. In particular:
The feminism origins
The industrial work
The human being wrights
The wright to education .
The course also tends to offer students the tools for a critical reading of a process leading to the female emancipation, in the wider framework of a deep political-institutional change where new areas of the public sphere are accessible to women.
-
Derived from
22902342 STORIA DELLE DONNE in COORDINATORE DEI SERVIZI EDUCATIVI E DEI SERVIZI SOCIALI LM-50 N0 AZARA LILIOSA
( syllabus)
The course aims at revisiting the history of women’s condition in the XX century. In particular, it will be highlighted as two events which deeply marked the XIX century opening with a revolution and closing with a war, both involving women, but giving men the chance to play between inclusion/participation and exclusion/repulsion of women from questions concerning the State and the Nation.
The XX century sanctions an ineludible process towards women’s emancipation. The western women have access to modernity. In particular, the issues the course aims to deal with are the following: the Great War and the question whether or not it has been the era of women or the triumph of the gender difference; the Twenties and the modern woman in the United States; women under totalitarian regimes; women in the political sphere; feminism in the Sixties/Seventies; procreation and bioethics
( reference books)
G. Duby, M. Perrot, Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, L’uso “politico” del corpo femminile. La Legge Merlin tra nostalgia, moralismo ed emancipazione, Carocci, Roma 2017
|
6
|
M-STO/04
|
36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22902314 -
THEORIES AND TECHNIQUES OF FORMATIVE COUNSELLING FOR ADULTS 6 CREDITS LM 57
(objectives)
-GENERAL OBJECTIVES AND SKILLS IN OUTPUT, INTENDED AS KNOWLEDGE, SKILLS, ABILITIES
- KNOW AND ANALYZE THE MAJOR CRITICAL THEORIES AND MODELS OF ORIENTATION DEVELOPED IN THE COURSE OF 900
- KNOW AND ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT
- MORE TO KNOW AND DESCRIBE THE CONSOLIDATED OPERATING PRACTICES FOR GUIDANCE IN ADULT AND AUTORIENTAMENTO (INTERVIEW, FINANCIAL, VOCATIONAL DEVELOPMENT)
- KNOW AND USE TOOLS FOR THE DETECTION AND ANALYSIS OF SKILLS IN THE PROCESSES OF STRATEGIC ORIENTATION
- SIMULATED ENVIRONMENT IN INTERPRETING THE RESULTS OF GUIDANCE FOR ADMINISTRATION AND QUESTIONNAIRES QSA QPCC
- KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK
- ANALYZE THE ACTION THAT THE FEATURES OF ACTIVE POLICIES FOR THE JOB
- KNOW AND DESCRIBE THE EVOLUTION OF PROFESSIONALS ENGAGED orientation
- KNOWN TO ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE
- ANALYZE CRITICAL ASSESSMENT AND SOME SIGNIFICANT EXPERIENCES OF ORIENTATION AND TRAINING SCHOOL
-
Derived from
22902314 TEORIE E TECNICHE DELL'ORIENTAMENTO FORMATIVO DEGLI ADULTI in SCIENZE PEDAGOGICHE E SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM-85 N0 MARGOTTINI MASSIMO
( syllabus)
The frontal lessons will concern the description and analysis of the main theories and models of guidance with a special regard to the training needs of adults; the description and analysis of some tools and methodologies for guidance; the analysis of the main territorial structures for guidance and active labour market policies; the evolution of the professional roles engaged in guidance; the analysis of some significant experiences of educational and vocational guidance in Italy.
( reference books)
DI FABIO A., Manuale di psicologia dell'orientamento e career counseling nel XXI secolo, Firenze, Giunti O.S., 2009
ALESSANDRINI G. (a cura di), Apprendistato, competenze e prospettive di occupabilità, Lecce, Pensa Multimedia, 2014
MARGOTTINI M., Informazione e afferenza alle fonti informative, Roma, Monolite, 2002
|
6
|
M-PED/03
|
36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22902651 -
RIFLESSIVITÀ E PROFESSIONI FORMATIVE. MODELLI E TECNICHE PER LO SVOLGIMENTO DEL TIROCINIO
(objectives)
Laboratory. Reflection about the stages and readings of classics
Objectives:
to develop reading, interpreting and exploiting classical masterwork
to train in scientific writing
to reflect on choice and strategies for career and employment.
-
Derived from
22902651 RIFLESSIVITÀ E PROFESSIONI FORMATIVE. MODELLI E TECNICHE PER LO SVOLGIMENTO DEL TIROCINIO in SCIENZE PEDAGOGICHE E SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM-85 N0 POSTIGLIONE ROCCO MARCELLO
( syllabus)
The students must choose two or three classical masterwork consistent with their curriculum, preferences, studies and vocational path.
By means of what they will understand and interpretate, they are asked to develop their own reflection about the stage and the final part of their course.
This activity will be supported by the Professor by means of:
lessons about keywords and relevant concepts of philosophy and pedagogy
suggestion of literature to interpretate the classical texts chosen
( reference books)
Two masterwork chosen in the list below:
Plato:
Socrates' Apology
Crito
Phaedo
Repubblic
Phedrus
Laws
Aristotle
Politic
Etica
Agostino d’Ippona:
De doctrina Christiana (L'istruzione cristiana)
Confessiones (Le confessioni)
De magistro
Tommaso d'Aquino
De magistro (Il maestro)
Rousseau J. J., Emilio, v.e..
Komensky J. A., Didactica magna, v.e..
Heidegger M., Ernst Jünger, Oltre la linea, Milano, Adelphi, 1989.
Jünger E., L’operaio, Parma, Guanda, 2004.
Jünger E., La mobilitazione totale, Bologna, il Mulino, 1985.
Jünger E., Nelle tempeste d’acciaio, Parma, Guanda, 2007.
Pestalozzi J. H., Leonardo e Geltrude, v.e..
Froebel F., L’educazione dell’uomo, v.e..
Gentile G., La riforma della scuola in Italia, v.e..
Gentile G., La riforma dell’educazione
Montessori M., Il metodo della pedagogia scientifica applicata all'educazione infantile, v.e..
Montessori M., L'autoeducazione nelle scuole elementari, v.e..
Vygotskij L. S., Pensiero e linguaggio, Roma-Bari, Laterza, 1992.
Vygotskij L. S., Storia dello sviluppo delle funzioni psichiche superiori, Firenze, Giunti-Barbera, 2009.
Theodor Wiesengrund Adorno, Minima moralia, Torino, Einaudi, 2005.
Theodor Wiesengrund Adorno, Scritti sociologici, Torino, Einaudi, 1976.
Bruner, J., La cultura dell’educazione, Feltrinelli, Milano 2002.
Bruner, J., Verso una teoria dell'istruzione, Roma, Armando, 1982
Michel Foucault, Del governo dei viventi. Corso al Collège de France (1979-1980), Milano, Feltrinelli, 2014.
Michel Foucault, Sorvegliare e punire. Nascita della prigione, Milano, Feltrinelli, 2005.
Michel Foucault, Nascita della biopolitica. Corso al Collège de France (1978-1979), Milano, Feltrinelli, 2012.
Schwartz Bertrand, Modernizzare senza escludere, Roma, Anicia, 1995
Milani Lorenzo, Esperienze Pastorali, Firenze, LEF, 1958.
Milani Lorenzo, Opere, Meridiani, Milano, Mondadori, 2017.
Becker Gary Stanley, Human Capital. A theoretical and empirical analysis, with special reference to education, 1964. The text can be studied in any language and edition.
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
20710099 -
PSICOLOGIA DELLA COMUNICAZIONE MULTIMODALE - LM
(objectives)
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 uses of interpersonal, public, social and institutional interaction. To develop competences in the analysis of communication and their application in professional and research domains.
-
Derived from
20710099 PSICOLOGIA DELLA COMUNICAZIONE MULTIMODALE - LM in SCIENZE COGNITIVE DELLA COMUNICAZIONE E DELL'AZIONE LM-92 POGGI ISABELLA
( syllabus)
In-depth investigation of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.
( reference books)
The course will consist mainly in “hands on” activities, with reading assignments aimed at accompanying and facilitating the analysis of real materials. For their oral examination, non-attending students may choose one of the following alternatives:
Choice 1:
a. Rumiati R. e Lotto L. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2012.
b. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.
c. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012 (For those who already studied the first part of the book, only chapters from 13 to the end).
d. Three (3) papers from this link:
http://www.comunicazione.uniroma3.it/it/page/25/_/___22
Choice 2:
a. Poggi I. Mind, hands, face and body. A goal and belief view of multimodal communication. Jo Weidler, Berlin 2007 (esclusi i capitoli:
8, 9, 10, 12, 16, 20, 23, 26, 32, 38).
b. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012 (For those who already studied the first part of the book, only chapters from 13 to the end).
c. Three (3) papers from this link http://www.comunicazione.uniroma3.it/it/page/25/_/___22
|
6
|
M-PSI/01
|
36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
Università Roma Tre